Highland Curriculum for Excellence Seminars

1. Highland Curriculum for Excellence Seminars Curriculum Architecture Workshop Eddie Broadley, Area Adviser, LTS : May 2007

2. Joanne McLauchlan Argyll and Bute Dumfries and Galloway East Renfrewshire North Ayrshire South Ayrshire East Ayrshire Area Adviser Local Authority Groupings Eddie Broadley Highland Orkney Western Isles Shetland Perth & Kinross Pat Campbell Fife Clackmannanshire Stirling Falkirk North Lanarkshire Peter Eavers Aberdeen City Aberdeenshire Moray Angus Dundee Norman Emerson East Lothian Midlothian Scottish Borders West Lothian Edinburgh South Lanarkshire Peter Kormylo Glasgow East Dunbartonshire West Dunbartonshire Renfrewshire Inverclyde

3. Area Advisers work with local Education Authorities on a wide range of local and national priorities these currently include: ACfE and Glow Health Promoting Schools Assessment is for Learning Journey to Excellence English as an Additional Language Not in Education, Employment or Training Virtual Advisory Service

4. The fun and easy way to Create professional-quality architecture Preface by Prof I M Auphill Curriculum Architecture Values, Purposes and Principles explained A reference for normal mortals Nora Morra and Gerra Way Authors of “From here to infinity” & “Gone in the wind”

5. Determination

6. Purposes of this session • To give a flavour of emerging thinking regarding Curriculum Architecture • To look briefly at some examples of work going on • To reflect on the implications for schools, ASGs and Education Authorities for session 2007-2008 and beyond

7. Focus classroom practice upon the child and around the 4 capacities of education :(successful learners; confident individuals; responsible citizenship; effective contributors) Simplify and prioritise the current curriculum Encourage more learning through experiences Create a single framework 3-18 for the curriculum and assessment which supports it Big ideas of the ACfE programme

8. A flexible, local, curriculum so that young people become • successful learners • confident individuals • effective contributors • responsible citizens.

9. Solve well known problems with transitions and progression issues including crossing the great divides

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

11. Organising learning Organising learning through 8 curriculum areas - to provide breadth 3-18: • Health and wellbeing • Languages • Mathematics • Science • Social studies • Expressive arts • Technologies • Religious and moral education provide breadth Cross Cutting themes Citizenship Enterprise Creativity Sustainable development Literacy and numeracy

12. Level Experiences and outcomes for most children Levels of Achievement EarlyIn pre-school and in Primary 1 FirstBy end of P4, but earlier for some SecondBy end P7, but earlier for some ThirdIn S1-S3, but earlier for some FourthFourth level equates to SCQF Level 4 General SeniorIn S4-S6, but earlier for some

13. The curriculum should be thought of as providing learning outcomes & experiences not only from…… 1. Curriculum areas and subjectsbut also including learning through 2. Ethos and life of the school 3. Interdisciplinary projects and studies 4. Opportunities for personal achievement Proposals: looking at the curriculumdifferently through the 4 contexts for learning -

14. Curriculum described through experiences and outcomes which promote the development of the 4 capacities Learners at the core of the curriculum – role for pupil voice? Less rushing through levels, more time for study in depth Emphasis on literacy, numeracy and health and wellbeing Wider achievement and raised attainment for all young people Curriculum Architecture (1): Some ‘givens’

15. In how things are taught how learning activities are organised across the school - scope for quite different approaches within parameters, what is taught design of interdisciplinary activities and opportunities for personal achievement Through emphasis on outcomes not inputs fosteringand usingteachers -their professionalism, creativity and knowledge of their students expectations set out as tools and guidance - not prescriptive models “timetabling” as servant not master Effective use of partnerships e.g. with pupils, parents, tertiary education, business, etc. Curriculum Architecture (2): Scope for flexibility

