The new experiences
and outcomes
Gill Robinson
Aberdeen area event
April 2009
The new experiences
and outcomes:
outline of presentation Why is CfE even
more important now?
How can we turn all
this int...
Economy and society:
an uncertain future
To enable each child
and young person to
flourish
Developments in
our education s...
‘Scotland’s future economic prosperity requires an education system
within which the population as a whole will develop th...
How were the experiences and
outcomes developed?
• unparalleled engagement with teachers and practitioners
• building upon...
Engagement and trialling was used to shape the
experiences and outcomes:
1475 questionnaires1475 questionnaires
937 from g...
What did people say? What happened in response?
• They emphasised the need for
time and professional dialogue to
deepen an...
Experiences and outcomes: what
do we need to know?
See ‘Getting started’ on the
Curriculum for Excellence website
• They d...
Experiences and outcomes: example
See ‘Process of change’ on the
Curriculum for Excellence website
Principles and
practice...
Experiences and outcomes: example
See ‘Process of change’ on the
Curriculum for Excellence website
Where do the experiences and
outcomes fit within the curriculum as a
whole?
Building the Curriculum 3:
A framework for lea...
The purpose of
the
curriculum
Building the curriculum
The curriculum:
all that we plan for
children and young
people’s learning
Principles of curriculum...
• A coherent curriculum from 3 to 18
• A broad general education from age 3 to the end of S3 or
equivalent – see later
• A...
A broad general education
3 to 15
• Every child and young person in Scotland is entitled to
experience a broad general edu...
Bringing Curriculum
for Excellence to life
throughout Scotland:
‘testing the framework’
‘Testing the framework’ - Ideas from schools
True or false?
1. CfE = interdisciplinary or thematic learning
2. Active learning = energetic learning
3. Broad general ed...
How will we turn this
into reality?
What? When? Local implementation plans -
framework with tasks, roles and timescales
Ho...
Photocredit: EwanMcintosh
The process of change – 8 themes emerging
1. Securing a strong ethos and values is often the starting point
2. Giving very...
CfE: The New Experiences and Outcomes
CfE: The New Experiences and Outcomes
CfE: The New Experiences and Outcomes
CfE: The New Experiences and Outcomes
CfE: The New Experiences and Outcomes
CfE: The New Experiences and Outcomes
CfE: The New Experiences and Outcomes
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CfE: The New Experiences and Outcomes

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Gill Robinson presenation from the Curriculum for Excellence new experiences and outcomes.

Aberdeen, April 2009

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  • You are encouraged as part of your presentation to promote LT Scotland’s remit. This is the first two bullet points of LT Scotland’s remit.
  • Curriculum for Excellence Home Page
  • You are encouraged as part of your presentation to promote LT Scotland’s remit. This is the first two bullet points of LT Scotland’s remit.
  • Experiences and Outcomes
  • What will be new is the concept of laying out a set of entitlements for all children and young people which they can expect to benefit from
    We have spoken about the concept of coherence from 3 to 18
    What is innovative and what will require further discussion is the concept of ‘a broad general education from age 3 to the end of S3 (about age 15) A broad general education will include all the experiences and outcomes across all the curriculum areas up to the third level.
    The document defines this as an education which provide every child and young person with – literacy and numeracy; skills for learning, skills for life and skills for work; learning across a broad curriculum covering science, language, mathematics, social studies (including Scottish history0, expressive arts, health and wellbeing, religious and moral education and technology; an emphasis throughout this broad curriculum on Scottish contexts, history and culture and Scotland’s place in the world; learning available in a range of ways including interdisciplinary projects and a range of opportunities to ensure a broad approach
    Secondary schools are familiar with the concept of a senior school which is focused on qualifications and other personal development opportunities but ‘the senior phase’ in BtC3 will require fresh thinking
  • To collaborate on this with colleagues from around the country whether face to face or online is a fabulous opportunity.
  • CfE: The New Experiences and Outcomes

