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 refere...
Let’s Remind Ourselves What CfE Is All About <ul><li>It’s preparing young people for a changing future </li></ul><ul><li>I...
The Heart of Curriculum for Excellence The Four Capacities <ul><li>To create: </li></ul><ul><li>Successful learners </li><...
The National Agenda – aspirational and transformational change <ul><li>“ We need to acknowledge that Curriculum for Excell...
The  Curriculum  Review Group Nov 2004 March 2006 March 2007  Sept. 2007 –  June 2008 June 2008 Nov 2006  Progress &  Prop...
Where Are We at June 2009? <ul><li>Publication and engagement on  Building the Curriculum 3  </li></ul><ul><li>Consultatio...
 
Still To Come <ul><li>Announcement on next generation of NQ qualifications - June </li></ul><ul><li>Further case studies a...
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...
Curriculum – The Four Contexts <ul><li>Defined as “the totality of all that is planned for children and young people throu...
Experiences and Outcomes <ul><li>Designed around  eight  curriculum areas: </li></ul><ul><li>Expressive Arts </li></ul><ul...
Experiences and Outcomes <ul><li>These describe progression at the following levels: </li></ul><ul><li>Early  – the pre-sc...
The Experiences and Outcomes Delivering The Curriculum <ul><li>Describe all of the curriculum from age 3 to 15 as a whole ...
 
Getting familiar with the Experiences and Outcomes on-line <ul><li>Versions of all documents can be downloaded </li></ul><...
Experiences and outcomes: example See ‘Process of change’ on the Curriculum for Excellence website Principles and  practic...
How are the experiences and outcomes structured in literacy and English? <ul><li>In literacy and English there are three o...
What changes have been made since the publication of the draft literacy and English framework? <ul><li>What was said? </li...
Reflecting on the principles and practice section in literacy and English <ul><li>What is meant by literacy? </li></ul><ul...
What Is Meant By ‘Texts’ <ul><li>“ a text is the medium through which ideas, experiences, opinions and information can be ...
Getting started in literacy and English: some questions for discussion <ul><li>Building on your current practice, what are...
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Taking Forward Curriculum for Excellence: To provide an up-date on national CfE developments with reference to role of the school librarian

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Delivered by George Smuga of Scottish Government at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.

