CfE challenges and opportunities

1. CfE challenges and opportunities Norman Emerson Mark Brownrigg

2. Why did we need to reform the curriculum? Let Rip Van Winkle tell us!!!!

3. Rip Van Winkle awakens in the 21st centuryafter a hundred-year snooze and is, of course, utterly bewilderedby what he sees.

4. Men and women dash about, talking to small metal devicespinned to their ears

5. Young people sit at home on sofas, moving miniature athletes around on electronic screens

6. Older folkdefydeath and disability withmetronomesin their chests and with hips made of metal & plastic

7. Airports, hospitals, shopping malls… every place he goes justbafflesold Rip

8. But when he finally walks in here, the old man knowsexactly where he is

9. "This is a school," he declares. "We used to have these back in 1908. Only now the blackboards are white."

10. circa. 1908

11. circa. 1948

12. circa. 2009

13. ………….but!!!!!!!

17. Existing systems produce existing results. If something different is required the system must be changedSir Christopher Ball; More Means Different(from a report on widening access to Higher Education)

18. Today’s learners are no longer the people our educational system was designed to teach M.Prensky

19. The way we learn needs thinking about in new and better ways

20. Tell me and I forget.Show me and I remember. Involve me and I understand.

21. Make the curriculum more relevant for pupils for the 21st Century

22. Glow CfE Chartered Teacher

23. 660,147 32 2 5,544,293

24. Glow Groups: Glow Messenger (for staff) Document Store Glow Mail Targeted news Glow Chat Discussions Glow learn (VLE) Resources search Course Builder Sharing Courses Pupil Tracking Glow Meet: Web Conferencing Webhosting Audio conferencing Video streaming Application sharing Secure file transfer Virtual whiteboard

25. The standard for Chartered Teacher

30. Eric Booth 235 Cedar Hill Road High Falls, NY 12440 eeebbb@aol.com Dear American Colleagues, November 11, 2009 I have just completed an extraordinary week of presenting to and learning from education leaders, teachers, arts and arts education administrators in Glasgow and Edinburgh. Something unprecedented is going on in Scotland Letter from America • Eric Booth • 235 Cedar Hill Road • High Falls, NY 12440 • eeebbb@aol.com • Dear American Colleagues, November 11, 2009 • I have just completed an extraordinary week of presenting to and learning from education leaders, teachers, arts and arts education administrators in Glasgow and Edinburgh. Something unprecedented is going on in Scotland

31. Letter from America • I left Scotland with a sense of possibility I rarely feel around school systems. They have all the pieces, and the time is right, for this country to become the world’s leaders in creative education. The Scots are remarkably modest and instinctively discuss their weaknesses rather than their strengths—I heard it referred to as the instinctive “Scottish cringe.” It was a privilege to be the outsider who could report the significance of their accomplishment and urge them to press the final mile.

32. Principles to Practice Strategic Frameworks: Curriculum Guidance (April ‘09) National Qualifications (June ’09) Strategic vision (Sept ’09) Skills for learning, life and work (Oct ’09) Framework for Assessment (Jan ’10) Executive Summary Framework for Assessment Quality Assurance and Moderation Not year ‘zero’

33. New approach for assessment Concern over 5 -14 Focus on rate of progression, narrow, attainment driven Increased focus on: Breadth Challenge Application of learning ‘how much and ‘how well’ young people are learning

34. Support for Framework – local/national support National seminars (Jan – Feb ‘10) New system of Quality Assurance and Moderation Assessment exemplars priority areas of literacy and numeracy across learning (Jan-Mar) Available from April on CfE website National Assessment Resource (Sept ’10) Additional in-service day (Summer term ’10) Commitment from Scottish Government - additional funding

35. Workshop 1 Building the Curriculum 5: a framework for assessment

36. Dividethe readings up among your group: P.11 – 17 What we assess P. 18 – 25 Principles of assessment , When we assess P. 26 – 33 How we assess P. 34 – 42 Partnerships , Ensuring quality & confidence P. 43 – 49 Reporting on progress, informing self- evaluation for improvement

37. Step 1 Individual reading and reflective thinking Read your section of the document. As you read, keep in mind the following: • You will be giving a verbal summary of your section to the rest of your group in the next step. • How is this framework different from what we have at the moment?

38. Step 2 Group Sharing Work around the table in turn. Each person shares a summary of their section of the document and their response to the question. How is this framework different from what we have at the moment?

39. • • • • • Step 3 Convergent Thinking Consider all the responses shared at your table. How is this framework different from what we have at the moment? • List up to 5 suggestions •Bullet point your suggestions in the middle of the flipchart. Leave space around the outside.

40. • • • • • Step 4 Divergent Thinking Around the outside record as many responses as you can to the question. What are the challenges and/or opportunities in developing understanding of and implementing the guidance in BtC5: a framework for assessment in your context?

41. Find this Power Point on - GLOW: “National Assessment 3-18”