Curriculum for Excellence CfE

1. Curriculum for Excellence (CfE) Welcome to this information evening for Anytown School. We hope to share with you key info information on the most fundamental and wide-ranging development in Scottish Education in a generation. These are exciting times and we have before us a valuable opportunity to shape the future of Scottish education. We will look at the need for a new curriculum for Scotland We will explore the thinking behind CfE and the ideas and values that underpin it We will look at what it will mean for our children We will explore what it will mean for our teachers and others who help educate young people We will look at how parents & carers, partner agencies and the wider community will be more involved We will help you to locate more information and keep up to date with fast moving developments as they happen. Welcome to this information evening for Anytown School. We hope to share with you key info information on the most fundamental and wide-ranging development in Scottish Education in a generation. These are exciting times and we have before us a valuable opportunity to shape the future of Scottish education. We will look at the need for a new curriculum for Scotland We will explore the thinking behind CfE and the ideas and values that underpin it We will look at what it will mean for our children We will explore what it will mean for our teachers and others who help educate young people We will look at how parents & carers, partner agencies and the wider community will be more involved We will help you to locate more information and keep up to date with fast moving developments as they happen.

2. A Curriculum for Excellence Welcome to this information evening for Anytown School. We hope to share with you key info information on the most fundamental and wide-ranging development in Scottish Education in a generation. These are exciting times and we have before us a valuable opportunity to shape the future of Scottish education. We will look at the need for a new curriculum for Scotland We will explore the thinking behind CfE and the ideas and values that underpin it We will look at what it will mean for our children We will explore what it will mean for our teachers and others who help educate young people We will look at how parents & carers, partner agencies and the wider community will be more involved We will help you to locate more information and keep up to date with fast moving developments as they happen. Welcome to this information evening for Anytown School. We hope to share with you key info information on the most fundamental and wide-ranging development in Scottish Education in a generation. These are exciting times and we have before us a valuable opportunity to shape the future of Scottish education. We will look at the need for a new curriculum for Scotland We will explore the thinking behind CfE and the ideas and values that underpin it We will look at what it will mean for our children We will explore what it will mean for our teachers and others who help educate young people We will look at how parents & carers, partner agencies and the wider community will be more involved We will help you to locate more information and keep up to date with fast moving developments as they happen.

3. Improving Scottish Education for all children The purpose of Curriculum for Excellence is to ensure that all the children and young people of Scotland develop the attributes, knowledge and skills they will need if they are to flourish in life, learning and work, now and in the future. These are summed up in the detailed wording of the four capacities. We need to provide the very best education to all Scottish children to equip them for the challenges of tomorrow. Our aims for our young people can be summed up in the four capacities: Effective contributors Responsible citizens Successful learners Confident individuals We want to help all our children to be the very best they can be. The four capacities have struck a chord across Scotland. This goes beyond the teaching profession and includes parent groups, partner agencies, community groups etc.We need to provide the very best education to all Scottish children to equip them for the challenges of tomorrow. Our aims for our young people can be summed up in the four capacities: Effective contributors Responsible citizens Successful learners Confident individuals We want to help all our children to be the very best they can be. The four capacities have struck a chord across Scotland. This goes beyond the teaching profession and includes parent groups, partner agencies, community groups etc.

4. Four Capacities for all learners. What will this mean? Highlight one or two from each area related to own school setting.Highlight one or two from each area related to own school setting.

