The new experiences and outcomes Gill Robinson May 2009

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?

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

‘ 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

‘ 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.

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

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.

Engagement and trialling was used to shape the experiences and outcomes: 1475 questionnaires 937 from groups 20 Focus groups Total 2012 submissions e.g. Royal Society of Edinburgh 500 trialling centres 241 reports University of Glasgow analysis and reports Plans drawn up to address issues raised Publication Further engagement and consultation, comparisons, refinement; thematic overview

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

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

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’ 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’

Experiences and outcomes: example See ‘Process of change’ on the Curriculum for Excellence website Principles and practice sections

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 learning and teaching

The purpose of the curriculum

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

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:

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

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

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

Bringing Curriculum for Excellence to life throughout Scotland: ‘ testing the framework’

‘ Testing the framework’ - Ideas from schools

True or false? CfE = interdisciplinary or thematic learning Active learning = energetic learning Broad general education = common course Es and Os to third level = a menu to choose from Number of qualifications in S4 = 5 Please help to counter these misconceptions!

CfE = interdisciplinary or thematic learning

Active learning = energetic learning

Broad general education = common course

Es and Os to third level = a menu to choose from

Number of qualifications in S4 = 5

Please help to counter these misconceptions!

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

Photocredit: EwanMcintosh

The process of change – 8 themes emerging Securing a strong ethos and values is often the starting point Giving very high priority to achieving a consistently high quality of learning and teaching across the school Importance of staff learning together, for example seeing each other teach, reflecting together on the experiences and outcomes Importance of knowing about the progress of every child across a wider range than before – roles of all staff in this endeavour Using literacy, numeracy and health and wellbeing as starting points Coherence and progression need more joint thinking and partnership than have been the case before. This requires strategic support at senior levels Need to work across a range of developments in a well-sequenced, planned way Leadership essential, in all its facets – using resources to the full, coaching, setting high expectations

Securing a strong ethos and values is often the starting point

Giving very high priority to achieving a consistently high quality of learning and teaching across the school

Importance of staff learning together, for example seeing each other teach, reflecting together on the experiences and outcomes

Importance of knowing about the progress of every child across a wider range than before – roles of all staff in this endeavour

Using literacy, numeracy and health and wellbeing as starting points

Coherence and progression need more joint thinking and partnership than have been the case before. This requires strategic support at senior levels

Need to work across a range of developments in a well-sequenced, planned way

Leadership essential, in all its facets – using resources to the full, coaching, setting high expectations