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Presentation by Lawrence Alexander at the annual NEIS conference in Roskilde March 2011

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  • 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.
  • Highlight one or two from each area related to own school setting.
  • …plain & simple clear language.
  • Copenhagen final

    1. 1. Hej og velkommen fra Skotland
    2. 2. Lawrence Alexander Curriculum for Excellence Manager Scottish Borders Council [email_address]
    3. 3. <ul><li>Aims of today </li></ul><ul><li>Introduction to Scotland and the Scottish Borders </li></ul><ul><li>Background to ‘Determined to Succeed’ </li></ul><ul><li>Background and introduction to ‘Curriculum for Excellence’ </li></ul><ul><li>Planning , evaluation and quality assurance </li></ul><ul><li>Short workshop session on reflective questions </li></ul>
    4. 4. <ul><li>Unique language, culture and history </li></ul><ul><li>Migration </li></ul><ul><li>Demographics </li></ul><ul><li>Social exclusion </li></ul><ul><li>Narrow economy </li></ul><ul><li>Need for change </li></ul><ul><li>Innovative / creative </li></ul>SCOTLAND / DENMARK?
    5. 7. 2004 – Initial report 2004 – 06 Early implementation 2006 – 2011 – Second phase implementation and review
    6. 8. Determined to Succeed is..... <ul><li>A strategy to develop the enterprise and employability skills of our young people, better preparing them for work....and life. </li></ul><ul><li>A key element of Curriculum for Excellence </li></ul>
    7. 9. Determined to Succeed Why is it important? <ul><li>Sustainable economic growth – top priority </li></ul><ul><li>To increase business start ups </li></ul><ul><li>We need a strong skilled workforce </li></ul><ul><li>To encourage a generation of confident and ambitious Scots. </li></ul>
    8. 10. 4 Strands Employer Engagement Enterprise Education Entrepreneuria l Work-based learning Career education
    9. 11. Enterprising education <ul><li>R eal life contexts ( R elevance) </li></ul><ul><li>R esponsibility </li></ul><ul><li>R isk taking </li></ul><ul><li>R elationships </li></ul><ul><li> </li></ul>
    10. 12. Work based learning <ul><li>Work Experience </li></ul><ul><li>Local economic links / LMI </li></ul><ul><li>‘ Skills for Work’ </li></ul>
    11. 13. Partnership with employers <ul><li>Entitlement for all </li></ul><ul><li>Context for the whole curriculum – not add on </li></ul><ul><li>Reflect economic/societal priorities and opportunities </li></ul><ul><li>Shop window </li></ul><ul><li>New qualifications </li></ul><ul><li> = learningteachingandassessment&strReferringPageID =tcm:4-628695-64   </li></ul>
    12. 14. Careers Education to enable all young people to: <ul><li>be better informed, prepared and ready for work in a changing and dynamic labour market </li></ul><ul><li>have the self-confidence and motivation to constantly develop their skills and take part in lifelong learning </li></ul><ul><li>make well informed, effective career choices throughout life, beginning with the first step into the world of work </li></ul><ul><li>be equipped with employability skills that meet the needs of employers in order to succeed and progress in the workplace. </li></ul>
    13. 15. Entrepreneurial Education <ul><li> virtualworkexperience&strReferringPageID =tcm:4-625398-64 </li></ul><ul><li>  </li></ul><ul><li>Learning by doing </li></ul><ul><li>Setting up and running a company </li></ul><ul><li>Giving young people the chance to experience real business and work-related learning through entrepreneurial enterprise activities. </li></ul><ul><li>Develop a range of skills through 'hands-on' activities. Teamwork, participation, communication, presentation. </li></ul><ul><li>Developing resilience and coping with failure. </li></ul>
    14. 16. A Curriculum for Excellence <ul><li>I will now give some information on: </li></ul><ul><li>Background to Curriculum for Excellence and the case for change </li></ul><ul><li>Principles of curriculum design </li></ul><ul><li>Curriculum content </li></ul><ul><li>Partnership Involvement </li></ul><ul><li>Summary of big messages </li></ul>
    15. 17. Improving Scottish Education for all children <ul><li>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 wok, now and in the future. These are summed up in the detailed wording of the four capacities </li></ul>
    16. 18. Four Capacities for all learners. What will this mean?
    17. 19. The Case for Change <ul><li>‘ 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.’ </li></ul><ul><li>HM Senior Chief Inspector Graham Donaldson- Improving Scottish Education 2008 </li></ul>
    18. 20. The case for change <ul><li>Pupils experience a broad, general curriculum </li></ul><ul><li>Pupils experiences strike a better balance between equipping them to pass exams and the skills needed for life and work </li></ul>To have the benefits of an assessment system that supports the curriculum rather than leading it and ensures smooth transition.
