An over view give to members of UNESCO of the Scottish education curriculum and how enterprise makes a significant contribution to underpinning the new Curriculum for Excellence
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Unesco Visit Lts Feb 2010
1. Curriculum Design, Enterprise & Curriculum for Excellence Eric Burton National Enterprise Development Officer
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4. VALUES Wisdom – Justice – Compassion - Integrity Purposes Successful Learners – Confident Individuals – Responsible Citizens – Effective Contributors Principles for Curriculum Design Challenge & Enjoyment – Breadth – Progression – Depth – Personalisation & Choice – Coherence - Relevance Focus for Learning To Do – To Know & Understand – To be Assessment is for Learning Eco Schools, Citizenship, Racial Equality etc Context for Learning Ethos & Life of the school – Curriculum areas & subjects – Interdiciplinary projects – Opp.for personal Achievement Early First Second Third Fourth Pedagogy Range of learning & teaching methodologies – collaborative, critical, rich task,connected Cross Cutting Citizenship – Enterprise – International – Sustainable Development Skills for Life Literacy – Numeracy – Aspects of Health & Well Being Curriculum Areas Health & Well Being – Language-Mathematics-Social Subjects-Sciences-Technology-Exp Arts- RME
5. The Scottish Executive’s vision for children and young people is “A Scotland in which every child matters, where every child, regardless of his or her family background, has the best possible start in life.” The Curriculum Review Group
12. Skills for Scotland – A Lifelong Skills Strategy www.ltscotland/enterpriseineducation ...solve problems ...plan and organise ...work with others ...think critically & creatively ...use initiative ...lead ..to learn ..take risks The ability to…
13. Strands & Associated Practices 1. Enterprising teaching and learning Develop enterprising attitudes and skills through learning and teaching across the whole curriculum 2. Entrepreneurial learning Participate fully in enterprise activities, including those which are explicitly entrepreneurial in nature and success is the result of “hands on” participation. 3. Work-based and related vocational learning Experience and develop understanding of the world of work in all its diversity, including entrepreneurial activity and self employment. 4. Appropriately focused career information, advice and guidance Enjoy appropriately focused career education.
14. Enterprising Teaching & Learning Teaching Styles Direct Facilitator Works to set defined targets Sets realistic targets Tight rigid structure Natural process of development Heads down learning environment Supportive enabling Teacher centred Pupil centred Testing procedures process Pupil evaluation process. Creates dependency of teacher Creates independence in pupil What is the role of the teacher? Envisioning – Energising - Enabling Creating vision – creating energy – creating opportunity Curriculum for Excellence
15. Does make a difference? Verbal Receiving Visual Receiving Receiving & Participating Doing PASSIVE ACTIVE OUR LEVEL OF INVOLVEMENT RETENTION OF KNOWLEDGE
16. Enterprise in Education Underpinning A Curriculum for Excellence Successful Learners Appreciate relevance of learning Self motivating Generate ideas and act on them Confident Individuals Have a can do, will do attitude Creative, resourceful Problem solver & risk taker Effective Contributors Appreciation of world of work & entrepreneurship Willing to take initiative & lead Actively engage in school & community Responsible Citizens Understand rights and roles Willing to take responsibility Knowledge of finance personal & economic
17. Curriculum Design & Enterprise Focusing on enteprise in education. A Paper for Professional Reflection Challenge & Enjoyment Engaging in / out of the classroom, real-life, creativity, independence, appreciation of WOW Breadth Variety of contexts and experiences, partnership working, developing understanding Progression Quality & planning, effective transition, .building on earlier knowledge, PLP & tracking Depth Individual opportunities for exploring, personal goals, increased responsibility. Personalisation & Choice Wide scope at all levels, equality of choice, capitalise on strengths and needs. Coherence Emphasis on connections, meaningful learning in different practical contexts, wider community. Relevance Understanding of the present and the future, learn practice and develop skills, challenge disaffection, attainment and achievement.
19. Bloom’s Revised Taxonomy Planning Framework Higher-order thinking Creating Designing Constructing Planning Story Project Plan Evaluating Judging Testing Monitoring Debate Evaluation Report Analysing Comparing Organising Outlining Spreadsheet Checklist Chart Lower-order thinking Applying Implementing Carrying out Using Interview Performance Diary Understanding Interpreting Exemplifying Summarising Explanation Show and tell Quiz Remembering Naming Locating Finding Fact Worksheet Test
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21. Enterprise Skills Self Confidence Independence Determination Flexibility Risk Taking Decision making Leadership Creativity Problem Solving 9 out of 10 companies believe that Soft skills are as important as Academic qualifications TES Nov 1997.
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