A Curriculum for A Curriculum for Excellence…Excellence……at Langside Primary …at Langside Primary SchoolSchool

Presentation for Parents:Presentation for Parents:

November 2006November 2006

Design Principles for Design Principles for the Curriculum for the Curriculum for ExcellenceExcellence Challenge and enjoymentChallenge and enjoyment BreadthBreadth ProgressionProgression DepthDepth Personalisation and choicePersonalisation and choice CoherenceCoherence RelevanceRelevance

Scottish ExecutiveScottish Executive

Ministerial responseMinisterial responseTo achieve a curriculum 3-18 we To achieve a curriculum 3-18 we will:will:

De-clutter the primary curriculum De-clutter the primary curriculum

Overhaul the curriculum S1-S3Overhaul the curriculum S1-S3

Find news ways of recognising achievement S1-Find news ways of recognising achievement S1-S3S3

Review relationship between S Grade/new NQsReview relationship between S Grade/new NQs

Introduce skills-for-work courses for 14-16 year-Introduce skills-for-work courses for 14-16 year-oldsolds

Review curriculum content, starting with Review curriculum content, starting with sciencescience

Much to be implemented from 2007 or beforeMuch to be implemented from 2007 or before

Why do we need Why do we need curricular reform?curricular reform?

Consider…Consider…

‘‘The world we live in is changing The world we live in is changing 4 times faster than our schools’ 4 times faster than our schools’

Alvin TofflerAlvin Toffler

‘‘Children currently in P1 will do Children currently in P1 will do jobs that don’t yet exist, using jobs that don’t yet exist, using technologies that are not yet technologies that are not yet invented’invented’

‘‘..in times of change the learners will ..in times of change the learners will inherit the earth, while the knowers will inherit the earth, while the knowers will find themselves beautifully equipped to find themselves beautifully equipped to deal with a world which no longer deal with a world which no longer exists.’exists.’

Eric HofferEric Hoffer

‘‘The world our children will inherit The world our children will inherit will differ dramatically from the will differ dramatically from the world inworld in which we grew up.’which we grew up.’

‘‘Yesterday’s solutions don’t solve Yesterday’s solutions don’t solve today’stoday’s

problems.’problems.’

Learners in the Learners in the modern world...modern world...

‘ ‘To thrive in the 21To thrive in the 21stst century, it is not century, it is not enough to leave school with a clutch enough to leave school with a clutch of examination certificates. You have of examination certificates. You have to have learned how to be tenacious & to have learned how to be tenacious & resourceful, imaginative & logical, resourceful, imaginative & logical, self-disciplined & self aware, self-disciplined & self aware, collaborative & inquisitive.’collaborative & inquisitive.’

Guy Claxton, ‘Building Learning Power’Guy Claxton, ‘Building Learning Power’

Curriculum for Curriculum for ExcellenceExcellence

‘‘The curriculum must develop & change so The curriculum must develop & change so that it continues to meet the needs of our that it continues to meet the needs of our young people. There will be a continuing young people. There will be a continuing cycle of evaluation, refreshment & cycle of evaluation, refreshment & renewal, taking account of developments renewal, taking account of developments in technologies for learning and in our in technologies for learning and in our knowledge and understanding.’knowledge and understanding.’

Peter Peacock, Minister for Education & young PeoplePeter Peacock, Minister for Education & young People

De-cluttering the primary De-cluttering the primary curriculumcurriculum Ministerial Ministerial

responseresponse

Guidelines to provide right level of detail for teachersGuidelines to provide right level of detail for teachers

Use purposes & principles to develop streamlined guidelines Use purposes & principles to develop streamlined guidelines from 3-5 curriculum & 5-14 guidelinesfrom 3-5 curriculum & 5-14 guidelines

Clear focus on purpose & outcomes of learningClear focus on purpose & outcomes of learning

Guidelines direct smooth transition in learning & teaching Guidelines direct smooth transition in learning & teaching approaches - approaches - pre-school approaches e.g.learning through pre-school approaches e.g.learning through purposeful, well-planned playpurposeful, well-planned play

Allow more flexibility & scope to provide rich & varied Allow more flexibility & scope to provide rich & varied experiencesexperiences

Assess only what needs to be assessed to support learningAssess only what needs to be assessed to support learning

Update, expand & improve the 3-18 science curriculumUpdate, expand & improve the 3-18 science curriculum

Learning & teaching approaches and the importance of focused Learning & teaching approaches and the importance of focused CPDCPD

Moving forward -with a Moving forward -with a step change?step change?

