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Rhona Arthur, A Curriculum for Excellence
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Rhona Arthur, A Curriculum for Excellence

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  • 1. Rhona Arthur Assistant Director, SLIC/CILIPS
  • 2.
    • Scottish Government
    • Concordat
    • 5 strategic priorities
    • National indicators and targets
    • Single outcome agreements
    • Skills for Scotland
    • Scottish Credit and Qualifications Framework
    • Glow
  • 3.
    • National Debate 2002, ACfE 2004
    • First integrated curriculum from 3-18, irrespective of educational establishment;
    • 4 capacities: Successful learners; Effective contributors; Responsible citizens and Confident individuals
    • a broad general education with a focus on outcomes;
    • more opportunities to develop skills for learning, skills for life and skills for work for all young people at every stage;
    • focus on literacy, numeracy and health and wellbeing at every stage;
    • ensuring connections between all aspects of learning and support for learning.
  • 4.
    • 8 curriculum areas
    • Health and wellbeing
    • Languages
    • Mathematics
    • Sciences
    • Social studies
    • Expressive arts
    • Technologies
    • Religious and moral education
  • 5.
    • Citizenship
    • Enterprise
    • Creativity
    • Sustainable development
    • Literacy and numeracy
  • 6.
    • Draft experiences and outcomes
      • Literacy and English
      • Numeracy
      • Mathematics
      • Science
      • Health and wellbeing
      • Expressive Arts
      • Social Studies
      • Religious and moral education (also for Roman Catholic schools)
      • Classical languages
      • Gaelic learners (and also Gaelic and literacy)
  • 7.
    • Consultation on national qualifications in Scotland launched 10/6/08 until 31/10/08
      • Scrap Standard Grades at General and Credit
      • Scrap Intermediate I and II and replace at SCQF 4 and 5
      • New qualifications in literacy and numeracy (SCQF levels 3-5)
      • Consider Scottish Science Baccalaureate and a Scottish Language Baccalaureate
      • Highers and Advanced Highers at Senior Phase as Gold Standard
      • Flexibility of length of study 12-24 months and winter diet of exams
  • 8.
    • Inspection regimes
    • Assessment strictures – Assessment for learning
    • “ Creative thinking and support are required in areas ranging from curriculum planning to assessment”
    • Pressure on local authority funding
    • Reductionist model – Gershon and Crerrar
    • Funding to reduce class sizes
    • Single status, pay modernisation
  • 9.
    • Access to wide range of information
    • Support for attainment across the school curriculum
    • Support for development of literacy, including increasing reading confidence and fluency
    • Expertise in the development of information literacy
    • Assistance with the effective use of ICT in learning and teaching
    • Knowledge and skills in promoting reading for enjoyment
    • Support for personal and social development
  • 10.
    • Library skills courses
    • Support for selection of developmental reading
    • Acquisition of analytical skills
    • Recommended book lists
    • Book reviews
    • Book groups
    • Use of library catalogues
    • Using book/author websites for research
    • Development of information literacy
    • Preparation of bibliographies
    • Reading diaries
    • Presentation skills, group work, etc, etc
  • 11.
    • Group and pair working
    • Skimming, scanning and note-taking
    • Critical evaluation
    • Provision of resources for discursive essays
    • Planning research
    • Peer and self evaluation
  • 12.
    • Reading material reflecting cultural diversity
    • Careers guidance
    • Citizenship
    • Cultural events
    • Help development of informed and ethical viewpoints – research projects, involvement in events like Holocaust Memorial Day, Youth Parliament
  • 13.
    • Provision of print and non print resources from which to develop knowledge
    • Leadership opportunities – helping with library activities like book groups
    • Book awards like RED, Angus, Catalyst, South Lanarkshire all help develop critical analysis, develop and sustain arguments, opinions and debate
    • Team-working opportunities – library routines
  • 14.
    • ACfE offers opportunities
    • To be successful, we will need to be
    • Flexible in our approaches to supporting learning
    • Build on natural skills of networking and co-operation
    • Creative in our thinking
    • Imaginative in our resources
    • Good team players both in schools and by sharing our experiences
    • Thank you
    • www.slainte.org.uk