    1. 1. The new experiences and outcomes Gill Robinson Aberdeen area event April 2009
    2. 2. The new experiences and outcomes: outline of presentation Why is CfE even more important now? How can we turn all this into reality? Where do they fit within the curriculum as a whole? Experiences and outcomes: when, how, what?
    3. 3. Economy and society: an uncertain future To enable each child and young person to flourish Developments in our education system and findings about its performance Why is CfE even more important now? See ‘The case for change’ on the Curriculum for Excellence website
    4. 4. ‘Scotland’s future economic prosperity requires an education system within which the population as a whole will develop the kind of knowledge, skills and attributes which will equip them personally, socially and economically to thrive in the 21st century. ‘It also demands standards of attainment and achievement which match these needs and strengthen Scotland’s position internationally.’ HM Senior Chief Inspector, Improving Scottish Education 2009 • substantial strengths in Scottish education, including professionalism of workforce and capacity for improvement • issues to be addressed in order for our high aspirations to be achieved for education and for learners – see Chapter 5, for example. Why is CfE even more important now? Improving Scottish Education 2009
    5. 5. How were the experiences and outcomes developed? • unparalleled engagement with teachers and practitioners • building upon the existing very good practice across all sectors • taking account of research and international comparisons • recognising the professionalism of teachers – needed so that they can exercise professional freedom and responsibility as they plan with the broader guidance. See ‘Process of change’ on the Curriculum for Excellence website
    6. 6. Engagement and trialling was used to shape the experiences and outcomes: 1475 questionnaires1475 questionnaires 937 from groups937 from groups 20 Focus groups20 Focus groups Total 2012 submissionsTotal 2012 submissions e.g. Royal Society of Edinburghe.g. Royal Society of Edinburgh 500 trialling centres500 trialling centres 241 reports241 reports UniversityUniversity of Glasgowof Glasgow analysis and reportsanalysis and reports Plans drawn up to address issues raisedPlans drawn up to address issues raised PublicationPublication Further engagement and consultation, comparisons,Further engagement and consultation, comparisons, refinement; thematic overviewrefinement; thematic overview
    7. 7. What did people say? What happened in response? • They emphasised the need for time and professional dialogue to deepen and share understanding • They were positive about how the Es and Os would give scope for – flexibility and creativity – developing the four capacities – teaching in motivating ways – making connections in learning • They had concerns about – ‘vagueness’ – fit with assessment – Curriculum area-specific points • Editing/revision (varied amounts) • Explanation (selective – as appendices to Es and Os) • Exemplification (selective – to be developed over time) – Illustration of expectations where necessary – Movies of E/Os in action – Pupil work – Case studies – Links to resources i.e. providing ‘scaffolding’, not detail
    8. 8. Experiences and outcomes: what do we need to know? See ‘Getting started’ on the Curriculum for Excellence website • They describe all of the curriculum from age 3 to 15 and in particular a ‘broad general education’ • They replace but build on previous guidance (3 to 5 and 5 to 14) • Taken together, they embody the four capacities • ‘Experience’ and ‘outcome’
    9. 9. Experiences and outcomes: example See ‘Process of change’ on the Curriculum for Excellence website Principles and practice sections
    10. 10. Experiences and outcomes: example See ‘Process of change’ on the Curriculum for Excellence website
    11. 11. Where do the experiences and outcomes fit within the curriculum as a whole? Building the Curriculum 3: A framework for learning and teaching
    12. 12. The purpose of the curriculum
    13. 13. Building the curriculum The curriculum: all that we plan for children and young people’s learning Principles of curriculum design Experiences and outcomes Expectations for learning and development from early to fourth levels Entitlements For all children and young people Values Wisdom, justice, Compassion, integrity Learning and teaching Engaging, active, challenging Personal support Including preparing for and support through changes and choices Arrangements for Assessment Qualifications Self-evaluation and accountability, Professional development Support purposes of learning Building up The curriculum
    14. 14. • A coherent curriculum from 3 to 18 • A broad general education from age 3 to the end of S3 or equivalent – see later • A senior phase: opportunities for qualifications and other planned opportunities to develop the four capacities • Opportunities to develop skills for learning, skills for life and skills for work • Opportunities to achieve to the highest levels through personal support and challenge • Opportunities and support to move into positive and sustained destinations beyond school Entitlements:
    15. 15. A broad general education 3 to 15 • Every child and young person in Scotland is entitled to experience a broad general education. • This broad general education takes place from the early years to the end of S3. • It is represented by learning across all** of the experiences and outcomes to the third curriculum level together with those selected for study at the fourth, as far as is consistent with each child or young person’s needs. • ‘Not expected that qualifications will feature at this stage’ • Providing a strong platform for later learning and qualifications
    16. 16. Bringing Curriculum for Excellence to life throughout Scotland: ‘testing the framework’
    17. 17. ‘Testing the framework’ - Ideas from schools
    18. 18. True or false? 1. CfE = interdisciplinary or thematic learning 2. Active learning = energetic learning 3. Broad general education = common course 4. Es and Os to third level = a menu to choose from 5. Number of qualifications in S4 = 5 Please help to counter these misconceptions!
    19. 19. How will we turn this into reality? What? When? Local implementation plans - framework with tasks, roles and timescales How? Not research, development, dissemination as in previous developments But creating together through learning and thinking together
    20. 20. Photocredit: EwanMcintosh
    21. 21. The process of change – 8 themes emerging 1. Securing a strong ethos and values is often the starting point 2. Giving very high priority to achieving a consistently high quality of learning and teaching across the school 3. Importance of staff learning together, for example seeing each other teach, reflecting together on the experiences and outcomes 4. Importance of knowing about the progress of every child across a wider range than before – roles of all staff in this endeavour 5. Using literacy, numeracy and health and wellbeing as starting points 6. Coherence and progression need more joint thinking and partnership than have been the case before. This requires strategic support at senior levels 7. Need to work across a range of developments in a well-sequenced, planned way 8. Leadership essential, in all its facets – using resources to the full, coaching, setting high expectations

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