Introduction To The Curriculum

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Introduction To The Curriculum

  1. 1. The Curriculum from 5-14 to CfE Graham Williamson
  2. 2. How we used to teach…. <ul><li>Discussion with colleagues </li></ul><ul><li>No curriculum framework </li></ul><ul><li>Repetition/ overlap possible </li></ul><ul><li>Little guidance via policy documentation </li></ul><ul><li>No structure for communication between class teachers </li></ul><ul><li>No structure for transition from sector to sector </li></ul>
  3. 3. Improving the curriculum <ul><li>1987-1990: Series of consultation/working Papers </li></ul><ul><li>Clearer definition of the content & objectives of the curriculum </li></ul><ul><li>Establish satisfactory assessment policies </li></ul><ul><li>Better communication within schools/ between schools and parents </li></ul><ul><ul><li>Better reporting on pupils’ progress </li></ul></ul>
  4. 4. 5-14 Curriculum introduced (1991) http://www.ltscotland.org.uk/5to14/guidelines/index.asp <ul><li>Broad curricular areas </li></ul><ul><ul><li>Mathematics </li></ul></ul><ul><ul><li>English Language </li></ul></ul><ul><ul><li>Environmental Studies </li></ul></ul><ul><ul><li>Expressive Arts </li></ul></ul><ul><ul><li>Religious & Moral Education </li></ul></ul><ul><ul><li>Personal & Social Education </li></ul></ul><ul><li>Other documents address: </li></ul><ul><ul><li>Assessment </li></ul></ul><ul><ul><li>Reporting </li></ul></ul><ul><ul><li>Structure & Balance of the Curriculum </li></ul></ul><ul><ul><li>1998: 5-14 Review </li></ul></ul><ul><ul><li>Environmental Studies rewritten </li></ul></ul><ul><ul><li>ICT given own document </li></ul></ul><ul><ul><li>Guide for teachers and managers, focusing on ‘how’ </li></ul></ul>
  5. 5. Aims of 5-14 <ul><li>Dispositions </li></ul><ul><ul><li>A commitment to learning </li></ul></ul><ul><ul><li>A respect and care for self and others </li></ul></ul><ul><ul><li>A sense of social responsibility </li></ul></ul><ul><ul><li>A sense of belonging and ownership </li></ul></ul><ul><li>Core skills/capabilities </li></ul><ul><ul><li>Personal & interpersonal skills </li></ul></ul><ul><ul><li>Language & communication skills </li></ul></ul><ul><ul><li>Numeracy skills </li></ul></ul><ul><ul><li>ICT skills </li></ul></ul><ul><ul><li>Problem-solving skills </li></ul></ul><ul><ul><li>Learning and thinking skills </li></ul></ul>
  6. 6. Principles of 5-14 <ul><li>Breadth </li></ul><ul><li>Coherence </li></ul><ul><li>Progression Continuity </li></ul><ul><li>Balance </li></ul>
  7. 7. 5-14 Guidelines <ul><li>… not a National Curriculum </li></ul><ul><li>… .structure ? </li></ul><ul><ul><li>Mathematics 5-14 (1991) </li></ul></ul><ul><ul><li>Section 1: Rationale </li></ul></ul><ul><ul><li>Section 2: Attainment Outcomes & Targets </li></ul></ul><ul><ul><li>Section 3: Programmes of Study </li></ul></ul><ul><ul><li>Section 4: Catering for the needs of </li></ul></ul><ul><ul><li> individual pupils </li></ul></ul>
  8. 8. Overall view of 5-14 <ul><li>Advantages </li></ul><ul><ul><li>5 principles enhance curriculum </li></ul></ul><ul><ul><li>Detailed planning </li></ul></ul><ul><ul><li>Support for all learners </li></ul></ul><ul><ul><li>Wider range of methodology </li></ul></ul><ul><ul><li>Improved communication </li></ul></ul><ul><li>Disadvantages </li></ul><ul><ul><li>Curriculum too wide: depth of learning may suffer </li></ul></ul><ul><ul><li>Curriculum too prescriptive: lack of time and freedom </li></ul></ul><ul><ul><li>Programme too analytical </li></ul></ul>
  9. 9. A Curriculum for Excellence: Why change? <ul><li>Outcomes of the National debate </li></ul><ul><li>A curriculum appropriate for the 21st Century </li></ul><ul><li>A curriculum that is a single framework for 3 -18 with assessment fit for purpose </li></ul>
  10. 10. CfE purposes: to enable young people to develop their capacities as….. <ul><li>Successful learners </li></ul><ul><li>Effective contributors </li></ul><ul><li>Responsible citizens </li></ul><ul><li>Confident individuals </li></ul><ul><li>make the curriculum simpler and more flexible; </li></ul><ul><li>improve transitions; </li></ul><ul><li>increase relevance </li></ul>
  11. 11. CfE principles: how have we moved on ? <ul><li>Challenge+ enjoyment: emphasis on high expectations; active learning </li></ul><ul><li>Personalisation+choice: Recognition of personal </li></ul><ul><li>achievement, PLP; choice </li></ul><ul><li>Coherence: making links across curriculum; avoiding </li></ul><ul><li>artificial distinctions and boundaries </li></ul><ul><li>“ How…?” AIFL strategies – classroom interaction, </li></ul><ul><li>observation and formative assessment </li></ul><ul><li>Broad levels Early(p1); Level 1(P4); level 2(p7); </li></ul><ul><li>level 3 & 4(S1 -S3) </li></ul>
  12. 12. CfE: how will it be implemented ? <ul><li>…… not “top-down”….so what is it then ? </li></ul><ul><li>… ..”like AifL” …. How ? </li></ul><ul><li>How to achieve engagement ? </li></ul><ul><li>How to avoid giving false assurance ? </li></ul><ul><li>How to ensure ACfE is about learning not assessment ? </li></ul>
  13. 13. CfE follow up <ul><li>Information at: http://www.ltscotland.org.uk/curriculumforexcellence/index.asp </li></ul><ul><li>Illustration at: http://www.ltscotland.org.uk/journeytoexcellence/index.asp </li></ul><ul><li>Suggestions in 5-14 Programmes of study: http://www.ltscotland.org.uk/5to14/htmlunrevisedguidelines/Pages/englang/main/elng3020.htm </li></ul>
  14. 14. A note of caution

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