HOW HOW schools can achieve the schools can achieve the outcomes of outcomes of A Curriculum for A Curriculum for ExcellenceExcellence……

The choice of teaching & learning

approaches

The ways inwhich learning

is organised

The environment for learning

How do we begin?How do we begin? Understand the goals of educationUnderstand the goals of education Understand how learners learnUnderstand how learners learn Reflect and review:Reflect and review:

-- what what we teachwe teach-- how how we teach itwe teach it

Open-mindedness (overcome Open-mindedness (overcome ‘mindsets’)‘mindsets’)

Ensure continuing professional Ensure continuing professional development of all staffdevelopment of all staff

Understanding the Understanding the goals…goals…

Outcomes of Outcomes of ‘A Curriculum for ‘A Curriculum for Excellence’:Excellence’:

Successful Learners

Successful Learners

Confident Individuals

Confident Individuals

Effective Contributors

Effective Contributors

Responsible Citizens

Responsible Citizens

Curriculum for

Excellence

Curriculum for

Excellence

SUCCESSFUL SUCCESSFUL Learners Learners withwith.... Enthusiasm & motivation for learningEnthusiasm & motivation for learning

Determination to reach high standards Determination to reach high standards of achievementof achievement

Openness to new thinking Openness to new thinking & ideas & ideas

……and who are able to:and who are able to:

Use literacy, communication & numeracy skillsUse literacy, communication & numeracy skills

Use technology for learningUse technology for learning

Think creatively & independentlyThink creatively & independently

Learn independently & as part of a groupLearn independently & as part of a group

Make reasoned evaluationsMake reasoned evaluations

Link & apply different kinds of learning in new Link & apply different kinds of learning in new situationssituations

CONFIDENT CONFIDENT Individuals Individuals with..with..

Self respectSelf respect

A sense of physical, mental & A sense of physical, mental & emotional well-beingemotional well-being

Secure values & beliefsSecure values & beliefs

AmbitionAmbition

..and who are able to:..and who are able to:

Relate to others & manage themselvesRelate to others & manage themselves Pursue a healthy & active lifestylePursue a healthy & active lifestyle Be self awareBe self aware Develop & communicate their own beliefs Develop & communicate their own beliefs

& view of the world& view of the world Live as independently as they canLive as independently as they can Assess risk & take informed decisionsAssess risk & take informed decisions Achieve success in different areas of Achieve success in different areas of

activityactivity

RESPONSIBLERESPONSIBLE Citizens Citizens withwith....

Respect for othersRespect for others

Commitment to participate Commitment to participate responsibly in political, responsibly in political,

economic & cultural life economic & cultural life

..and who are able to:..and who are able to:

Develop knowledge & understanding of Develop knowledge & understanding of the world & Scotland’s place in itthe world & Scotland’s place in it

Understand different beliefs & culturesUnderstand different beliefs & cultures

Make informed choices & decisionsMake informed choices & decisions

Evaluate environmental, scientific & Evaluate environmental, scientific & technological issuestechnological issues

EFFECTIVEEFFECTIVE contributors contributors with..with..

An enterprising attitudeAn enterprising attitude

ResilienceResilience

Self-relianceSelf-reliance

..and who able to:..and who able to:

Communicate in different ways & in different Communicate in different ways & in different settingssettings

Work in partnership and in teamsWork in partnership and in teams

Take the initiative and leadTake the initiative and lead

Apply critical thinking in new contextsApply critical thinking in new contexts

Create and developCreate and develop

Solve problemsSolve problems

How useful is this for real How useful is this for real life?life?

Consider..Consider..

Employability skills (Employability skills (Careers ScotlandCareers Scotland ) ) Getting on with people you don’t knowGetting on with people you don’t know Expressing yourself well when speakingExpressing yourself well when speaking Expressing yourself well when writingExpressing yourself well when writing Being a good timekeeperBeing a good timekeeper Being able to work with numbers/figuresBeing able to work with numbers/figures Listening to instructionsListening to instructions Being able to work computersBeing able to work computers Being well organisedBeing well organised Being able to work with someone standing over youBeing able to work with someone standing over you Being able to work with others in a team or groupBeing able to work with others in a team or group Not giving up when faced with problemsNot giving up when faced with problems Coping with pressureCoping with pressure Able to stand up for yourself at the right timeAble to stand up for yourself at the right time Able to set targets for yourselfAble to set targets for yourself Being confidentBeing confident Being politeBeing polite Being methodical & neatBeing methodical & neat Being good at sorting out difficultiesBeing good at sorting out difficulties Able to show initiativeAble to show initiative Being able to do things without being told to do themBeing able to do things without being told to do them

Reflect:Reflect:

There is There is nono tension between tension between these employability skills and the these employability skills and the skills our youngsters will need for skills our youngsters will need for everyday life!everyday life!