    19. 21. The case for change- creativity <ul><li>To provide teachers with the opportunity to be creative and imaginative in their teaching and so best serve young people in their communities. </li></ul>“ providing space for imaginative teaching that can capitalise on approaches which make learning relevant, lively and motivating” Building the Curriculum 3
    20. 22. The Case for Change <ul><li>The achievement gap- this opens up at about P5 stage and widens through the junior secondary years. </li></ul><ul><li>Children from poorer socio-economic backgrounds are more likely to underachieve. </li></ul><ul><li>Too many of our children leave school with little or no qualifications. </li></ul><ul><li>OECD Background Report- OECD Review of the quality and equity of education outcomes in Scotland 2007 </li></ul>
    21. 23. Principles of Curriculum Design (All pupils are entitled to) <ul><li>Challenge & Enjoyment Breadth </li></ul><ul><li>Progression Depth </li></ul><ul><li>Personalisation & Choice </li></ul><ul><li>Coherence </li></ul><ul><li>Relevance </li></ul>
    22. 24. The curriculum as a whole – BTC3 page 13 <ul><li>Values </li></ul><ul><li>4 contexts </li></ul><ul><li>Learning and teaching </li></ul><ul><li>Entitlements </li></ul><ul><li>Personal support </li></ul><ul><li>It is extremely important that all providers consider all of these elements </li></ul>
    23. 25. Curriculum areas and subjects Religious and moral education Sciences Social Subjects Technologies Expressive arts Health & well being* Languages* Mathematics* * Elements of this area are the responsibility of all educators .
    24. 26. Progression Level Stage Early The pre-school years and P1 or later for some First To the end of P4, but earlier for some Second To the end of P7, but earlier for some Third & Fourth S1 to S3, but earlier for some. Fourth level equates broadly to SCQF level 4 Senior phase S4-S6 and college or other means of study
    25. 27. Experiences & Outcomes <ul><li>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. </li></ul><ul><li>Children & young people </li></ul><ul><li>Parents & carers </li></ul><ul><li>Teachers & educators </li></ul><ul><li>All partners </li></ul>
    26. 28. Experiences & Outcomes Number, money and measure Early First Second Third Fourth Estimation and rounding I am developing a sense of size and amount by observing, exploring, using and communicating with others about things in the world around me. MNU 0-01a I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate. MNU 1-01a I can use my knowledge of rounding to routinely estimate the answer to a problem, then after calculating, decide if my answer is reasonable, sharing my solution with others. MNU 2-01a I can round a number using an appropriate degree of accuracy, having taken into account the context of the problem. MNU 3-01a Having investigated the practical impact of inaccuracy and error, I can use my knowledge of tolerance when choosing the required degree of accuracy to make real-life calculations. MNU 4-01a Number and number processes including addition, subtraction, multiplication, division and negative numbers I have explored numbers, understanding that they represent quantities and I can use them to count, create sequences and describe order. MNU 0-02a I have investigated how whole numbers are constructed, can understand the importance of zero within the system and can use my knowledge to explain the link between a digit, its place and its value. MNU 1-02a I have extended the range of whole numbers I can work with and having explored how decimal fractions are constructed, can explain the link between a digit, its place and its value. MNU 2-02a I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions MNU 3-03a Having recognised similarities between new problems and problems I have solved before, I can carry out the necessary calculations to solve problems set in unfamiliar contexts MNU 4-03a
    27. 29. Achievement for all Recognising and celebrating the achievements of all children and young people Hobbies Charity Carers Sports Voluntary work Work experience National awards
    28. 30. Everyone has a part to play… <ul><li>A curriculum that goes beyond the school classroom and the school gates </li></ul><ul><li>A curriculum beyond the bell times </li></ul><ul><li>A curriculum that breaks down barriers and boundaries </li></ul>
    29. 31. A Curriculum for Excellence- A Curriculum for Everyone Local Authority Further education Community education Business Health Voluntary groups Parents Teachers Social work And Many Others!!! A Curriculum for Everyone
    30. 32. A Curriculum for Excellence <ul><li>The big messages </li></ul><ul><li>CfE is not completely new </li></ul><ul><li>It is an evolution not a revolution – a long term vision for change </li></ul><ul><li>Fundamentally supported by all bodies </li></ul><ul><li>Introduced carefully with close monitoring and scrutiny </li></ul><ul><li>Less prescriptive for teachers but not vague – clear guidance </li></ul><ul><li>All young people 3-18 </li></ul><ul><li>Involves everybody who works with young people in any capacity </li></ul><ul><li>Potential for Scotland to be a world leader </li></ul>
    31. 33. Finding out more Website Address LTScotland http:// / Parents as partners Parentzone http:// Lawrence Alexander Curriculum for Excellence Manager SBC [email_address] SQA Determined to Succeed Scottish Government (Qualifications)
    32. 34. Planning And evaluation <ul><li>HMIe enterprising approach to self evaluation toolkit </li></ul><ul><li>Lets take a wee look! </li></ul>
    33. 35. <ul><li>Tak for din invitation og jeg håber, at Skotland og Danmark vil opretholde dette stærke partnerskab </li></ul><ul><li>Lawrence Alexander </li></ul><ul><li>March 2011 </li></ul>
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