CILIPS Conference Peebles Hotel Hydro 2 June 2009 George Smuga Professional Adviser Scottish Government

Taking Forward Curriculum for Excellence Purpose of Session To provide an up-date on national CfE developments with reference to role of the school librarian

Let’s Remind Ourselves What CfE Is All About It’s preparing young people for a changing future It’s recognising the primacy of learning It’s ensuring that young people have the building blocks that they need in terms of skills, concepts and knowledge It’s having an education that supports a sustainable prosperous future It’s addressing the achievement gap It’s raising the bar for all learners

It’s preparing young people for a changing future

It’s recognising the primacy of learning

It’s ensuring that young people have the building blocks that they need in terms of skills, concepts and knowledge

It’s having an education that supports a sustainable prosperous future

It’s addressing the achievement gap

It’s raising the bar for all learners

The Heart of Curriculum for Excellence The Four Capacities To create: Successful learners Confident individuals Responsible citizens Effective contributors

To create:

Successful learners

Confident individuals

Responsible citizens

Effective contributors

The National Agenda – aspirational and transformational change “ We need to acknowledge that Curriculum for Excellence is as much about culture change as it is about curriculum content.. Changing this culture from dependence on central direction to independence and trust in professional judgement.. needs leadership at every level.” Fiona Hyslop – February 2009.

“ We need to acknowledge that Curriculum for Excellence is as much about culture change as it is about curriculum content.. Changing this culture from dependence on central direction to independence and trust in professional judgement.. needs leadership at every level.”

Fiona Hyslop – February 2009.

The Curriculum Review Group Nov 2004 March 2006 March 2007 Sept. 2007 – June 2008 June 2008 Nov 2006 Progress & Proposals Building the Curriculum 1 Building the Curriculum2 Draft Experiences And Outcomes Building The Curriculum 3 Critical Milestones

Where Are We at June 2009? Publication and engagement on Building the Curriculum 3 Consultation on proposals for next generation of national qualifications Publication of CfE national programme framework Publication of final Experiences and Outcomes – web-site plus paper copy for every practitioner with one for each secondary school library resource centre

Publication and engagement on Building the Curriculum 3

Consultation on proposals for next generation of national qualifications

Publication of CfE national programme framework

Publication of final Experiences and Outcomes – web-site plus paper copy for every practitioner with one for each secondary school library resource centre

Still To Come Announcement on next generation of NQ qualifications - June Further case studies and exemplification Building The Curriculum 4 – Skills development Building The Curriculum 5 – Assessment Framework

Announcement on next generation of NQ qualifications - June

Further case studies and exemplification

Building The Curriculum 4 – Skills development

Building The Curriculum 5 – Assessment Framework

Challenges and next steps?

Those who lack the courage to change will always find a philosophy to justify it.

Moving from this.. to…

Building the curriculum The curriculum: all that we plan for children and young people’s learning – across 4 contexts 7 Principles for planning Challenge and enjoyment Breadth Progression Depth Personalisation and choice Coherence Relevance Experiences and outcomes 8 curriculum areas 6 Entitlements Including broad general education; Senior phase; Skills for learning, for life and for work Values Wisdom, justice, Compassion, integrity Effective teaching and active, sustained learning Support for learning through choices and changes into positive and sustained destinations Assessment, qualifications Self-evaluation and Accountability, Professional development aligned with purposes

Curriculum – The Four Contexts Defined as “the totality of all that is planned for children and young people throughout their education” – this comprises: Ethos and life of the school and community Curriculum areas and subjects Interdisciplinary learning Opportunities for personal achievement What are the opportunities for you as school librarians to contribute within this wider view of the curriculum?

Defined as “the totality of all that is planned for children and young people throughout their education” – this comprises:

Ethos and life of the school and community

Curriculum areas and subjects

Interdisciplinary learning

Opportunities for personal achievement

What are the opportunities for you as school librarians

to contribute within this wider view of the curriculum?