A Curriculum for Excellence A Curriculum for Excellence seeks to develop Active seeks to develop Active Citizenship in a Modern Citizenship in a Modern Scotland...Scotland...

……and its 4 outcomes require:and its 4 outcomes require:

–Knowledge and understandingKnowledge and understanding–Skills Skills –AbilitiesAbilities–AttributesAttributes

Knowledge & Knowledge & Understanding…Understanding…

HOWHOW to learn to learn Use of technology in learningUse of technology in learning SelfSelf Healthy lifestylesHealthy lifestyles The world & Scotland’s place in itThe world & Scotland’s place in it Other beliefs & culturesOther beliefs & cultures Environmental issuesEnvironmental issues CitizenshipCitizenship

Skills…Skills… LiteracyLiteracy Numeracy Numeracy Inter-personalInter-personal Intra-personalIntra-personal CommunicationCommunication Thinking Thinking --creativelycreatively

-independently-independently -critically-critically

Problem solvingProblem solving

Attitudes…..Attitudes…..

EnthusiasticEnthusiastic MotivatedMotivated Respectful – Respectful – to self ,others and the environmentto self ,others and the environment

Ambitious (aspirations)Ambitious (aspirations) Open-mindedOpen-minded ConfidentConfident ResponsibleResponsible EnterprisingEnterprising

Abilities…Abilities…

Team-workingTeam-working Lifelong learnersLifelong learners Reflective Reflective Active citizensActive citizens Value othersValue others Achievement & attainmentAchievement & attainment ResilienceResilience Self-relianceSelf-reliance IndependentIndependent ReliableReliable

Understanding how Understanding how learners learn..learners learn..

Good Learning: We asked Good Learning: We asked our children !our children !

FUN!!FUN!! learn HOW

to learn

learn HOW

to learn

peer support

peer support

variedvaried

involve-ment

involve-ment

teacher takes part

teacher takes part

understand-able

understand-ablebrain

breaks

brain breaks

less revision

less revision

organisedorganised

suitable difficulty

suitable difficulty

interestinginteresting

useful forfuture

useful forfuture

modernmodern

We also learned from We also learned from leading research..leading research..

Alistair SmithAlistair Smith - accelerated learning- accelerated learning Tony BuzanTony Buzan - maximising your mind- maximising your mind David PerkinsDavid Perkins - thinking skills- thinking skills Dylan WiliamDylan Wiliam - formative assessment - formative assessment Edward de Bono Edward de Bono - thinking skill development- thinking skill development Shirley ClarkeShirley Clarke - formative assessment- formative assessment Howard GardnerHoward Gardner - multiple intelligences- multiple intelligences Lev VygotskyLev Vygotsky - collaborative learning- collaborative learning Norma BlackNorma Black - building confidence- building confidence Marty SeligmanMarty Seligman - positive psychology- positive psychology Alistair McLeanAlistair McLean - motivation- motivation

Principles of Learning: Principles of Learning: Alistair Alistair SmithSmith

Learning…Learning…

1.1. Is about seeking & securing connectionsIs about seeking & securing connections2.2. Evolves through exploration, mimicry and Evolves through exploration, mimicry and

rehearsalrehearsal3.3. Occurs when we scaffold high cognitive Occurs when we scaffold high cognitive

challenge & negotiate riskchallenge & negotiate risk4.4. Requires optimism about real learner goalsRequires optimism about real learner goals5.5. Occurs through the sensesOccurs through the senses6.6. Is socially constructed with language as its Is socially constructed with language as its

mediummedium7.7. Thrives on immediate performance feedback & Thrives on immediate performance feedback &

space for reflectionspace for reflection8.8. Benefits from a view that intelligence is neither Benefits from a view that intelligence is neither

fixed nor inherited, but complex, modifiable and fixed nor inherited, but complex, modifiable and multiplemultiple

9.9. Involves the active engagement of different Involves the active engagement of different memory systemsmemory systems

10.10. Requires rehearsal in a variety of situationsRequires rehearsal in a variety of situations11.11. Learning should involve flexibility of time, social Learning should involve flexibility of time, social

interaction, space & resourceinteraction, space & resource12.12. There is a high degree of learner choice – There is a high degree of learner choice –

informed by quality information – from the informed by quality information – from the earliestearliest

13.13. Meta-learning is given status & a focus Meta-learning is given status & a focus throughout all learning experiencesthroughout all learning experiences

14.14. Learning arises through engagement with Learning arises through engagement with authentic challenge & real issuesauthentic challenge & real issues

15.15. Learning utilises the prevailing technologies of Learning utilises the prevailing technologies of the agethe age

16.16. Learning occurs & is actively promoted across a Learning occurs & is actively promoted across a supportive infrastructuresupportive infrastructure

17.17. Assessment actively engages the learner, is at Assessment actively engages the learner, is at the point of need & is capable of being acted the point of need & is capable of being acted uponupon

ALITE Alistair SmithALITE Alistair Smith

There are There are 55 ‘R’s for ‘R’s for today’s learners..today’s learners..

