SLANOPE September 18 th – LTS, Dundee (Speaker was Morna Crombie)
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Transcript of SLANOPE September 18 th – LTS, Dundee (Speaker was Morna Crombie)
SLANOPESLANOPESeptember 18September 18thth – LTS, Dundee – LTS, Dundee
(Speaker was Morna Crombie)(Speaker was Morna Crombie)
Remember (my notes only!)Remember (my notes only!)(Only as good as my listening and (Only as good as my listening and note-taking skills)note-taking skills)
• All papers issued were reclaimed (as work All papers issued were reclaimed (as work in progress and not yet ready for public in progress and not yet ready for public consumption)consumption)
• Am trying to give impartial facts from Am trying to give impartial facts from meetingmeeting
• Not any opinionNot any opinion
Curriculum for ExcellenceCurriculum for ExcellenceBased upon 4 central Based upon 4 central
valuesvalues
•WisdomWisdom•IntegrityIntegrity• JusticeJustice•CompassioCompassio
nn
The Purposes of a C for EThe Purposes of a C for E Develop 4 capacities Develop 4 capacities
•Successful learnersSuccessful learners•Confident IndividualsConfident Individuals•Responsible CitizensResponsible Citizens•Successful LearnersSuccessful Learners
The Principles that The Principles that UnderpinUnderpin
•ProgressionProgression•ChoiceChoice•BreadthBreadth•DepthDepth•Coherence & relevanceCoherence & relevance•PersonalisationPersonalisation•Challenge & enjoymentChallenge & enjoyment
Responsibility of Responsibility of All All TeachersTeachers
•Health and well-Health and well-beingbeing
•NumeracyNumeracy•LiteracyLiteracy
Also hasAlso hasCross-cutting ThemesCross-cutting Themes
•CitizenshipCitizenship•EnterpriseEnterprise•CreativityCreativity•Sustainable Sustainable
developmentdevelopment
““Curriculum has now Curriculum has now been reorganised so been reorganised so
that it is the that it is the responsibilityresponsibility
of all teachers”of all teachers”
““Timetabling will Timetabling will be looked at in a be looked at in a
very fresh and new very fresh and new way”.way”.
Teachers will have Teachers will have greater scope and space greater scope and space – more time to discuss – more time to discuss
and make decisions with and make decisions with colleagues.colleagues.
““Ways of bringing Ways of bringing things/people together things/people together will be afforded so that will be afforded so that
subjects will come subjects will come together – e.g. Maths together – e.g. Maths
staff may contribute to staff may contribute to PE. PE staff may PE. PE staff may
contribute to Science”.contribute to Science”.
““Curriculum areas are not Curriculum areas are not intended to be rigid intended to be rigid
structures. There will be structures. There will be considerable scope for considerable scope for innovative approaches”innovative approaches”
““Time will be used Time will be used creatively”creatively”
Raising the BarRaising the Bar
““Recognition of wider Recognition of wider levels of attainment levels of attainment notably literacy and notably literacy and
numeracy because we numeracy because we have falling standards have falling standards
there”there”
How do we learn?How do we learn?
• 10% of what we read10% of what we read• 20% of what we hear20% of what we hear• 30% of what we both see and hear30% of what we both see and hear• 50% of what we discuss with others50% of what we discuss with others• 70% of what we personally do70% of what we personally do• 90% of what we explain to 90% of what we explain to
someone elsesomeone else
Curriculum for Curriculum for ExcellenceExcellence
PREVIEWPREVIEWHealth and Well-Health and Well-
beingbeing
Health and Well-Health and Well-beingbeing
““A Challenging A Challenging Area”Area”
Health and Well-Health and Well-beingbeing
Learning through H & Learning through H & WB promotes WB promotes confidence, confidence,
independent thinking independent thinking and positive attitudes and positive attitudes
and dispositionsand dispositions
Where did writers start Where did writers start from?from?
• Listened to what teachers, managers and Listened to what teachers, managers and leaders said.leaders said.
