Development Education in Scotland, setting the scene


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  • This statement of purpose lies at the heart of the document and is intended to be a memorable and compelling reference point for teachers, parents and children. The child is at the centre of this diagram, and our aspiration for each child is represented through the four capacities which surround the child. In each case the capacity is expanded into ‘attributes’ and ‘capabilities’: it is our task to design a curriculum which will enable each child to develop these attributes and capabilities. You see here the beginning of a winnowing tool for the review of the curriculum – any activity which is not clearly directed to achieving these aims does not earn its keep and should be removed. The review document then explores the ethos and teaching and learning methodologies which will be needed if these outcomes are to be achieved (for example, ) It then moves on to define updated principles for the design of the curriculum. Many of these are familiar but the principles begin with challenge and enjoyment – fully evidence-based – and depth has greater prominence than at present.
  • Light, accessible, practical, clear sections, for all practitioners… Backed up with an online resource that breathes life into the paper document by adding web links, videos, photos and an online calendar.
  • Development Education in Scotland, setting the scene

    1. 1. Development Education in Scotland Nick April 2012
    2. 2. Definitions‘Development Education’ – a focus on North- South‘Global Citizenship’- Social Justice is a key feature of both
    3. 3. 2,900 Schools 32 Local Authorities 53,000 Teachers Agencies and NGOs-- Many ‘players’, many variants
    4. 4. ContextNew ‘Curriculum for Excellence’ offers opportunities across the curriculumTeam at Education Scotland to support Global Citizenship activity in schools‘One Planet Schools’ Ministerial working group, due to report November 2012
    5. 5. successful learners confident individualswith with•enthusiasm and motivation for learning •self respect•determination to reach high standards of achievement •a sense of physical, mental and emotional wellbeing•openness to new thinking and ideas •secure values and beliefs •ambitionand able to•use literacy, communication and numeracy skills and able to•use technology for learning •relate to others and manage themselves•think creatively and independently •pursue a healthy and active lifestyle•learn independently and as part of a group •be self aware•make reasoned evaluations •develop and communicate their own beliefs•link and apply different kinds of learning in and view of the worldnew situations •live as independently as they can •assess risk and take informed decisions •achieve success in different areas of activity To enable all young people to becomeresponsible citizens effective contributorswith with•respect for others •an enterprising attitude•commitment to participate responsibly in •resiliencepolitical, economic, social and cultural life •self-relianceand able to and able to•develop knowledge and understanding of •communicate in different ways and inthe world and Scotland’s place in it different settings•understand different beliefs and cultures •work in partnership and in teams•make informed choices and decisions •take the initiative and lead•evaluate environmental, scientific and •apply critical thinking in new contextstechnological issues •create and develop•develop and TeachingLearning informed, ethical views of complex •solve problemsScotlandissues
    6. 6. Curriculum areasLanguagesMathematicsExpressive ArtsTechnologiesSciencesSocial StudiesHealth and Well-BeingReligious and Moral Education
    7. 7. I can 1-16True 0-16http://wwwBy explorighostexplaSOC cont Save 4-16 3-16 2-16 Experiences and outcomes Social Studies- People in society, economy and business Early First Second Third Fourth I can contribute I can explain I can explain I can contribute to By exploring to a discussion how the needs why a group I a discussion on the my local of the of a group in my have extent to which community, difference local identified people’s needs I have between my community are might should be met by discovered needs and supported. experience the state or the the wants and SOC 2-16a inequality individual. different those of others and can SOC 4-16a roles people around me. suggest ways play and SOC1-16a in which this how they inequality can help. might be SOC 0-16a addressed. SOC 3-16a
    8. 8. ‘Developing global citizens within Curriculum for Excellence’ Resources Advice Professional Development
    9. 9. Currently..Development Education / Global Citizenship- Present in many schools, often high quality- International School Partnerships- Resources and CPD available, to some- Fair Trade embedded widely- Some of our young people ‘think globally’
    10. 10. ChallengesFunding (especially for school partnerships)LeadershipWhole School actionEvaluating impact and Realising benefitsTeacher readinessLearning and Teaching approachesSupport and advice
    11. 11. Reasons to be cheerful...
    12. 12. Leadership“In order for Scotland and its people to succeed and flourish in the globalised 21st century in which we live, we must all become and live as global citizens”Mike Russell, MSP, Cabinet Secretary
    13. 13. Leadership - localEdinburgh’s Africa network and foundationGlasgow’s Malawi leaders of learning
    14. 14. TeachersBuilding capacityNew ‘recruits’GTCS Professional Recognition and revised Professional Standards
    15. 15. Well-developed initiatives will attractinterest and mass participation•developed and sustained links with one ormore Commonwealth countries•The context of the Games enthuses andengages young people in learningactivities across all curriculum areas,contributing to implementation ofCurriculum for Excellence
    16. 16. Learning and Teaching approaches• British Council online course material• Take One Action film festival• Vine Trust ‘Global Student Forum’ m
    17. 17. Learning and Teaching approaches -2WOSDEC ‘Global Storylines’Oxfam ‘Water Week’Red Cross ‘Newsthink’Microfinance (Kiva, etc)