ResponsibleResponsible ResilientResilient ResourcefulResourceful capable ofcapable of ReasoningReasoning ReflectiveReflective

Alistair Smith, Alistair Smith, ALITEALITE

www.alite.co.ukwww.alite.co.uk

Key change Key change therefore…therefore…

Less direct input from the teacher Less direct input from the teacher

More active involvement of pupils in their own learning

More interactive discussion / analysis More interactive discussion / analysis by childrenby children

Our action to date..Our action to date..

HOW HOW we achieve the outcomes of we achieve the outcomes of A A Curriculum for ExcellenceCurriculum for Excellence……

The choice of teaching & learning

approaches

The ways inwhich learning

is organised

The environment for learning

Social Emotional

Physical

ENVIRONMENT

‘Brain compatible’

Teach HOW

to learn

Formative feedback

InspireMotivation

Experiential

Modellearning strategies

Interactive

Multi-sensory

Promote thinking capacity

Learning Learning & Teaching & Teaching ApproachesApproaches

Random

Individual

Class Social groups

Variation &flexibility

Ability sets

Learning partners

Organisation of Learning

Cornerstones of successful Cornerstones of successful practice…practice…

Values for living Values for living Positive, supportive learning environment and culturePositive, supportive learning environment and culture Relevant, meaningful curriculumRelevant, meaningful curriculum Contextualised, interactive learning & teaching Contextualised, interactive learning & teaching

approachesapproaches Primacy of formative assessment Primacy of formative assessment 4 stage learning cycle lesson structure4 stage learning cycle lesson structure Teach learning skills: Teach learning skills: HOW HOW to learn to learn Sharing/negotiating the success criteria Sharing/negotiating the success criteria Learning partners Learning partners Continuing professional development and learning of Continuing professional development and learning of

staff staff Reflective practice of learners: self and peer Reflective practice of learners: self and peer

evaluation evaluation Learning through feedbackLearning through feedback EnterpriseEnterprise Developing thinking skillsDeveloping thinking skills

Developing Langside Developing Langside as a Community of as a Community of Learners & Learners & Thinkers…Thinkers…

..our current priority..our current priority

Achieving Success..Achieving Success..

‘ ‘If what happens in the classroom is If what happens in the classroom is primarily a product of the ways primarily a product of the ways people think and interact, people think and interact,

then methods that improve the then methods that improve the quality of thinking and interaction quality of thinking and interaction can make everything else that goes can make everything else that goes on in the classroom more powerful.’on in the classroom more powerful.’

Peter SengePeter Senge

Teachers are aiming Teachers are aiming to:to:

plan lessons which explore & promote learningplan lessons which explore & promote learning share learning goalsshare learning goals negotiate success criteria with pupilsnegotiate success criteria with pupils plan questions which further learningplan questions which further learning use strategies which maximise pupil thinking & use strategies which maximise pupil thinking &

articulationarticulation model ideas by using real examplesmodel ideas by using real examples make evaluation & analysis of these make evaluation & analysis of these part of the part of the

lessonlesson use such assessments as models for pupils use such assessments as models for pupils

analysing their own attemptsanalysing their own attempts focus feedback on success & improvement focus feedback on success & improvement

against learning objectivesagainst learning objectives give pupils give pupils ‘HOW TO’‘HOW TO’ feedback feedback build in time for pupil improvement as a result of build in time for pupil improvement as a result of

feedbackfeedback

Pupils would experience..Pupils would experience..

self & peer evaluationself & peer evaluation formative feedbackformative feedback ‘‘talking partners’, ‘learning partners’talking partners’, ‘learning partners’ making decisions & choicesmaking decisions & choices confidence to question, challenge, confidence to question, challenge,

seek help – seek help – DURING DURING the lesson!the lesson! opportunity to think about & opportunity to think about &

articulate ideas & opinionsarticulate ideas & opinions

Examples of Classroom Examples of Classroom strategies being used..strategies being used..

Wait timeWait time No hands upNo hands up Punctuate lessons with ‘Talking Punctuate lessons with ‘Talking

Partners’Partners’ Travelling/carousellingTravelling/carouselling De Bono’s thinking hatsDe Bono’s thinking hats Powerful questions to challenge Powerful questions to challenge

thinkingthinking

Enterprise in Enterprise in Education..Education..