• Used Phase 1 materialsUsed Phase 1 materials• Early years 3 -5 document (already well Early years 3 -5 document (already well
received in Scotland)received in Scotland)• Took best of 5-14 guidelines (so not Took best of 5-14 guidelines (so not
everything in 5-14 has disappeared)everything in 5-14 has disappeared)• SG and NQ ArrangementsSG and NQ Arrangements• Curriculum and L&T research from home Curriculum and L&T research from home
and abroad (“Hopefully will have lifted best and abroad (“Hopefully will have lifted best and given a Scottish flavour.”)and given a Scottish flavour.”)
Lines of developmentLines of development
• Health – mental, social, emotional and Health – mental, social, emotional and physicalphysical
• Physical Education and Physical Activity Physical Education and Physical Activity including Sportincluding Sport
• Eating for health and safe hygienic practicesEating for health and safe hygienic practices• Personal safetyPersonal safety• Drugs, alcohol and tobaccoDrugs, alcohol and tobacco• Relationships, sexual health and parenthoodRelationships, sexual health and parenthood• Planning choices for school and beyondPlanning choices for school and beyond
Complicated TerritoryComplicated Territory
Current progress Current progress involves workinginvolves working
with police and drug with police and drug agenciesagencies
PE “Quite far on”PE “Quite far on”but decision has been but decision has been
mademadeto hold backto hold back
and put out as fulland put out as fullpackage forpackage for
Health and Well-beingHealth and Well-being
Now expectedNow expected
EARLY 2008EARLY 2008(Update – May likely)(Update – May likely)
Proposed Achievement Proposed Achievement FrameworkFramework
LEVELLEVEL
• EarlyEarly• FirstFirst• SeconSecon
dd• ThirdThird• FourthFourth• SeniorSenior
Experiences and outcomes for most Experiences and outcomes for most childrenchildren
and young peopleand young people• In pre-school and in P1In pre-school and in P1• By end of P4, but earlier for someBy end of P4, but earlier for some• By end of P7, but earlier for someBy end of P7, but earlier for some• In S1 – S3 but earlier for someIn S1 – S3 but earlier for some• Fourth level loosely equates with Fourth level loosely equates with
SCQF 4SCQF 4• In S4 – S6, but earlier for someIn S4 – S6, but earlier for some
But, this But, this frameworkframework
is not rigidis not rigid
PE Outcomes and Experiences PE Outcomes and Experiences
At all levels in my learning in, through and At all levels in my learning in, through and about – PE will be enhanced by participating about – PE will be enhanced by participating in a wide range of purposeful and enjoyable in a wide range of purposeful and enjoyable physical pursuits on a regular basis and that physical pursuits on a regular basis and that will:will:
• enable me to acquire a range of physical enable me to acquire a range of physical competencies and extend my physical capacitycompetencies and extend my physical capacity
• enrich my life, improve the quality of living and enrich my life, improve the quality of living and engage me in a range of cultural practices which engage me in a range of cultural practices which exemplify the very best of human endeavourexemplify the very best of human endeavour
• allow me to experience a sense of personal allow me to experience a sense of personal achievement, increased confidence and self achievement, increased confidence and self esteem as a reward for my best effortsesteem as a reward for my best efforts
• develop my ability to interact with othersdevelop my ability to interact with others
(This is “ Work in progress”)(This is “ Work in progress”)
Physical Education Physical Education ‘Outcomes’‘Outcomes’
are written separately fromare written separately from
Physical Activity Physical Activity ‘Outcomes’‘Outcomes’
This will enableThis will enablethethe
specific valuesspecific valuesof bothof both
PE and PAPE and PA
Physical EducationPhysical EducationLines of DevelopmentLines of Development
• Physical competencePhysical competence• Co-operation and Co-operation and
competitioncompetition• Evaluating and appreciatingEvaluating and appreciating
Two outcomes Two outcomes for eachfor each at at each leveleach level
““I can” or “I have” I can” or “I have” statementsstatements
are desirable but are desirable but they’ve had problems they’ve had problems in the H&WB area to in the H&WB area to write in these terms.write in these terms.
