Using Scotland's Curriculum for Excellence for Effective Learning

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Outcomes and experiences for Curriculum for Excellence provide broad statements of learning which require a range of teaching and assessment approaches. They indicate the direction of travel and offer opportunities for the gathering and interpreting of evidence. Through the use of these outcomes and experiences we can motivate, enthuse and challenge young people. Margo Williamson, LTS, and Chris McIIlroy, HMIE, will highlight how all the partners in Scottish education are working together to achieve this goal.

http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/outcomesandexperiencesforeffectivelearning.asp

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Using Scotland's Curriculum for Excellence for Effective Learning

  1. 1. Margo Williamson Learning and Teaching Scotland <ul><li>Update on Curriculum for Excellence </li></ul><ul><li>The Multidimensional Hyperspace Curriculum! </li></ul>
  2. 2. Currently available – making the best use of guidance Building the Curriculum 2 Building the Curriculum1 Progress and Proposals Values Purposes Principles Reflective Tool Kits www.ltscotland.org.uk/curriculumforexcellence/ resources/starterkits.asp Nov 2004 March 2006 Nov 2006 March 2007 August 2008 - Draft experiences and outcomes
  3. 3. Languages Maths Science Social Studies Expressive Arts HWB RME Technologies The Cubic Curriculum Numeracy Aspects of HWB Literacy Creativity Enterprise Citizenship Practising Problem solving Investigating Researching Collaborating Evaluating Expressing
  4. 4. Third level outcome <ul><li>Having carried out a variety of experiments I can recognise the significance of pH in everyday life and demonstrate ways to adjust levels appropriately </li></ul>
  5. 5. Science Literacy Illustrating the Cubic Curriculum Collaborating
  6. 6. Expressive Arts Illustrating the Cubic Curriculum
  7. 7. Kings Park and the capacities
  8. 8. Chris McIlroy HMIE <ul><li>The link between advice and professional responsibility. </li></ul><ul><li>The link to classroom learning and teaching. </li></ul>
  9. 9. Advice and professional responsibility: Science example, second level <ul><li>I can use my knowledge of food chains and webs to help plan, create and protect a wildlife area. </li></ul><ul><li>I can observe or research a feature of space that I find fascinating and describe this to others. </li></ul>
  10. 10. Three minutes: shoulder partners <ul><li>What learning activities/ experiences would you organise to help children progress towards one of these outcomes? </li></ul><ul><li>How might I assess progress? </li></ul>
  11. 11. 3 minute activity <ul><li>I can use my knowledge of food chains and webs to help plan, create and protect a wildlife area. </li></ul><ul><li>I can observe or research a feature of space that I find fascinating and describe this to others. </li></ul><ul><li>What learning activities/ experiences would you organise to help children progress towards one of these outcomes? </li></ul><ul><li>How might I assess progress? </li></ul>
  12. 12. Advice and professional responsibility: Numeracy example, first level <ul><li>I have investigated how whole numbers are constructed, can understand the importance of zero within the system and use my knowledge to explain the link between a digit, its place and its value. </li></ul>
  13. 13. Advice and professional responsibility: Numeracy example, second level <ul><li>Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading. </li></ul>
  14. 14. Current good practice and CfE <ul><li>What can we build on? Good practice in learning and teaching will still be good practice </li></ul><ul><li>CfE principles provide a way of examining, refreshing and reaffirming good practice </li></ul><ul><li>A pre-school example … </li></ul>
  15. 16. What does this mean for assessment? <ul><li>Am I clear about what learning is intended? </li></ul><ul><li>How are the learners responding? </li></ul><ul><li>What progress can I see? </li></ul><ul><li>Where is support needed? </li></ul><ul><li>What feedback should I give? </li></ul><ul><li>Sharing the standard. </li></ul><ul><li>Benchmarking progress. </li></ul>
  16. 17. Back to the future <ul><li>Quality and improvement happen because of : </li></ul><ul><li>Commitment to children </li></ul><ul><li>Inspiration and enthusiasm </li></ul><ul><li>Role models </li></ul><ul><li>Thinking practitioners </li></ul><ul><li>Hard work </li></ul>
  17. 18. My best gran

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