..a continuing ..a continuing prioritypriority at at LangsideLangside

What is enterprise?What is enterprise?

‘‘Industrious effort. Industrious effort.

An undertaking,An undertaking,

especially of some especially of some scope, scope,

complication and risk.’complication and risk.’

Enterprising Schools…Enterprising Schools…

‘‘Show imagination, initiative andShow imagination, initiative and

readiness to undertake readiness to undertake

new ventures.’new ventures.’

-- Leadership & managementLeadership & management

-- Learning & teaching approachesLearning & teaching approaches

-- Learners at all levelsLearners at all levels

Successful aspects of Successful aspects of enterprise activities..enterprise activities..

FunFun Real lifeReal life MeaningfulMeaningful RelevantRelevant Interactive (practical, experiential)Interactive (practical, experiential) Collaborative learningCollaborative learning Independent learningIndependent learning Contextualised learningContextualised learning Responsibility for decisionsResponsibility for decisions

Cedar Research (evaluation of SES Initiative, 2005)Cedar Research (evaluation of SES Initiative, 2005)

What the children at What the children at Langside like about Langside like about enterprise…enterprise…

Improves people skillsImproves people skills Learn importance of everyone in the Learn importance of everyone in the

team taking partteam taking part Improves ICT skillsImproves ICT skills Makes you aware of your strengths Makes you aware of your strengths Helps your thinking skillsHelps your thinking skills Have to express your own ideas to Have to express your own ideas to

solve problemssolve problems Feel confident to offer your own ideasFeel confident to offer your own ideas Good to share ideas with friends Good to share ideas with friends

(‘safer’)(‘safer’) Makes you more creativeMakes you more creative

No right or wrong answerNo right or wrong answer Increases self confidenceIncreases self confidence Develops perseveranceDevelops perseverance Increases confidence speaking to Increases confidence speaking to

others at all levelsothers at all levels Lets you see how you react under Lets you see how you react under

pressure pressure (meeting deadlines)(meeting deadlines) Helps concentration Helps concentration (because what (because what

you’re doing is fun & you want to do you’re doing is fun & you want to do it!)it!)

Improves your writing skills (you Improves your writing skills (you ‘realise the fun in writing’)‘realise the fun in writing’)

Useful for the future (learning about Useful for the future (learning about different jobs) different jobs)

Summing up Summing up

current action at current action at Langside Langside Primary…..Primary…..

Teachers’ roles are Teachers’ roles are transforming to be:transforming to be:

Reflective, thinking, practitioners Reflective, thinking, practitioners Leaders of learningLeaders of learning Models of lifelong learningModels of lifelong learning ‘‘Guides on the Side’ Guides on the Side’ notnot ‘Sages on the ‘Sages on the

Stage’ Stage’ WHOWHO Learn from researchLearn from research Understand how learners learn, Understand how learners learn, then..then.. ..Adopt responsive teaching process..Adopt responsive teaching process Teach ‘learning’ skillsTeach ‘learning’ skills Work & learn collaborativelyWork & learn collaboratively Look outward and embrace changeLook outward and embrace change

Learning & teaching approaches Learning & teaching approaches being used:being used: ‘‘Learn to learn’ skillsLearn to learn’ skills Positive attitudes & aspirations Positive attitudes & aspirations ICTICT The 5 ‘Rs’ and core life skillsThe 5 ‘Rs’ and core life skills ‘‘Smartnesses’Smartnesses’ Values & code of conduct Values & code of conduct Citizenship educationCitizenship education Enterprise in educationEnterprise in education Transfer & application of discretely taught skills & Transfer & application of discretely taught skills &

knowledge knowledge Learning through play Learning through play Contextualised, relevant learning experiencesContextualised, relevant learning experiences Multi sensory learning & teaching Multi sensory learning & teaching Formative assessmentFormative assessment Home-learning Home-learning Thinking skillsThinking skills

How parents can How parents can help..help..

Foster your child’s readiness for learning Foster your child’s readiness for learning Value learningValue learning Keep an open mindKeep an open mind Value each child for himself – no Value each child for himself – no

comparisons!comparisons! Value, support & celebrate achievementsValue, support & celebrate achievements Have high, but realistic, expectationsHave high, but realistic, expectations Model & ‘teach’ the values for livingModel & ‘teach’ the values for living Set & maintain boundaries, teach Set & maintain boundaries, teach

accountabilityaccountability Get involved – at home, in schoolGet involved – at home, in school Have fun with your child!Have fun with your child!