5. The Case for Change ‘It is clear that the future will require a population with the confidence and skills to meet the challenges posed by fast and far-reaching change.’ HM Senior Chief Inspector Graham Donaldson- Improving Scottish Education 2008 The world is changing at an astonishing pace. We cannot equip the adults of tomorrow with the learning methods of the past. If Scotland is going to compete globally then we must have a world class education system that promotes creativity, well being, adaptability, learning through technology e.g Internet. Some thoughts to ponder… 1 out of 4 workers today is working for a company for whom they have been employed less than 1 year. … the top 10 jobs that will be in demand in 2010 didn’t exist in 2004. We are currently preparing learners for jobs that don’t yet exist… There are over 2.7 billion searches performed on Google each month. In 2000, 17 billion text messages were sent worldwide. By 2005, that figure had reached500 billion. It is estimated that 1.5 exabytes (1.5 x1018) of unique new information will be generated worldwide next year. That’s estimated to be more than all the information available for the previous 5000 years. Source “ Did you know?” 2007The world is changing at an astonishing pace. We cannot equip the adults of tomorrow with the learning methods of the past. If Scotland is going to compete globally then we must have a world class education system that promotes creativity, well being, adaptability, learning through technology e.g Internet. Some thoughts to ponder… 1 out of 4 workers today is working for a company for whom they have been employed less than 1 year. … the top 10 jobs that will be in demand in 2010 didn’t exist in 2004. We are currently preparing learners for jobs that don’t yet exist… There are over 2.7 billion searches performed on Google each month. In 2000, 17 billion text messages were sent worldwide. By 2005, that figure had reached500 billion. It is estimated that 1.5 exabytes (1.5 x1018) of unique new information will be generated worldwide next year. That’s estimated to be more than all the information available for the previous 5000 years. Source “ Did you know?” 2007

6. The case for change Pupils experience a broad, general curriculum Pupils experiences strike a better balance between equipping them to pass exams and the skills needed for life and work For too long the assessment system has been burdensome for teachers. This will change under CfE Progression will be measured and reported on, but in a less obtrusive way. This will help lead to smoother transitions including P7-S1. All children are entitled to experience a broad curriculum which will help equip them for life and work as well success in exams. For too long the assessment system has been burdensome for teachers. This will change under CfE Progression will be measured and reported on, but in a less obtrusive way. This will help lead to smoother transitions including P7-S1. All children are entitled to experience a broad curriculum which will help equip them for life and work as well success in exams.

7. The case for change- creativity To provide teachers with the opportunity to be creative and imaginative in their teaching and so best serve young people in their communities. Teachers within their own school and classroom settings know their on young people best. CfE will allow teachers to be creative and to make professional decisions about teaching and learning. Learning can inspire, motivate, be fun and relevant for young people. CfE provides the tools to plan for this.Teachers within their own school and classroom settings know their on young people best. CfE will allow teachers to be creative and to make professional decisions about teaching and learning. Learning can inspire, motivate, be fun and relevant for young people. CfE provides the tools to plan for this.

8. The Case for Change The achievement gap- this opens up at about P5 stage and widens through the junior secondary years. Children from poorer socio-economic backgrounds are more likely to underachieve. Too many of our children leave school with little or no qualifications. OECD Background Report- OECD Review of the quality and equity of education outcomes in Scotland 2007 Too many of our children, especially those who come from deprived socio-economic backgrounds underachieve and have poorer outcomes in terms of qualifications, health and wellbeing and life expectancy. Everyone involved in Scottish education has a duty to address this.Too many of our children, especially those who come from deprived socio-economic backgrounds underachieve and have poorer outcomes in terms of qualifications, health and wellbeing and life expectancy. Everyone involved in Scottish education has a duty to address this.

9. Principles of Curriculum Design (All pupils are entitled to) Challenge & Enjoyment Breadth Progression Depth Personalisation & Choice Coherence Relevance Too many young people are not challenged, do not progress or are truly engaged and motivated with their learning between P6 and S3. Through CfE we need to address this through greater choice, more challenging tasks, ensuring learning is stimulating and relevant to their lives, learning suited to the learner and providing opportunities for more depth and breadth in learning.Too many young people are not challenged, do not progress or are truly engaged and motivated with their learning between P6 and S3. Through CfE we need to address this through greater choice, more challenging tasks, ensuring learning is stimulating and relevant to their lives, learning suited to the learner and providing opportunities for more depth and breadth in learning.

10. Personalisation and choice …starting with choices in play activities, moving through choices in topics and contexts for learning and eventually reaching opportunities for decisions between programmes which may have implications for subsequent careers. LTS 2009 In nursery and P1 children will make choices every day about their routines and activities. As children progress through primary and then the secondary levels, they will make choices based on their skills, interests and abilities and eventually influence the career path they choose to follow.In nursery and P1 children will make choices every day about their routines and activities. As children progress through primary and then the secondary levels, they will make choices based on their skills, interests and abilities and eventually influence the career path they choose to follow.