Experiences and Outcomes Designed around eight curriculum areas: Expressive Arts Language and literacy Health and Wellbeing Mathematics and numeracy Religious and Moral Education Sciences Social Studies Technologies

Designed around eight curriculum areas:

Expressive Arts

Language and literacy

Health and Wellbeing

Mathematics and numeracy

Religious and Moral Education

Sciences

Social Studies

Technologies

Experiences and Outcomes These describe progression at the following levels: Early – the pre-school years and primary 1 First – to the end of primary 4 Second – to the end of primary 7 Third – during secondary 1 – 3 Fourth – by the end of secondary 3

These describe progression at the following levels:

Early – the pre-school years and primary 1

First – to the end of primary 4

Second – to the end of primary 7

Third – during secondary 1 – 3

Fourth – by the end of secondary 3

The Experiences and Outcomes Delivering The Curriculum Describe all of the curriculum from age 3 to 15 as a whole and in particular a “broad general education” Replace but build upon previous guidance Embody the four capacities and skills Less detailed and more broadly spaced than previous guidance About how you teach as much as about what you teach

Describe all of the curriculum from age 3 to 15 as a whole and in particular a “broad general education”

Replace but build upon previous guidance

Embody the four capacities and skills

Less detailed and more broadly spaced than previous guidance

About how you teach as much as about what you teach

Getting familiar with the Experiences and Outcomes on-line Versions of all documents can be downloaded Interactive usage now available Able to save selected Es & Os in a personal space – through Glow or to an RTF file Links across curriculum areas are highlighted Exemplification highlighted Links to powerpoint presentations, sharing practice case studies

Versions of all documents can be downloaded

Interactive usage now available

Able to save selected Es & Os in a personal space – through Glow or to an RTF file

Links across curriculum areas are highlighted

Exemplification highlighted

Links to powerpoint presentations, sharing practice case studies

Experiences and outcomes: example See ‘Process of change’ on the Curriculum for Excellence website Principles and practice sections (a ‘must read’ for everyone)

How are the experiences and outcomes structured in literacy and English? In literacy and English there are three organisers and they are subdivided as follows: Listening and Talking Reading Writing Enjoyment and choice Enjoyment and choice Enjoyment and choice Tools for listening and talking Tools for reading Tools for writing Finding and using Information Finding and using information Organising and using information Understanding, analysing and evaluating Understanding, analysing and evaluating Creating Texts Creating texts

In literacy and English there are three organisers and they are subdivided as follows:

What changes have been made since the publication of the draft literacy and English framework? What was said? Not all lines of development show a clear line of progression, in particular enjoyment and choice. Single document for literacy and English not conducive to promoting literacy as ‘responsibility of all’. Role of the school librarians not acknowledged. Support required for literacy across the curriculum. What was done: Experiences and outcomes reworded to clarify progression. There are now two separate documents – Literacy and Literacy and English . The importance of school librarians is acknowledged in the literacy across learning principles and practice section. Overall, feedback was positive.

What was said?

Not all lines of development show a clear line of progression, in particular enjoyment and choice.

Single document for literacy and English not conducive to promoting literacy as ‘responsibility of all’.

Role of the school librarians not acknowledged.

Support required for literacy across the curriculum.

What was done:

Experiences and outcomes reworded to clarify progression.

There are now two separate documents – Literacy and Literacy and English .

The importance of school librarians is acknowledged in the literacy across learning principles and practice section.

Reflecting on the principles and practice section in literacy and English What is meant by literacy? What is meant by texts? What might be some of the challenges/opportunities that you will face in promoting literacy across the curriculum?

What is meant by literacy?

What is meant by texts?

What might be some of the challenges/opportunities that you will face in promoting literacy across the curriculum?

What Is Meant By ‘Texts’ “ a text is the medium through which ideas, experiences, opinions and information can be communicated” “ texts not only include those presented in traditional written or print form, but also orally, electronically or on film” From ‘Literacy across Learning – Principles and Practice’

“ a text is the medium through which ideas, experiences, opinions and information can be communicated”

“ texts not only include those presented in traditional written or print form, but also orally, electronically or on film”

From ‘Literacy across Learning – Principles and Practice’

Getting started in literacy and English: some questions for discussion Building on your current practice, what are the challenges and opportunities for how you work with children and young people? How will you ensure that the needs of all learners are met? Which experiences and outcomes could you link within literacy and English, across other curriculum areas and the world of work to provide a coherent experience for learners?

Building on your current practice, what are the challenges and opportunities for how you work with children and young people?

How will you ensure that the needs of all learners are met?

Which experiences and outcomes could you link within literacy and English, across other curriculum areas and the world of work to provide a coherent experience for learners?