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University of Stirling 1 May 2007

University of Stirling 1 May 2007. May Sweeney National Coordinator – A Curriculum for Excellence m.sweeney@ltscotland.org.uk. National Debate: What do we want to do better?. Overcrowding – too many initiatives Progression Balance between ‘vocational’ and ‘academic’

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University of Stirling 1 May 2007

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  1. University of Stirling1 May 2007 May Sweeney National Coordinator – A Curriculum for Excellence m.sweeney@ltscotland.org.uk

  2. National Debate: What do we want to do better? • Overcrowding – too many initiatives • Progression • Balance between ‘vocational’ and ‘academic’ • Preparing young people better for lifelong learning and employment • Ensuring that assessment supports learning • Increasing choice

  3. A Curriculum for Excellence:values, purposes and principles “The Curriculum … must enable young people to build up a strong foundation of knowledge and understanding and promote a commitment to considered judgement and ethical action.” page 11 A Curriculum for Excellence 2004

  4. Successful learners Confident individuals To enable all young people to become Responsible citizens Effective contributors

  5. Principles for curriculumDesign • Challenge and enjoyment • Breadth • Progression • Depth • Personalisation and choice • Coherence • Relevance

  6. Aims of the programme • Focus practice upon the child and around the four purposes of education • Simplify and prioritise the current curriculum • Encourage more learning through experiences • Create a single framework for the curriculum and assessment 3-18

  7. Looking at the curriculum differently • Single framework 3 – 18 • Promote learning across a wide range of contexts and well planned experiences • More than curriculum areas and subjects, also • Ethos and life of the school • Interdisciplinary projects and studies • Opportunities for personal achievement • Equip young people with high level of literacy and numeracy skills

  8. Interdisciplinary projects and studies “The curriculum needs to include space for learning beyond subject boundaries, so that learners can make connections between different areas of learning. ….. To be successful, these activities need to be well planned with a clear purpose and outcomes in mind.” (Progress and Proposals 2006)

  9. Organising Learning Organising learning through curriculum areas - to provide breadth • Health and well being • Languages • Mathematics • Sciences • Social studies • Expressive arts • Technologies • Religious and moral education

  10. “The curriculum areas should provide a basis for learning and the development of skills across a broad range ofcontexts. They offer opportunities for citizenship, sustainable development, enterprise, creativity and cultural aspects. ….. It will be open to schools to organise the outcomes and experiences differently (for example by designing challenging interdisciplinary projects), …to plan for progression, breadth and depth of learning.” p15,Progress and Proposals 2006

  11. Literacy “ Competence and confidence in literacy including competence in grammar, spelling and the spoken word, is essential for progress in all areas of the curriculum. Because of this, all teachers have responsibility for promoting language and literacy development. Every teacher in each area of the curriculum needs to find opportunities to encourage children and young people to explain their thinking, debate their ideas and read and write at a level which will help them to develop their language skills further.” Building the curriculum p16

  12. Numeracy “All teachers have responsibility for promoting the development of numeracy. With an increased emphasis upon numeracy for all young people, teachers need to plan to revisit and consolidate numeracy skills throughout schooling.” Building the Curriculum 1, p21

  13. Assessment& Qualifications “Ministers intend to retain Access, Higher and Advanced Higher as points of stability within the system. These qualifications will have to adapt over time to reflect A Curriculum for Excellence but this will be built into the normal procedures for updating and refreshing National Qualifications. The main focus is on addressing the use of Standard Grade and Intermediate qualifications (SCQF4&5) in providing a unified structure that reflects A Curriculum for Excellence.” Newsletter 4 Autumn 2006

  14. Recognition of Achievement “Ministers have also emphasised the importance of providing more effective opportunities for the development and recognition of learners’ wider achievements beyond National Qualifications” (Newsletter 4)

  15. is primarily an educational change project • will support the major educational developments • reflects developments in use of technology for social interaction & collaborative working • will support Scottish teachers and learners to improve learning

  16. £37.5m contract signed between Scottish Executive Education Department (SEED) and RM in Sept 2005 • 5 Year Programme managed by LTS • Core services provided free at point of use • Services available autumn 2007 • The world’s first national school intranet • 800,000 users (scalable to 1.5m)

  17. National Intranet includes … • a national directory and authentication system • Single sign on with secure access for up to 1.5 million users • a national virtual learning environment (VLE) • Online management of curriculum delivery • social software applications • Facilities include; email, net conferencing & virtual whiteboards, interest groups, video streaming, instant messaging, mailing lists, chat • support services • Authority consultation, professional development and ongoing support

  18. SEED LTS/SQA/HMIe 32 Local Authorities 3,000 Schools 53,000 Teachers 750,000 learners HE lecturers & students in initial teacher education Scope

  19. Ideas for using Glow Chat • Homework collaboration • Paired activity • Brainstorm • Share information, research • School to school links • Excellent opportunity for pupils to discuss quietly! • Feedback on opinions • Support/guidance (teachers/peers) • Evidence – all pupils ideas are recorded (AiFL) • Includes pupils who are intimidated by speaking out in class

  20. Ideas for using Glow Meet • International link schools • Departmental/stage links with other Scottish schools • Sharing expertise • Online teaching • Collaborative work • Share work/ view experiments • Primary/ Secondary liaison • Virtual tours • Access to subject specific expertise – artists, musicians, potters, authors • Peer (teacher) observation • Reciprocal teaching • Long term absence – inclusion • Personal presentations • Widens pupil experiences – meeting/discussing with new people

  21. Ideas for using Glow Video Streaming / Web Hosting • Interviews • Modern languages • Environment Studies – topical footage to enhance lessons • Advertising of school concerts/events • Showcasing pupil work • Sharing practice

  22. To find out more ….. www.acurriculumforexcellencescotland.gov.uk www.glowscotland.org.uk

  23. A Curriculum for Excellence 2007

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