16. Inhibiting factors: “…any factors that might pose limitations on curriculum design e.g., number and size of classrooms, scheduling flexibility, faculty workload issues, etc. [Saint Joseph’s University] Enabling factors: “…each school must create its own curriculum, based on its own study of its students, its community, its faculty, and with the real involvement of the students themselves. The task is to design ‘a place of our own’.” [Hawkins and Graham] Curriculum Architecture: towards a definition

17. A means of identifying how to deliver Values / Purposes / Principles; Learning Outcomes & Experiences Opportunities to be creative in curriculum delivery & for teachers to work collaboratively Considering the ‘how’ and the ‘what’ through the 4 contexts for learning Still very much a work in progress at the developmental stage Curriculum Architecture…

18. “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

19. Planet Earth Learning Outcomes From …. I can construct a food web and predict the consequences of change (P5-P7) To…… I can use my knowledge and understanding of food chains and webs to create, plan and protect a wildlife area Re-shaping outcomesWork in progress

20. Version 1: Level 3 I can describe how plants produce their own food through photosynthesis Version I,000,001 From investigations on the process of photosynthesis I can contribute to a presentation on why plants are vital to sustaining life on Earth, and can evaluate other presentations Planet Earth Learning Outcomes

21. Level 4 – depth of study I can investigate the environmental factors for growing plants in order to understand how to help feed the Earth’s population Planet Earth Learning Outcomes

22. Learning would take place in a range of contexts and use a range of methods. ….Students would be involved in doing as much as in thinking or knowing. Students would focus particularly on learning to make connections between different contexts. … Skills would be revisited and practised over time, so that knowledge gained earlier in an educational career could be applied creatively to new problems. Students would gain depth of understanding in a number of disciplines, or domains of knowledge, including traditional academic subjects. They would also learn explicitly how to combine interdisciplinary knowledge in completing a project goal. The Creative Age - Knowledge and Skills for the New Economy.DEMOS 1999. What might a future curriculum look like?

23. Victorian Essential Learning Standards Three interwoven strands: • Physical, personal and social learning • Discipline-based learning • Interdisciplinary learning

24. Possible design options • Incorporate the interdisciplinary and physical, personal and social strands of the Standards into existing discipline-based subjects and broaden their focus in this way. • Integrated approach where one or more disciplines and other relevant domains are combined and addressed through key questions or themes. • Combine all three strands in the context of extended projects that students are to complete. • Mix of integrated and domain specific subjects • Different approaches at different year levels • A mix of approaches at each year level • PLUS others source:Department of Learning & Teaching Victoria, Australia

25. Melbourne Girls’ College

26. Interdisciplinary projects and studies Queensland : Rich Tasks Rich tasks allow schools to promote learning across a wide range of contexts and well planned experiences, with opportunities for diversity of approach according to local circumstances. Concept-based studies such as rich tasks, emphasise intellectual rigour to ensure depth and progression in learning.

27. Development work going on • Orkney Islands - Schools of Ambition, PS-SS curricular transition work and published ACfE planning advice • Early Years (Nursery-P1) work • Oban HS - rich task planning • Anderson High School, Shetland • Grantown PS - Science • Dornoch Academy - Ice cream • Kinlochbervie HS – S4-6 curriculum • Bishop’s Park College, Essex

28. Workshop activity

29. Successful learner? Confident individual? Responsible citizen? Effective contributor?

30. Adoption accelerates • Adoption accelerates ACfE Timeline…… 2006/07 2007/08 2008/09 2009/10 2010/2011+ • Year of Phase Phase Phase PhaseDevelopment One Two Three Four

31. Curriculum Architecture in summary • Lots of shaping up still needed, advice coming via BtC • Looking for good practice examples including those where the views of pupil and parents are integrated • Think about the 4 contexts in design of future curriculum • Interdisciplinary studies should focus on learning intentions and outcomes not on subjects • CD of material available via Peter Finlayson • LTS and International Education remit – Study visits? • Website update and reservoir of ideas

34. “Only those who will risk going too far can possibly find out how far one can go”T S Eliot