11. Challenge, Enjoyment & Relevance Learning must be fun, motivating and challenging Give examples of such activities from own settingGive examples of such activities from own setting

12. Curriculum areas and subjects Curriculum for Excellence has been described as “a curriculum without walls”. It will mean learning without boundaries. Young people do not think and learn according to neat subject boundaries. Rather they learn by connecting ideas, knowledge and concepts from many areas. With this in mind CfE will promote links and working together between subjects. In particular Health & well being, Languages and Mathematics will be the responsibility of all educators. This emphasis on a broad and coherent education will help all our young people to be successful in all their learning.Curriculum for Excellence has been described as “a curriculum without walls”. It will mean learning without boundaries. Young people do not think and learn according to neat subject boundaries. Rather they learn by connecting ideas, knowledge and concepts from many areas. With this in mind CfE will promote links and working together between subjects. In particular Health & well being, Languages and Mathematics will be the responsibility of all educators. This emphasis on a broad and coherent education will help all our young people to be successful in all their learning.

13. Progression Some children and young people will start learning at these levels earlier and others later, depending upon individual needs and aptitudes. The framework is however designed to be flexible in order to permit careful planning for those with additional support needs, including those who, for example, have a learning difficulty and those who are particularly able or talented. While children and young people should feel that the transition from one stage of learning to another is smooth, they should still be able to look forward to the excitement of starting nursery, primary school and secondary school, and finally to moving on to positive and sustained destinations. CfE 2009Some children and young people will start learning at these levels earlier and others later, depending upon individual needs and aptitudes. The framework is however designed to be flexible in order to permit careful planning for those with additional support needs, including those who, for example, have a learning difficulty and those who are particularly able or talented. While children and young people should feel that the transition from one stage of learning to another is smooth, they should still be able to look forward to the excitement of starting nursery, primary school and secondary school, and finally to moving on to positive and sustained destinations. CfE 2009

14. Experiences & Outcomes Guidance on how and what children and young people learn from the early years to the end of S3 is presented through experiences and outcomes. An educational framework that everyone can share and understand. Children & young people Parents & carers Teachers & educators Each curriculum area has a range of Experiences and outcomes. These provide a learning framework to suit the needs of all young people. The experiences and outcomes are not expressed in a secret code or education only language. These statements have been carefully devised so that everyone can share and understand them. It follows that if everyone can understand the experiences and outcomes for young people then everyone can contribute to the success and achievement of the young person. Each curriculum area has a range of Experiences and outcomes. These provide a learning framework to suit the needs of all young people. The experiences and outcomes are not expressed in a secret code or education only language. These statements have been carefully devised so that everyone can share and understand them. It follows that if everyone can understand the experiences and outcomes for young people then everyone can contribute to the success and achievement of the young person.

15. Experiences & Outcomes Looking at the statements above we can see the language we will using and sharing in learning and teaching. These have been trialled extensively with young people, teachers, parents, other educators and partners. They have been well received. Won’t it be great when we are all able to speak in a common language. No jargon No unnecessary big words No confusing… …plain & simple clear language.Looking at the statements above we can see the language we will using and sharing in learning and teaching. These have been trialled extensively with young people, teachers, parents, other educators and partners. They have been well received. Won’t it be great when we are all able to speak in a common language. No jargon No unnecessary big words No confusing… …plain & simple clear language.

16. Qualifications- What is changing? New qualifications in literacy and numeracy – National Literacy and National Numeracy - will be brought in from 2012/13. CfE will ensure that young people in our school are well prepared for assessments, national qualifications and formal examinations. These in turn are designed to prepare young people for higher education, further study and to be relevant for the modern workplace.CfE will ensure that young people in our school are well prepared for assessments, national qualifications and formal examinations. These in turn are designed to prepare young people for higher education, further study and to be relevant for the modern workplace.

17. Qualifications- What is staying the same? The current qualifications at Access, Higher and Advanced Higher level will remain but they will be reviewed to ensure that they reflect the ideas behind Curriculum for Excellence. Not everything is changing. Parts of the qualification system will be evolving to reflect the needs of today’s learners.Not everything is changing. Parts of the qualification system will be evolving to reflect the needs of today’s learners.

