Download HMIe: CfE Basics (Powerpoint) - i

The basics of Curriculum for
Excellence
Stewart Maxwell, HM Inspector of
Education
What I’ll cover
• Curriculum for Excellence (CfE)- recap
• Language– Entitlements, BGE, Senior
Phase, Experiences and Outcomes
• CfE in practice - examples
• Opening up thinking about CfE
A new approach to learning
Learning throughout life
• Curriculum for Excellence aims to achieve a
transformation in education in Scotland by providing a
coherent, more flexible and enriched curriculum from
3 to 18.
• The curriculum includes the totality of experiences which
are planned for children and young people through their
education, wherever they are being educated.
Curriculum for Scotland
• Pre birth – 3 framework, Adult & CLD guidance
Why change?
• Education system for the 21st century
• Equipping young people to compete in a changing world
• Secondary sector change greatest
“We need a curriculum which will enable young people to
understand the world they are living in, reach the highest
levels possible of achievement, and equip them for work
and learning throughout their lives.”
Curriculum for Excellence 2007
Curricular areas
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There are eight curriculum areas:
Expressive arts (EXA)
Health and wellbeing (HWB)
Languages (LIT)
Mathematics (MTH)
Religious and moral education (RME)
Sciences (SCN)
Social studies (SOC)
Technologies (TCH)
Responsibility of all
• Health and wellbeing across learning
• Literacy across learning
• Numeracy across learning
“Meeting the ambitions for this curriculum involves pre-school centres and
schools working in learning partnerships with colleges, universities,
employers, partner agencies, youth work and the voluntary sector to
provide a coherent package of learning and support based around the
individual learner and in the context of local needs and circumstances”.
“All establishments will work with a range of partners to address the needs of
all children and young people and provide motivating and challenging
opportunities, particularly for those who may require more choices, more
chances.
Action to address the needs of learners requires an integrated approach across
children’s and young people’s services with strong links to community
learning and development and community regeneration”
Building the Curriculum 3 (Scottish Government, 2008)
Understanding the CfE Language
4 capacities
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Successful learners
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Confident individuals
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Responsible citizens
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Effective contributors
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Entitlements (6)
Broad General Education
Senior Phase
Experiences and Outcomes
Levelling (0-4)
Learner entitlements
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a coherent curriculum from 3 to 18
a broad general education, including the
experiences and outcomes well planned
across all the curriculum areas, from
early years through to S3
a senior phase of education after S3
which provides opportunity to obtain
qualifications as well as to continue to
develop the four capacities
Learner entitlements
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opportunities for developing skills for
learning, skills for life and skills for work
with a continuous focus on literacy,
numeracy, and health and wellbeing
personal support to enable them to gain
as much as possible from the
opportunities which Curriculum for
Excellence can provide
support in moving into positive and
sustained destinations beyond school.
Experiences and Outcomes
The experiences and outcomes describe the expectations
for learning and progression in all areas of the
curriculum.
• Experiences set expectations for the kind of activities
which will promote learning and development
• An outcome represents what is to be achieved
• The title ‘experiences and outcomes’ recognises the
importance of the quality and nature of the learning
experience in developing attributes and capabilities
and in achieving active engagement, motivation and
depth of learning.
• I can, I am, I know how to etc
Purposes of Senior Phase
S4- S6 including college / MCMC 16+
To provide all learners, whatever their individual needs, with:
• an experience which builds on their learning in S1 to S3 with scope to
develop their individual potential
• a broad preparation for adult life, whether their own next stage is
further/higher education or
• employment or volunteering, and for participation in wider society
• opportunities to extend their own abilities and interests
• opportunities for a range of personal achievements, in or out of
school
• recognition of achievement, both attainment of qualifications and
wider achievements
• continued emphasis on literacy, numeracy, health and wellbeing and
the development of a wide range of skills for life and skills for work
Designing a framework to meet the needs of learners
PROGRESSION
Broad General Education
Senior Phase
Skills for Learning,
Life and Work
Principles
Contexts
• Personalisation &
Choice
• Coherence
• Relevance
• Challenge &
Enjoyment
• Breadth
• Progression
• Depth
• Ethos and life of
the school
• Curriculum areas
and subjects
• Interdisciplinary
learning
• Opportunities for
personal
achievement
Active & engaging
learning & assessment
• Literacy
• Numeracy
• Health and
wellbeing
• Skills for work,
enterprise and
culture
Transitions
Partnerships
Recognising
achievement
• Range of ways
• P7, S3 and other
profiles
• Qualifications
• Awards
Support
How are the experiences and outcomes
structured in health and wellbeing?
Within health and wellbeing there are six organisers:
Mental,
emotional, social
and physical
wellbeing
Planning for
choices and
changes
Physical
education,
physical activity
and sport
Food and health
Substance
misuse
Relationships,
sexual health
and parenthood
Levels
Early
First
In everyday activity and
play, I explore and
make choices to
develop my
learning and
interests. I am
encouraged to use
and share my
experiences.
Through taking part in a
variety of events
and activities, I
am learning to
recognise my
own skills and
abilities as well
as those of
others.
HWB 0-19a
HWB 1-19a
Second
Opportunities to carry out
different activities and
roles in a variety of
settings have enabled
me to identify my
achievements, skills
and areas for
development. This will
help me to prepare for
the next stage in my
life and learning.
HWB 2-19a
Third
Fourth
I am developing the skills
and attributes which I
will need for learning,
life and work. I am
gaining
understanding of the
relevance of my
current learning to
future opportunities.
This is helping me to
make informed
choices about my life
and learning.
Based on my interests, skills,
strengths and
preferences, I am
supported to make
suitable, realistic and
informed choices, set
manageable goals and
plan for my further
transitions.
HWB 4-19a
HWB 3-19a
I can describe some of the kinds of work that people
do and I am finding out about the wider world
of work.
I am investigating different careers/occupations, ways of working, and learning and training
paths. I am gaining experience that helps me recognise the relevance of my learning,
skills and interests to my future life.
HWB 0-20a / HWB 1-20a
HWB 2-20a / HWB 3-20a / HWB 4-20a
What does it look like in practice?
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“ Almost all young people can articulate their learning in terms of the Curriculum for
Excellence capacities. CLD and partner staff are making effective progress in aligning
their programmes to health and wellbeing experiences and outcomes”. (Braeview
Academy LC February 2012)
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“CLD staff are making very good progress in aligning programmes to Curriculum for
Excellence experiences and outcomes. This should be further embedded across all
programmes. