Curriculum for Excellence – Instructions for presenter

2. This is a ‘pick and mix’ bank of slides • It is NOT designed for use in one sitting! • Pick key slides and slot them into the basic PowerPoint: ‘An Introduction to CfE’ • If there are slides you’d like to see in the bank contact the team through the website below • The information bank will be updated Curriculum for Excellence – Instructions for presenter

3. Context • Government carried out extensive ‘Insight’ • exercise • Asked parents what they know and want to know • Main concern was: ‘What’s happening to my child?’ • Plea: ‘I want to hear about Curriculum for Excellence from the professional who know my child’ • Local context: ‘I want to hear how my child’s school is implementing it’

4. Context cont. • Toolkit of information produced as support for staff • Equips practitioners to talk to parents • Developed in consultation practitioners and parents

5. Information parents wanted • Parents have so much to offer • Simple language: no jargon • Describe what it means in a couple of lines • Describe what a young person experiences • Tell me what I can do to help • Layer it: option to access detailed background information

6. Teachers and practitioners role • Share the what, why, how of Curriculum for Excellence • Add the local context: what YOU are doing to deliver • Offer parents the chnace to discuss and ask questions • Ask questions if you are not clear • Use the ‘quick guide’ as a reminder • Refer to the website for more background • Provide a leaflet for the parent to take away

7. Teachers and practitioners role cont. • Go online to ask your own questions; it’s OK not to know the answers: some elements are still in development

8. Curriculum for Excellence? ‘Curriculum’ in this context means ‘all that is planned for children and young people throughout their education’: The ethos and life of the school as a community Curriculum areas and subjects Interdisciplinary learning Opportunities for personal achievement

9. What’s the aim? Curriculum for Excellence: the three pillars • Raising standards • Improving knowledge • Developing skills …Bringing life to learning and learning to life

10. What’s the aim? Curriculum for Excellence: the three pillars Raising standards It’s raising standards of education to meet the increasing challenges of a changing world – preparing our young people for the unknown. Higher standards will be expected than at present to equip our children for the increasing complexity of the world. Standards will be monitored by schools, centres, HMIE and Local Authorities.

11. The three pillars cont. • Improving knowledge • It’s bringinglearning to life – building on the many ways that teachers already make learning engaging. It offers experiences around real life issues, working in groups, working outside the classroom, working in different environments with interesting materials and tools. • Making learning more relevant will help improve achievements

12. The three pillars cont. • Developing skills • It’s bringing real life to learning – making learning relevant to the world young people live in; developing skills for learning, life and work. • Everyone will develop important skills in literacy and numeracy that will underpin all learning. Industry and enterprise will offer opportunities for young people to develop skills needed for the world of work.

13. The three pillars cont. Other life skills include developing critical thinking, personal learning planning, career management, working with others, leadership, physical coordination and movement, enterprise and employability. The individual’s health and wellbeing have a new important focus.

14. New qualifications The Scottish education system is world-renowned and our qualifications are highly valued. Highers, Advanced Highers and Access qualifications will remain and will be updated to reflect changes to the curriculum. There will be new qualifications for all in literacy and numeracy from 2012/2013 and Skills for Work qualifications.

15. New qualifications cont. From 2013/2014 there will be new National 4 and 5 qualifications to replace Standard Grades and Intermediate 1 and 2. Young people can now study for Scottish Science and Scottish Language Baccalaureate (a stage on from Higher/Advanced Higher).

16. More rigorous assessments Ongoing assessment by the teacher will provide a rich picture of how much young people know, how well they are doing and what they need to learn next to progress. From time to time teachers will summarise children’s progress through the Curriculum for Excellence levels.

17. More rigorous assessments cont. A National Assessment Resource is being developed to help teachers achieve greater consistency and understanding in their professional judgements. Assessment is also used as the basis of qualifications – like the new National 4 where there is no external exam.

18. More rigorous assessments cont. In these cases the outcome is based on the teacher’s knowledge of the young person’s abilities. Where necessary, joint assessments with specialists like speech therapists will help teachers plan and work together with other professionals to support young people. Professionals are encouraged to see the whole child – recognising their achievements in and out of school – from sport and volunteering, to the Duke of Edinburgh award.

19. Skills for learning, life and work All teachers are responsible for 3 fundamental aspects of learning: literacy, numeracy and health and wellbeing. Literacy – reading, writing, interpreting information, spoken language, using computers, film and new media. Numeracy – arithmetic, numbers, calculations, finance.

20. Skills for learning, life and work cont. Literacy and numeracy skills help children grasp every other subject and are vital for work and throughout life. Health and wellbeing – nurturing mental, emotional, social and physical skills to develop self-esteem and positive relationships; and to pursue a healthy lifestyle and fulfil children’s potential. It covers topics from nutrition to exercise, healthy eating to drink/drug awareness, anti-bullying to buddy schemes.

21. Learner focus Teachers and practitioners will ensure that young people can learn in ways that work for them, at the right pace for them and with enough challenge to stretch them. They will consider what each child already knows and what they need to know to make learning personal, interesting and relevant to them, for example – where and how they live and what their ambitions are.

22. Learner focus cont. The combination of deep and broad knowledge, skills and work experience will give children greater choice to make their learning fit their abilities, interests and ambitions.

23. Active learning Active learning doesn’t mean all lessons are outdoors or involve running around. It means encouraging children to ask questions, seek answers for themselves, work together and discuss ideas, challenge and come up with their own solutions. It’s proactive learning; taking responsibility for learning; taking an active interest.

24. Transitions What young people do at school prepares them for what they do next in life, so we want to make school a useful experience for all. Teachers and practitioners work together to ensure smooth progress from one year to another. This is particularly important at transition times – nursery to primary, primary to secondary and beyond. These stages are carefully planned to support children and young people right through from 3 to 18.

25. Making connections It’s about making connections, not just across the curriculum but with industry, news and popular culture to sustain young people’s learning beyond the school. Professionals work together, seeing the young person as a whole. That might bring together teachers and speech therapists, planning what’s best for the young person.

26. Inter-disciplinary learning Teachers and practitioners are encouraged to make connections between subjects and help young people see how knowledge and skills can be taken from one ‘lesson’ and applied to another. Learning another language can be a real help to understanding English and improving literacy. Calculating angles in craft based projects puts numeracy skills to good use.

27. Broad and deep education All children will start off their education by studying a wide range of subjects. They will begin to select subjects for further education from theirsecond / third year at secondary school. At this stage there will be more scope for young people to build a portfolio of subjects that balance and complement each other.

28. Broad and deep education cont. Underpinning all learning, all our young people will further develop their levels of skill and knowledge in literacy, numeracy, health and wellbeing.

29. Support for learning Teachers and practitioners will be responsible for identifying the personal support a child needs on a day to day basis. They work with other professionals – like speech therapists, health and social workers to plan a child’s support. Young people may have specific support needs, for example during periods of change – moving up from nursery to primary, primary to secondary and on to college or work.

30. Support for learning cont. Home life sometimes presents challenges – living with drug abuse, being a young carer, moving house, divorce, bereavement. Whatever the issue impacting on learning, children and their families are invited to ‘Just Ask’ for help. Additional targeted support for learning will be provided eg to help children with learning difficulties like dyslexia and number blindness. Just ask for help – www.infoscotland.com/justask

31. Senior Phase • 30,000 (12%) of 16 to 19 year olds in Scotland are not in education, employment or training (NEET); the figure hasn’t changed much in a decade • It can be a short-term, transitional phase, ending in a positive outcome – not a problem • Some are ‘quietly’ disaffected with the education system; their needs might not be acute but the right help could make a real difference to adult life

32. Senior phase cont. • For others, not being in education, employment or training is a symptom of earlier disadvantage and indicates the first step in lifelong disengagement from society. They need our help. When young people choose to leave school, and what they do once they leave, has a big impact on their future life chances. From 15 to 18, young people have a range of options – stay on at school and gain more skills

33. Senior phase cont. and/or qualifications; take some classes out of school at college; go on to college or university; undertake learning, training or an apprenticeship at work or in the community; or try volunteering. National initiatives like 16+ Learning Choices, More Choices, More Choices More Chances and Determined to Succeed deliver connections to learning both within and beyond school through employers, youth workers, training providers, volunteering, collages and community learning

34. Senior phase cont. including Youth Achievement awards, apprenticeships, City & Guilds.

35. Our aim for young people We all want a good education for our children so that they are equipped for life and all it might throw at them. We call this developing ‘the 4 capacities’: Successful learners Motivated to reach their potential, determined to succeed, learning how to learn as well as gaining knowledge – skills for learning, life and work.

36. Our aim for young people cont. • 2. Confident individuals • Able to ask questions, explain ideas, challenge, stand up for themselves, relate well to others, take the initiative, lead. • Effective contributors • Group projects and workplace experience help children learn the skills of team working and encourage creative thinking, discussion of ideas, problem solving and partnership.