LevelLevel PCPC C&CC&C E&AE&A
EarlyEarly •O1O1•0202
•O1O1•0202
•O1O1•0202
FirstFirst •O1O1•0202
•O1O1•0202
•O1O1•0202
SecondSecond •O1O1•0202
•O1O1•0202
•O1O1•0202
ThirdThird •O1O1•0202
•O1O1•0202
•O1O1•0202
FourthFourth •O1O1•0202
•O1O1•0202
•O1O1•0202
SeniorSenior •O1O1•0202
•O1O1•0202
•O1O1•0202
Outcomes are written as broad Outcomes are written as broad general statementsgeneral statements
Examples:Examples: • Opportunities to engage in a wide range of physical experiences Opportunities to engage in a wide range of physical experiences
and access to a broader range of equipment and apparatus and access to a broader range of equipment and apparatus have improved my performance in previously learned and newly have improved my performance in previously learned and newly acquired skillsacquired skills
(Physical Competence – 3(Physical Competence – 3rdrd Level (S1+) Level (S1+)
• As I encounter new, exciting challenges and contexts for As I encounter new, exciting challenges and contexts for learning I can apply and transfer my knowledge of specialist learning I can apply and transfer my knowledge of specialist skills in movement in creative and controlled waysskills in movement in creative and controlled ways
(Physical Competence – 3(Physical Competence – 3rdrd Level (S1+) Level (S1+)
• I can observe closely, describe, analyse and make evaluative I can observe closely, describe, analyse and make evaluative judgements on key aspects of performing and make judgements on key aspects of performing and make constructive, critical suggestions, specific to an activity about constructive, critical suggestions, specific to an activity about how a performance might be improved.how a performance might be improved.
(Evaluating and Appreciating) – 4(Evaluating and Appreciating) – 4thth Level (S2 - S3) Level (S2 - S3)
There will be more There will be more scope for scope for
individual/school individual/school translationtranslation
than 5-14 guidelines than 5-14 guidelines offeredoffered
““Dance is no longer part of Dance is no longer part of PE”PE”
Dance is now a part of Dance is now a part of Expressive ArtsExpressive ArtsThis includes:This includes:
•Art and designArt and design•DramaDrama•DanceDance•MusicMusic
But because of flexibilityBut because of flexibility
• PE staff could help deliver Expressive Arts PE staff could help deliver Expressive Arts curriculumcurriculum
• Might be e.g. - Drama teacherMight be e.g. - Drama teacher• May be other creative optionsMay be other creative options• Expressive Arts to work with external Expressive Arts to work with external
bodies to increase and enhance bodies to increase and enhance experienceexperience
Expressive ArtsExpressive ArtsThese teams are to be put together:These teams are to be put together:
• Creative links officersCreative links officers• Cultural coordinatorsCultural coordinators• Active schools coordinatorsActive schools coordinators• Teachers and early years Teachers and early years
practitionerspractitioners
Visit LTS WebsiteVisit LTS WebsiteThe following are the documents you The following are the documents you
should look at to keep up to speed with should look at to keep up to speed with development.development.
•Building the curriculum 1Building the curriculum 1•Building the curriculum 2 Building the curriculum 2 (Early years (Early years
focus)focus)
•Building the curriculum 3 Building the curriculum 3 (Curriculum (Curriculum architecture)architecture)
120 minutes120 minutes• Is that for PE or Physical Activity?Is that for PE or Physical Activity?• Answer at the moment is there is no answerAnswer at the moment is there is no answer• Two hours of PE is the Two hours of PE is the current recommendationcurrent recommendation• Still only a recommendationStill only a recommendation• New government looking to tie downNew government looking to tie down• But – HMI position – they will be looking for 2 But – HMI position – they will be looking for 2
hours of quality PEhours of quality PE• Schools need to demonstrate plans of how they Schools need to demonstrate plans of how they
will achieve 2 hours of quality PE for ALL by will achieve 2 hours of quality PE for ALL by 20082008
• Latest inspection reports reveal – no where Latest inspection reports reveal – no where near having achieved the two hoursnear having achieved the two hours