A Curriculum for Excellence Routes for Learning study day

February 2007

Jessie WojciechowskiProfessional Adviser

The Scottish Curriculum: now

• Non-statutory: based on guidelines and guidance with much scope for flexibility

• Different parts developed separately:• 3-5• 5-14 Elaborated 5-14• 14-18: Standard Grade, Access, Intermediate, Higher

Advanced Higher, vocational qualifications

• A strong curriculum in world terms, needing updated

Proposals: Looking at the curriculumdifferently

• Single framework 3 – 18• Promote learning across a wide range of contexts and

well planned experiences• More than curriculum areas and subjects, also

– Ethos and life of the school– Interdisciplinary projects and studies– Additional opportunities for personal achievement

• Equip young people with high level of literacy and numeracy skills

successful learnerswith•enthusiasm and motivation for learning•determination to reach high standards of achievement•openness to new thinking and ideas

and able to•use literacy, communication and numeracy skills•use technology for learning•think creatively and independently•learn independently and as part of a group•make reasoned evaluations•link and apply different kinds of learning innew situations

confident individualswith•self respect•a sense of physical, mental and emotional wellbeing•secure values and beliefs•ambition

and able to•relate to others and manage themselves•pursue a healthy and active lifestyle•be self aware•develop and communicate their own beliefsand view of the world•live as independently as they can•assess risk and take informed decisions•achieve success in different areas of activity

responsible citizenswith•respect for others•commitment to participate responsibly inpolitical, economic, social and cultural life

and able to•develop knowledge and understanding ofthe world and Scotland’s place in it•understand different beliefs and cultures•make informed choices and decisions•evaluate environmental, scientific andtechnological issues•develop informed, ethical views of complexissues

effective contributorswith•an enterprising attitude•resilience•self-reliance

and able to•communicate in different ways and indifferent settings•work in partnership and in teams•take the initiative and lead•apply critical thinking in new contexts•create and develop•solve problems

To enable all youngpeople to become

Principles for Curriculum Design

• Challenge and enjoyment• Breadth• Progression• Depth• Personalisation and choice• Coherence• Relevance

Activities to date • Research• Advisory groups, ASN Early Years• ASN post at LTS• Team leaders writers have visited special schools• Engagement with teachers on values, purposes and

principles• Designing the main features of the new Scottish

curriculum 3 to 18 • LTS writers working on outcomes Building the

curriculum 1

Guide to writersQualitatively different outcomes

Outcomes should:• Specify the learning target• Indicate/direct the selection of learning

activity/approach and indicate purpose• Allow evaluation of the learning outcome

But …• Not constrain learning

Within an outcome

• Declutter• Show progression• Cross curricular

connections• Teach for

understanding

• Methodology• Active• Skills• Increase cognitive

demand

successful learners

confident individuals

responsible citizens

effective contributors

challenges and enjoyment

breadth

progression

depth

personalisation and choice

coherence

relevance

“… schools will need to look beyond their own expertise and resources so that their students can have access to suitable provision.”

The Assessment TriangleThe Whole Child: Physical, social, educational, emotional, spiritual and psychological

development

What does this mean for children and young people with additional support needs?

• Building on good practice• One curriculum for all• The four capacities are for all

children and young people• Teachers using their

professional judgements• Partnership working

Finding the familiarCurrent organisers of Curriculum

• Language and Communication

• Understanding and Relating to the Environment

• Expressive Arts

• Personal and Social Education

• Functional movement

• RME

Proposed Curriculum 3-18

• Languages

• Science, Mathematics, Social Studies, Technologies

• Expressive Arts

• Health and Well Being

• Health and Well Being Expressive Arts

• Religious and Moral Education

Next steps

2007

March Building the Curriculum (2) – Early years paper

Spring Experiences and outcomes available for consultation - a sub set of Science

Summer Experiences and outcomes available in all curriculum areas

2007-2008 Consultation and next phase of CPD

From Aug 2008 Adoption/implementation