37. Our aim for young people cont. 4. Responsible citizens eg As they go on to study, work or bring up their own family, our children will know how to respect themselves and others and will be able to understand the world we live in and how they can participate responsibly and fully in shaping it.

38. Trusting professionals Curriculum for Excellence marks a shift from prescriptive guidance to more professional freedom and responsibility. Teachers are working with the new guidance which what experiences children and young people are entitled to and the outcomes they should achieve. This supports professionals to teach subjects more creatively and gives them the responsibility to make it work.

39. Building on the best There have always been inspiring teachers. Now teachers are sharing ideas, good practice and experiences through Glow, an online community that is a world first for Scotland. All teachers will be able to learn from the best. Glow provides a powerful tool for CPD by allowing collaboration and joined-up working with easy access to shared resources, which is connecting people and ideas through communities of practice.

40. Professional development This is a chance for all those responsible for children and young people to learn and grow too. There is guidance, training, information, tools and resources to help. Professional development is often best carried out with colleagues to promote understanding and collaboration. Colleagues can share ideas and resources, and engage in professional dialogue to take the lead in development and innovation.

41. Professional development cont. The Scottish Qualifications Authority oversee the development of qualifications in Scotland. The SQA Academy and Scotland’s colleges have created a unique suite of staff development opportunities to support the teaching profession.

42. What does it mean for Scotland? Prepared for life We live in a fast changing world where technology, travel, migration, advanced knowledge and the effects of industry and consumerism impact on individuals, society and the environment. We aim to provide our children with the knowledge and skills we believe they will need to succeed in a future we don’t yet know, to secure jobs yet to be invented, to build self-esteem and resilience, and to harness knowledge yet to be discovered.

43. What does it mean for Scotland? cont. 2. Growing talent This is a drive to provide a universal education service, nurture our young people, teach our children how to learn, be adaptable and thrive. 3. Creative education Scotland has a world-wide reputation for the quality of its education system. We want to keep it like that. These changes will secure the best chance for our children’s future in a competitive global economy.

44. New qualifications SCQF Levels Next Generation of National Qualifications Qualifications 12 Doctorate 11 Masters New qualifications are marked * Others qualifications, like Highers, remain and will be reviewed to be in keeping with Curriculum for Excellence 10 Honours Degree 9 Ordinary Degree Higher National Diploma 8 7 Advanced Higher Advanced Higher 6 Higher Higher Standard Grade Credit / Intermediate 2 5 *Literacy 5 *Numeracy 5 *National 5 Standard Grade General / Intermediate 1 4 *Literacy 4 *Numeracy 4 *National 4 Standard Grade Foundation / Access 3 3 *Numeracy 3 Access 3 *Literacy 3 2 Access 2 Access 2 Access 1 1 Access 1

45. The bigger picture Different national programmes of activity link together to provide a framework for supporting children and young people to give them the best chance in life. Determined to succeed: 3 to 18 years –Opportunities within the curriculum and school ethos to develop enterprise skills, experience the world of work, experience running a business, through contextualised and relevant learning.

46. The bigger picture cont. Getting it Right for Every Child (GIRFEC): 0 to 18 years –Schools, health and social workers plan services together to improve the life chances of children and young people. 16+ Learning Choices: More Choices More Chances –Opportunities in the senior phase to gain skills, apprenticeships, train in the workplace, go on to study in college

47. The bigger picture cont. Support for All and Additional Support for Learning: 0 to 18 years –promoting the rights of every child to support and specialist help to support their learning, wellbeing, opportunities. Connected campaigns: Play, Talk and Read – visit www.infoscotland.com/playtalkread/ Just Ask – Visit www.infoscotland.com/justask

48. What parents can do – Early Years Sharing, planning and learning! • Play, Talk, Read with your child – visit this website for more ideas –http://www.infoscotland.com/playtalkread/ • Sing songs together, dance, have fun • Praise effort • Go out for walks and visits and talk about what you see • Help them to think about others • Talk to the staff working with your child

49. What parents can do – Early Years cont. Share important information with staff Take an interest – find out what they are doing at nursery or school and think about what you can do at home to build on this Read them anything! Look for opportunities at home to develop literacy and numeracy skills: counting, money, time, measuring, matching, size, reading, pointing out words, naming things Encourage them to make their own choices Help prepare for change – talk about it together

50. What parents can do – Early Years cont. • Ask for extra help if you think your child needs it for any reason. Visit www.infoscotland.com/justask • Be there – help, listen, support and encourage • Talk to them about how they are feeling