Turning the new experiences and outcomes into action

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The new experiences and outcomes
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The new experiences and outcomes outline of
presentation
Why is CfE even more important now?
Experiences and outcomeswhen, how, what?
Where do they fit within the curriculum as a
whole?
How can we turn all this into reality?
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Insert photograph of child here to emphasise
that we are always relating our worth on the
curriculum to the needs of the children we serve
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Why is CfE even more important now?
To enable each child and young person
to flourish
Economy and society an uncertain future
Developments in our education system and
findings about its performance
See The case for change on the Curriculum for
Excellence website
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Why is CfE even more important now? Improving
Scottish Education 2009

• Scotlands future economic prosperity requires
  an education system within which the population
  as a whole will develop the kind of knowledge,
  skills and attributes which will equip them
  personally, socially and economically to thrive
  in the 21st century.
• It also demands standards of attainment and
  achievement which match these needs and
  strengthen Scotlands position internationally.
• HM Senior Chief Inspector, Improving Scottish
  Education 2009
• substantial strengths in Scottish education,
  including professionalism of workforce and
  capacity for improvement
• issues to be addressed in order for our high
  aspirations to be achieved for education and for
  learners see Chapter 5, for example.

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How were the experiences and outcomes developed?

• unparalleled engagement with teachers and
  practitioners
• building upon the existing very good practice
  across all sectors
• taking account of research and international
  comparisons
• recognising the professionalism of teachers
  needed so that they can exercise professional
  freedom and responsibility as they plan with the
  broader guidance.

See Process of change on the Curriculum for
Excellence website
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Engagement and trialling was used to shape the
experiences and outcomes
1475 questionnaires 937 from groups
500 trialling centres 241 reports
Total 2012 submissions e.g. Royal Society of
Edinburgh
20 Focus groups
University of Glasgow analysis and reports
Plans drawn up to address issues raised
Further engagement and consultation, comparisons,
refinement thematic overview
Publication
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What did people say? What happened in response?

• Editing/revision (varied amounts)
• Explanation (selective as appendices to Es and
  Os)
• Exemplification (selective to be developed over
  time)
• Illustration of expectations where necessary
• Movies of E/Os in action
• Pupil work
• Case studies
• Links to resources
• i.e. providing scaffolding, not detail

• They emphasised the need for time and
  professional dialogue to deepen and share
  understanding
• They were positive about how the Es and Os would
  give scope for
• flexibility and creativity
• developing the four capacities
• teaching in motivating ways
• making connections in learning
• They had concerns about
• vagueness
• fit with assessment
• Curriculum area-specific points

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Experiences and outcomes what do we need to know?

• They describe all of the curriculum from age 3 to
  15 and in particular a broad general education
• They replace but build on previous guidance (3 to
  5 and 5-14)
• Taken together, they embody the four capacities
• Experience and outcome

See Getting started on the Curriculum for
Excellence website
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Experiences and outcomes example
Principles and practice sections (a must read
for everyone)
See Process of change on the Curriculum for
Excellence website
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Experiences and outcomes example
See Process of change on the Curriculum for
Excellence website
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Where do the experiences and outcomes fit within
the curriculum as a whole?

• Building the Curriculum 3
• A framework for learning and teaching

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The purpose of the curriculum
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The curriculum all that we plan for children
and young peoples learning
Learning and teaching Engaging, active,
challenging
Values Wisdom, justice, Compassion, integrity
Building the curriculum
Building up The curriculum
Experiences and outcomes Expectations for
learning and development from early to fourth
levels
Entitlements For all children and young people
Arrangements for Assessment Qualifications Self-e
valuation and accountability, Professional
development Support purposes of learning
Personal support Including preparing for
and support through changes and choices
Principles of curriculum design
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Entitlements

• A coherent curriculum from 3 to 18
• A broad general education from age 3 to the end
  of S3
• A senior phase opportunities for qualifications
  and other planned opportunities to develop the
  four capacities
• Opportunities to develop skills for learning,
  skills for life and skills for work
• Opportunities to achieve to the highest levels
  through personal support and challenge
• Opportunities and support to move into positive
  and sustained destinations beyond school

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A broad general education 3 to 15

• Every child and young person in Scotland is
  entitled to experience a broad general education.
  
• This broad general education takes place from the
  early years to the end of S3.
• It is represented by learning across all of the
  experiences and outcomes to the third curriculum
  level together with those selected for study at
  the fourth, as far as is consistent with each
  child or young persons needs.
• Not expected that qualifications will feature at
  this stage
• Providing a strong platform for later learning
  and qualifications

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True or false?

• CfE interdisciplinary or thematic learning
• Broad general education common course
• Es and Os to third level a menu to choose from
• Number of qualifications in S4 5
• Active learning energetic learning
• Please help to counter these misconceptions!

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Bringing Curriculum for Excellence to life
throughout Scotland
Local implementation plans - with tasks, roles
and timescales
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Testing the framework - thinking from schools
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The process of change 8 themes emerging

• Securing a strong ethos and values is often the
  starting point
• Giving high priority to achieving a consistently
  high quality of learning and teaching across the
  school
• Importance of staff learning together, for
  example seeing each other teach, reflecting
  together on the experiences and outcomes within
  their own area of interest and across them all
• Using literacy, numeracy and health and wellbeing
  as starting points
• Importance of knowing about the progress of every
  child across a wider range than before roles of
  all staff in this endeavour
• Coherence and progression need more joint
  thinking and partnership than before. This
  requires strategic support at senior levels
• Need to work across a range of developments in a
  well-sequenced, planned way
• Leadership essential, in all its facets using
  all resources to the full, coaching, planning,
  setting high expectations

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How will we turn this into reality?
Not research, development, dissemination as in
previous developments But creating
together through learning and thinking together
Photocredit EwanMcintosh
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• Some possible questions
• For schools and their partners
• How will we ensure that all young people achieve
  the third curriculum level across all curriculum
  areas?
• How will we provide specialisation, choice, depth
  and challenge within the fourth level for all
  young people?
• For any particular development or action how
  does it contribute to the broad general
  education? What will be its impact on learning?
  What is the educational gain?
• For teachers
• How rich is the experience and how deep the
  learning within this level?
• How can I contribute to these childrens broad
  general education (including literacy, numeracy,
  health and wellbeing)?
• For any development or activity how does it
  contribute to the broad general education? How
  will I know?

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Return to photograph of child or children