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

    1. 1. CILIPS Conference Peebles Hotel Hydro 2 June 2009 George Smuga Professional Adviser Scottish Government
    2. 2. 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
    3. 3. Let’s Remind Ourselves What CfE Is All About <ul><li>It’s preparing young people for a changing future </li></ul><ul><li>It’s recognising the primacy of learning </li></ul><ul><li>It’s ensuring that young people have the building blocks that they need in terms of skills, concepts and knowledge </li></ul><ul><li>It’s having an education that supports a sustainable prosperous future </li></ul><ul><li>It’s addressing the achievement gap </li></ul><ul><li>It’s raising the bar for all learners </li></ul>
    4. 4. The Heart of Curriculum for Excellence The Four Capacities <ul><li>To create: </li></ul><ul><li>Successful learners </li></ul><ul><li>Confident individuals </li></ul><ul><li>Responsible citizens </li></ul><ul><li>Effective contributors </li></ul>
    5. 5. The National Agenda – aspirational and transformational change <ul><li>“ 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.” </li></ul><ul><li>Fiona Hyslop – February 2009. </li></ul>
    6. 6. 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
    7. 7. Where Are We at June 2009? <ul><li>Publication and engagement on Building the Curriculum 3 </li></ul><ul><li>Consultation on proposals for next generation of national qualifications </li></ul><ul><li>Publication of CfE national programme framework </li></ul><ul><li>Publication of final Experiences and Outcomes – web-site plus paper copy for every practitioner with one for each secondary school library resource centre </li></ul>
    8. 9. Still To Come <ul><li>Announcement on next generation of NQ qualifications - June </li></ul><ul><li>Further case studies and exemplification </li></ul><ul><li>Building The Curriculum 4 – Skills development </li></ul><ul><li>Building The Curriculum 5 – Assessment Framework </li></ul>
    9. 10. Challenges and next steps?
    10. 11. Those who lack the courage to change will always find a philosophy to justify it.
    11. 12. Moving from this.. to…
    12. 13. 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
    13. 14. Curriculum – The Four Contexts <ul><li>Defined as “the totality of all that is planned for children and young people throughout their education” – this comprises: </li></ul><ul><li>Ethos and life of the school and community </li></ul><ul><li>Curriculum areas and subjects </li></ul><ul><li>Interdisciplinary learning </li></ul><ul><li>Opportunities for personal achievement </li></ul><ul><li>What are the opportunities for you as school librarians </li></ul><ul><li>to contribute within this wider view of the curriculum? </li></ul>
    14. 15. Experiences and Outcomes <ul><li>Designed around eight curriculum areas: </li></ul><ul><li>Expressive Arts </li></ul><ul><li>Language and literacy </li></ul><ul><li>Health and Wellbeing </li></ul><ul><li>Mathematics and numeracy </li></ul><ul><li>Religious and Moral Education </li></ul><ul><li>Sciences </li></ul><ul><li>Social Studies </li></ul><ul><li>Technologies </li></ul>
    15. 16. Experiences and Outcomes <ul><li>These describe progression at the following levels: </li></ul><ul><li>Early – the pre-school years and primary 1 </li></ul><ul><li>First – to the end of primary 4 </li></ul><ul><li>Second – to the end of primary 7 </li></ul><ul><li>Third – during secondary 1 – 3 </li></ul><ul><li>Fourth – by the end of secondary 3 </li></ul>
    16. 17. The Experiences and Outcomes Delivering The Curriculum <ul><li>Describe all of the curriculum from age 3 to 15 as a whole and in particular a “broad general education” </li></ul><ul><li>Replace but build upon previous guidance </li></ul><ul><li>Embody the four capacities and skills </li></ul><ul><li>Less detailed and more broadly spaced than previous guidance </li></ul><ul><li>About how you teach as much as about what you teach </li></ul>
    17. 19. Getting familiar with the Experiences and Outcomes on-line <ul><li>Versions of all documents can be downloaded </li></ul><ul><li>Interactive usage now available </li></ul><ul><li>Able to save selected Es & Os in a personal space – through Glow or to an RTF file </li></ul><ul><li>Links across curriculum areas are highlighted </li></ul><ul><li>Exemplification highlighted </li></ul><ul><li>Links to powerpoint presentations, sharing practice case studies </li></ul>
    18. 20. Experiences and outcomes: example See ‘Process of change’ on the Curriculum for Excellence website Principles and practice sections (a ‘must read’ for everyone)
    19. 21. How are the experiences and outcomes structured in literacy and English? <ul><li>In literacy and English there are three organisers and they are subdivided as follows: </li></ul>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
    20. 22. What changes have been made since the publication of the draft literacy and English framework? <ul><li>What was said? </li></ul><ul><li>Not all lines of development show a clear line of progression, in particular enjoyment and choice. </li></ul><ul><li>Single document for literacy and English not conducive to promoting literacy as ‘responsibility of all’. </li></ul><ul><li>Role of the school librarians not acknowledged. </li></ul><ul><li>Support required for literacy across the curriculum. </li></ul><ul><li>What was done: </li></ul><ul><li>Experiences and outcomes reworded to clarify progression. </li></ul><ul><li>There are now two separate documents – Literacy and Literacy and English . </li></ul><ul><li>The importance of school librarians is acknowledged in the literacy across learning principles and practice section. </li></ul>Overall, feedback was positive.
    21. 23. Reflecting on the principles and practice section in literacy and English <ul><li>What is meant by literacy? </li></ul><ul><li>What is meant by texts? </li></ul><ul><li>What might be some of the challenges/opportunities that you will face in promoting literacy across the curriculum? </li></ul>
    22. 24. What Is Meant By ‘Texts’ <ul><li>“ a text is the medium through which ideas, experiences, opinions and information can be communicated” </li></ul><ul><li>“ texts not only include those presented in traditional written or print form, but also orally, electronically or on film” </li></ul><ul><li>From ‘Literacy across Learning – Principles and Practice’ </li></ul>
    23. 25. Getting started in literacy and English: some questions for discussion <ul><li>Building on your current practice, what are the challenges and opportunities for how you work with children and young people? </li></ul><ul><li>How will you ensure that the needs of all learners are met? </li></ul><ul><li>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? </li></ul>

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