Curriculum for Excellence and ASL

Ken McAra

Education Scotland

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Inpartnershipwith

Additional Support Needs: developing the curriculum

Ken McAra Lead Officer, Special Schools/ASN

(Curriculum, Learning & Teaching and Assessment)

Context

•  (A) Curriculum for Excellence •  Teaching Scotland’s Future •  Doran Report •  National Outcomes

CfE entitlements

1.  A coherent 3-18 curriculum 2.  A broad general education (to end of S3) 3.  A senior phase (inc. qualifications) 4.  Skills for learning, life and work (with

focus on literacy, numeracy HWB) 5.  Support and challenge 6.  Support to move to a positive, sustained

destination

5-14 “elaborated curriculum”?

Many special schools previously found the 5-14 ‘elaborated curriculum’ to be a helpful way to organise and plan learning for children and young people. However, this approach was developed long before Curriculum for Excellence and is not based on the contexts for learning, the learners’ entitlements or the curriculum design principles.

Which approach, then? Using the Es and Os whilst taking these factors into consideration will help teachers to plan more effectively and more appropriately for the children and young people that they work with. In the best schools, learning experiences across all areas of the curriculum are very well designed for each individual using the Es and Os of Curriculum for Excellence

CfE entitlements

1.  A coherent 3-18 curriculum 2.  A broad general education (to end of S3) 3.  A senior phase (inc. qualifications) 4.  Skills for learning, life and work (with

focus on literacy, numeracy HWB) 5.  Support and challenge 6.  Support to move to a positive, sustained

destination

The BGE?

Every child and young person is entitled to experience a broad general education. However, it will be neither possible nor appropriate for all young people to experience all of the experiences and outcomes up to the third level by the end of S3. This should be organised in such a way as is consistent with their learning needs and prior achievements. It is important that this issue is considered on the basis of individual needs rather than at a whole class or even school level.

Deliver it by: •  Using the Es and Os within and across curricular

areas and embedding them in learning; •  Planning coherent programmes and courses

ensuring depth and breadth in learning and embedding assessment, including reporting on progress and achievement of levels;

•  Planning for appropriate progression through breadth, challenge and application in learning;

•  Increasing appropriate opportunities for personalisation and choice and personal achievement within learning and teaching and within courses for all learners.

CfE entitlements

1.  A coherent 3-18 curriculum 2.  A broad general education (to end of S3) 3.  A senior phase (inc. qualifications) 4.  Skills for learning, life and work (with

focus on literacy, numeracy HWB) 5.  Support and challenge 6.  Support to move to a positive, sustained

destination

Review of learning and planning of next steps

Gaining access to activities which will meet their needs

Planning for opportunities for personal achievement

Planning for changes and choices and support through changes and choices

Pre-school centres and schools working with partners

Support Entitlement

Inspection

•  “Increased expectations” August 2012 •  Gathering information •  RIF •  Reporting

Success criteria

•  Read •  Audit •  Review •  Plan •  Individualise •  Network

Education Scotland

•  Supporting learners •  Journey to Excellence •  Inspection reports •  Contact us

Activity

Thank you

ken.mcara@educationscotland.gsi.gov.uk

www.educationscotland.gov.uk

ken.mcara@educationscotland.gsi.gov.uk

Ken McAra Lead Officer, Special Schools/ASN

(Curriculum, Learning & Teaching and Assessment)