Feis lonnsachaidh Comhairle nan Eilean Siar All Staff session 23 & 24 October 2007

1. Feis lonnsachaidhComhairle nan Eilean SiarAll Staff session 23 & 24 October 2007 May Sweeney National Coordinator – A Curriculum for Excellence Learning and Teaching Scotland

2. “ 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.”A Curriculum for Excellence 2004

3. Key developments 2007-08 • Publication of Skills Strategy: Skills for Scotland • Phased publication of draft Learning outcomes and experiences • Curriculum architecture • Consultation on SCQF levels 4 & 5 • Promotion of recognition of achievement • Roll-out of GLOW

4. Definition of the Curriculum • The ethos and life of the school • Curriculum areas and subjects • Interdisciplinary projects and studies • Opportunities for personal achievement

6. Learning outcomes Decisions on • how learning outcomes and experiences will be organised • possibilities for grouping outcomes within and across curriculum areas • contribution of interdisciplinary learning to outcomes and experiences • how the seven principles of curriculum design will apply to programmes of learning for groups and for individuals • pedagogy and contexts for learning • nature of presentations and assessment evidence • tracking and monitoring of progress

7. Within an outcome! Skills Declutter Show progression Methodology Purposes of science education ACE Capacities Allow cross curricular work Active Teach for understanding Increase cognitive demand Big areas of contemporary science

8. MONEY

9. Interdisciplinary learning • Connected, meaningful learning • Personalisation and choice • Transfer of learning to new situations • Skills for life and work • Relevance to life beyond school

10. Interdisciplinary learning -Some planning considerations • be well planned with a clear purpose in mind – collaborative planning by staff and pupils • add value by building upon learning within curriculum areas • provide coherent, authentic experiences • have clear educational gains, arising from the learning outcomes • demonstrate the principles of curriculum design: challenge and enjoyment; breadth; progression; depth; personalisation and choice; coherence; relevance • contribute to the development of the qualities and attributes within the 4 capacities

11. What might active learning look like? Teacher role: • Build on pupil’s previous experiences & ensure progression • Take time to observe children • Intervene appropriately but do not interfere • Support, challenge, assess learning, provide feedback (AifL techniques) • Mix of direct and indirect teaching • Plan learning to meet children’s needs and interests • Create space and time for reflection • Give children time to present their learning to others

12. What might active learning look like? Classroom ethos: • motivated children fully engaged in their learning • experiences and learning are not separate • imaginative contexts motivate learning across the curriculum • high quality, interesting resources encourage curiosity, challenge, investigation and creativity • opportunities for pupils to develop wide range of skills and knowledge through well planned, purposeful activity • Pupil voice evident as pupils influence direction of learning (personalisation & choice) & develop growing independence in carrying out activities High aspirations, stimulating, fun, enjoyment!

13. Some design options emerging • Teachers of different subjects or stages plan collectively to determine their contributions to the learning outcomes and experiences for groups of pupils. While there is teaching in separate groups or classes, at some point there is a common activity which brings pupils together • Stand alone days and weeks feature in the school calendar, where normal timetable is suspended. There is a common focus for the use of this time, with contributions from the whole school or certain groups. Preparation and evaluation take place within individual classes • Pupils experience learning both through curriculum areas and interdisciplinary activities every day

14. Design options emerging • A core and elective structure where discrete subject teaching and interdisciplinary studies have a clear time allocation throughout the school year • Interdisciplinary units feature at regular points in the year, for example, one per term. The pattern can vary in the one school, resulting in a different design for each stage or year group • Learning is supported across transition stages by interdisciplinary learning which is continued from primary into secondary • Groups of learning outcomes are addressed by pupils through extended projects in which pupils have an element of choice

15. “We need a curriculum which will enable young people to understand the world they are living in, reach the highest levels possible of achievement, and equip them for work and learning throughout their lives.”A Curriculum for Excellence 2007