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Unesco Visit Lts Feb 2010
Curriculum Design, Enterprise & Curriculum for Excellence Eric Burton National Enterprise Development Officer
Presentation Outcomes <ul><li>By the end of this presentation you will have ; </li></ul><ul><li>An insight into the underpinning that enterprise in education can give to Principles of Curriculum design </li></ul><ul><li>An overview of some of the ideas and support that have been developed at present. </li></ul><ul><li>A personal reflection on the signposting to improvement in curriculum and teaching for learning. </li></ul><ul><li>An opportunity for learning. </li></ul>
<ul><li>To get what we’ve never had…. </li></ul><ul><li>we must do…… </li></ul><ul><li>… ..what we have never done. </li></ul><ul><li>Anon. </li></ul><ul><li>212 ° The Extra Degree </li></ul>
VALUES Wisdom – Justice – Compassion - Integrity Purposes Successful Learners – Confident Individuals – Responsible Citizens – Effective Contributors Principles for Curriculum Design Challenge & Enjoyment – Breadth – Progression – Depth – Personalisation & Choice – Coherence - Relevance Focus for Learning To Do – To Know & Understand – To be Assessment is for Learning Eco Schools, Citizenship, Racial Equality etc Context for Learning Ethos & Life of the school – Curriculum areas & subjects – Interdiciplinary projects – Opp.for personal Achievement Early First Second Third Fourth Pedagogy Range of learning & teaching methodologies – collaborative, critical, rich task,connected Cross Cutting Citizenship – Enterprise – International – Sustainable Development Skills for Life Literacy – Numeracy – Aspects of Health & Well Being Curriculum Areas Health & Well Being – Language-Mathematics-Social Subjects-Sciences-Technology-Exp Arts- RME
The Scottish Executive’s vision for children and young people is “A Scotland in which every child matters, where every child, regardless of his or her family background, has the best possible start in life.” The Curriculum Review Group
<ul><li>“ The curriculum needs to include space for learning beyond subject boundaries, so that learners can make connections between different areas of learning. Through interdisciplinary activities of this kind, young people can develop their organisational skills, creativity, teamwork and the ability to apply their learning in new and challenging contexts.” </li></ul><ul><li>A Curriculum for Excellence: Progress and Proposals </li></ul>
Key Ideas <ul><li>Put learning and teaching first – the how as opposed to the what </li></ul><ul><li>Assessment- how achievement is measured </li></ul><ul><li>More autonomy for teachers – raising professionalism and creativity </li></ul><ul><li>Flexibility – teaching is child responsive, less emphasis on inputs </li></ul><ul><li>Single coherent curriculum 3-18 </li></ul><ul><li>Skills fit for 21 st century and changing world </li></ul>
Scotland’s Direction For Enterprise <ul><li>“ So DtS is not about teaching enterprise as a subject. Per se; rather teachers deliver their subject lessons in an enterprising way , that contextualises learning , that involves employers wherever possible, and make learning relevant in the context of the world of work and today’s global environment.” </li></ul><ul><li>DtS Three Years On 2007. </li></ul>“ ..we are committed to developing Scotland’s worldwide reputation for excellence in enterprise…. We need to continue to create an enterprising culture in our schools and make the link between the classroom and the workplace so young people see the relevance of learning.” Skills for Scotland. A lifelong skills strategy 2007
Skills for Scotland – A Lifelong Skills Strategy www.ltscotland/enterpriseineducation ...solve problems ...plan and organise ...work with others ...think critically & creatively ...use initiative ...lead ..to learn ..take risks The ability to…
Strands & Associated Practices 1. Enterprising teaching and learning Develop enterprising attitudes and skills through learning and teaching across the whole curriculum 2. Entrepreneurial learning Participate fully in enterprise activities, including those which are explicitly entrepreneurial in nature and success is the result of “hands on” participation. 3. Work-based and related vocational learning Experience and develop understanding of the world of work in all its diversity, including entrepreneurial activity and self employment. 4. Appropriately focused career information, advice and guidance Enjoy appropriately focused career education.
Enterprising Teaching & Learning Teaching Styles Direct Facilitator Works to set defined targets Sets realistic targets Tight rigid structure Natural process of development Heads down learning environment Supportive enabling Teacher centred Pupil centred Testing procedures process Pupil evaluation process. Creates dependency of teacher Creates independence in pupil What is the role of the teacher? Envisioning – Energising - Enabling Creating vision – creating energy – creating opportunity Curriculum for Excellence
Does make a difference? Verbal Receiving Visual Receiving Receiving & Participating Doing PASSIVE ACTIVE OUR LEVEL OF INVOLVEMENT RETENTION OF KNOWLEDGE
Enterprise in Education Underpinning A Curriculum for Excellence Successful Learners Appreciate relevance of learning Self motivating Generate ideas and act on them Confident Individuals Have a can do, will do attitude Creative, resourceful Problem solver & risk taker Effective Contributors Appreciation of world of work & entrepreneurship Willing to take initiative & lead Actively engage in school & community Responsible Citizens Understand rights and roles Willing to take responsibility Knowledge of finance personal & economic
Curriculum Design & Enterprise Focusing on enteprise in education. A Paper for Professional Reflection Challenge & Enjoyment Engaging in / out of the classroom, real-life, creativity, independence, appreciation of WOW Breadth Variety of contexts and experiences, partnership working, developing understanding Progression Quality & planning, effective transition, .building on earlier knowledge, PLP & tracking Depth Individual opportunities for exploring, personal goals, increased responsibility. Personalisation & Choice Wide scope at all levels, equality of choice, capitalise on strengths and needs. Coherence Emphasis on connections, meaningful learning in different practical contexts, wider community. Relevance Understanding of the present and the future, learn practice and develop skills, challenge disaffection, attainment and achievement.
Bloom’s Revised Taxonomy Planning Framework Higher-order thinking Creating Designing Constructing Planning Story Project Plan Evaluating Judging Testing Monitoring Debate Evaluation Report Analysing Comparing Organising Outlining Spreadsheet Checklist Chart Lower-order thinking Applying Implementing Carrying out Using Interview Performance Diary Understanding Interpreting Exemplifying Summarising Explanation Show and tell Quiz Remembering Naming Locating Finding Fact Worksheet Test
A Thought For Their Future <ul><li>80% of the jobs… </li></ul><ul><li>that current Primary 1 pupils </li></ul><ul><li>will do in the future. </li></ul><ul><li>……………… do not exist ! </li></ul><ul><li>BT Futurologist 2006 </li></ul>
Enterprise Skills Self Confidence Independence Determination Flexibility Risk Taking Decision making Leadership Creativity Problem Solving 9 out of 10 companies believe that Soft skills are as important as Academic qualifications TES Nov 1997.
LTS & DtS Support <ul><li>CPD Business Engagement </li></ul><ul><li>Day by Day Enterprise Matters Planner </li></ul><ul><li>Support for Staff </li></ul><ul><li>Glow communities </li></ul><ul><li>Continuing Professional Development ; METRO Route. </li></ul>
Contact Us <ul><li>Eric Burton </li></ul><ul><li>Learning and Teaching Scotland </li></ul><ul><li>The Optima, 58 Robertson Street, Glasgow G2 8DU </li></ul><ul><li>[email_address] </li></ul><ul><li>www.LTScotland.org.uk </li></ul>