Hazel Lindsay CLD Worker Adult Literacies/Performance Management

1. Hazel Lindsay CLD Worker Adult Literacies/Performance Management

2. How we use CfE E’s & O’s in West Dunbartonshire

3. My Learning Journey • Attended training a few years ago to talk about CfE. At that point it all seemed to be about young people in schools and I could not make the links to my job working with adults. • It didn’t really make sense until I attended training put on by Education Scotland in March 2012. • I’ve always thought CfE is a big fuss about nothing as I see it as just mirroring what it is we already do in CLD. It also uses the same language as other frameworks and tools like HGIOCLD, Explaining The Difference and Delivering Change. It also has similar underlying principles as CLD.

4. The Penny Dropped! • I grasped the concept about what E’s & O’s can bring to Adult Learning. • It can be useful to measure progress, assess learning, evidence impacts and much more. • Using E’s & O’s enables learners and staff to capture and articulate the breadth and depth of learning that takes place as well as outcomes such as confidence. • Using some of the templates I produced has been more meaningful to learners than scoring on a scale of 1 – 10.

5. The Pilot Adult Literacies • I asked one of the literacies groups if they would assist me to try out using CfE Capacities and E’s & O’s. They agreed. • I took them through the activity of matching up their experiences with the capacities of “Confident Individual” and “Successful Learner”. They then had time to reflect and the result was that they came up with impact statements.

6. Curriculum for Excellence Confident Individual “I am a confident individual because I am proud of my ability to write stories and poems.” “An example of how I have used this in my everyday life is”:- Becoming a published author last year as part of the Scottish Book Trust Project “An Apple a Day”.

7. Examples of templates used Curriculum for Excellence – Effective Contributor I am an effective contributor because......................................................... An example of how I do this in my everyday life is.........................................

10. Planning learning experiences and positive outcomes Education Scotland – “The experiences and outcomes are an essential component of Scotland’s new curriculum and apply wherever learning is planned.” The title “Experiences & Outcomes”recognises the importance of the quality and nature of the learning experience in developing attributes and capabilities and in achieving active engagement, motivation and depth of learning. An outcome represents what is to be achieved. Community-based adult learning includes a range of learning opportunities such as numeracy, literacy, languages, arts, crafts, information and communications technology, creative writing, dance, walking, fitness, sport and courses for personal development. CfE Experiences & Outcomes cover all of these and can be used to both assess progress in learning and to plan next steps.

11. Health & Wellbeing – Responsibility of AllWhy Planning for choices and changes? Can be used with learners to:- • Raise their awareness of future choices • Raise their expectations and aspirations. • Develop the skills for personal planning and making decisions • Prepare them for next stages in life. • Achieve and sustain positive destinations • Develop high levels of skill • Increase understanding of the world of work, training and lifelong learning so that they can embrace opportunities.

12. Planning for Choices and Changes Pilot • Change made by learners was to remove the words “Health & Wellbeing” • I made up flashcards of the Es & O’s and we all had discussions about the terminology. • I then used the most appropriate statements during learner reviews to identify where they want to progress to and why. • At this point I also used theNumeracy E’s & O’s to enable the learner to reflect on their learning and identify where they are at. This then helped us to look at ways forward and to establish goals.

13. Planning for Choices and Changes E’s & O’s 1. In everyday activity I explore and make choices to develop my learning and interests. I am encouraged to use and share my experiences. 2. Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others. 3. Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. 4. I am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future opportunities. This is helping me to make informed choices about my life and learning. 5.Based on my interests, skills, strengths and preferences, I am supported to make suitable, realistic and informed choices, set manageable goals and plan for my further transitions.

15. ESOL Gaelic E’S & O’s– Reading: Using Knowledge About Language (p119) I have explored and experimented with English words and phrases. I can make comparisons and explore connections between spelling patterns and my native language. I can recognise and comment on other features of my own language, which help me to make sense of words in English. These statements can be used to measure progress or evaluate learning.

16. ESOL Reviews What difference has your English learning made to you? It has helped me speak to my wife It has given me confidence to talk more, with family I can speak to my son more in English Give an example from your own life ‘Generally I speak more English with my wife and son before I only spoke Chinese’ What other areas of English do you want to work on? What will you do next? I want to study English to get a better job, maybe in construction (domestic)

17. ALSN Courses • Solved the issue of Assessing levels • Enabled learners to see what they have learned • Can be used for further assessment purposes by building a “learner profile” • Was useful as part of SQA evidencing 100% felt good/happy about their achievement 100% felt good/happy about their learning experience 100% could give an example of their increased confidence. They were: Able to match words to pictures, Improved writing, Having fun while learning, Knowing what recycling means and attending interview for college. Other E’S and O’s used– Using Money

19. Adult Learning Workers have; Worked with parents & toddlers tolink the language of Curriculum for Excellence with their children’severyday learning through a creative storytelling project. • Parents are more confident about approaching subjects that they never felt they had much expertise in (e.g. science) through exploring books like the Hungry Caterpillar. • Parents are more confident about their children coping in a nursery learning environment. • Learning with their children has inspired the adults to look at their own learning needs and subsequent courses have been requested. • Staff are also making links with appropriate E’s & O’s for projects. • This enables them to also tie work in with other agenda’s e.g. Fit Families Programmecovers • CFE Health & Wellbeing “Nutrition & Parenthood” • It also fits with Family Learning and our Single Outcome Agreement 3 • “Families are more confident and equipped to support their children throughout childhood”

20. Learning points • Learners must be involved in the process of linking CfE with their learning in the world of adult learning. Their response has been the language barrier. • E’S & O’S are helpful and not intimidating if you put them in a folder like I did. • If you get the essence of what CfE is aiming to achieve the rest kind of falls into place. • CfE application to adult learning is open for development and creativity. • If you look close enough its already there in what we do. We just need to use it more explicitly and effectively.

21. Consider challenges • Other curriculums already exist so why do we need CfE? • Does this mean a “Curriculum Led” approach and no longer “Social Practice”? Adult Literacy and Numeracy (ALN) Curriculum for Scotland At one end of the spectrum, the definition of a curriculum involves a detailed specification of content to be covered or outcomes to be achieved. At the other end,it means explaining the processes undertaken by learners and tutors to identify, plan, carry out and review learning programmes for individual learners.

22. Which Curriculum? Approach adopted in ALN guidelines is strongly oriented towards a process-based view. Emphasis is on the way that the curriculum is negotiated with learners and builds creatively on their existing knowledge and skills and the contexts they experience in their private, family, community and working lives. I found that CfE E’s & O’s provide a toolkit to facilitate the “Process-based approach to all Curriculums”

23. Links to Policy • CfE - Why Experiences & outcomes? • CLD Strategic Guidance (Cradle to Grave policy illustration) • ALIS 2020 – Next Steps

24. Plans • Roll out successes of Pilot • Embed E’s & O’s in Individual Learning plans? • Learners involved in making the language “User Friendly” • Encourage more innovative thinking • Share with peers!