18. Qualifications- when will this happen? The new literacy and numeracy qualifications will be available from 2012/13 and the National 4 & 5 qualifications will be introduced in 2013/14. Children in the current P7 class for 2009/2010 will be the first to benefit from the new qualifications structure. (A question that may arise is- My child is in Primary 7. Will they be used as a guinea pig? The answer is definitely no The new qualifications have been developed following close discussions with representatives from employers, universities and colleges as well as a public consultation that took place at the end of last year. No risks will be taken with young people’s education under the new system.Children in the current P7 class for 2009/2010 will be the first to benefit from the new qualifications structure. (A question that may arise is- My child is in Primary 7. Will they be used as a guinea pig? The answer is definitely no The new qualifications have been developed following close discussions with representatives from employers, universities and colleges as well as a public consultation that took place at the end of last year. No risks will be taken with young people’s education under the new system.

20. Achievement for all All children should feel positive about themselves and their achievements. It is about recognising the wide range of talents and contributions that young people can offer. Children achieve in all sorts of way and we recognise that this takes place during the time children are at school. CfE is a curriculum without walls and boundaries and we will be working hard to highlight and recognise the wealth of achievements of all young people beyond the school gate too.All children should feel positive about themselves and their achievements. It is about recognising the wide range of talents and contributions that young people can offer. Children achieve in all sorts of way and we recognise that this takes place during the time children are at school. CfE is a curriculum without walls and boundaries and we will be working hard to highlight and recognise the wealth of achievements of all young people beyond the school gate too.

21. Working together across subject boundaries The responsibility of all Everyone is responsible to ensure that children succeed in – Literacy Numeracy Health and well being Throughout their S1-3 years and beyond children will experience meaningful learning where subject specialists will work together across traditional departments to provide exciting and effective learning for all young people. Some examples from High school are- (Give examples from own setting)Everyone is responsible to ensure that children succeed in – Literacy Numeracy Health and well being Throughout their S1-3 years and beyond children will experience meaningful learning where subject specialists will work together across traditional departments to provide exciting and effective learning for all young people. Some examples from High school are- (Give examples from own setting)

22. Everyone has a part to play… A curriculum that goes beyond the school classroom and the school gates A curriculum beyond the bell times A curriculum that breaks down barriers and boundaries Education does not begin and end at the school gate and at school bell times. Children live and learn a much higher proportion of their lives beyond the school timetable. Our approaches will reflect this-better partnership, working together and creative use of resources. All this with the aim of helping our children succeed and excel in the four capacities.Education does not begin and end at the school gate and at school bell times. Children live and learn a much higher proportion of their lives beyond the school timetable. Our approaches will reflect this-better partnership, working together and creative use of resources. All this with the aim of helping our children succeed and excel in the four capacities.

23. A Curriculum for Excellence- A Curriculum for Everyone We take a very broad view of education and what we can offer young people. We recognise that we cannot and should not do this on our own. We will help our young people achieve by involving- Young people Parents Partner agencies Other council services Further education providers Local community The voluntary sector We will use the widest array of talents and contributions to provide rich and meaningful experiences for young people. The wider council is our learning campus The world is our classroomWe take a very broad view of education and what we can offer young people. We recognise that we cannot and should not do this on our own. We will help our young people achieve by involving- Young people Parents Partner agencies Other council services Further education providers Local community The voluntary sector We will use the widest array of talents and contributions to provide rich and meaningful experiences for young people. The wider council is our learning campus The world is our classroom

24. What are our schools doing now? All have 4 year implementation plans Modifying courses around E’s and O’s Developing common Learning and Teaching approaches Modifying curricular structures Seeking partnerships Engaging with parents

25. Providing CPD for staff Involving pupils Developing ways of recognising and celebrating wider achievement Tackling pupil disengagement (MCMC, 16+) Developing interdisciplinary learning Engaging with the wider community Improving transitions Working now on new qualification and assessment guidance

26. What are we still waiting on? Continuing national guidance on good practice – ongoing Full implementation of GLOW National CPD - ongoing New CFE assessment resource (Aug 2010)

27. Detail on assessments – 2011,2012 Detail on SSA (May 2011)

28. Monitoring of Compliance Regular QIO / CfE meetings with HT’s and LCBoard chairs QIO / CfE representation on Learning Community Boards School audit tool Curriculum scrutiny group Senior school development group HMIe support LTScotland area support

29. Finding out more (you could include links to these on own school website)(you could include links to these on own school website)

30. Any questions?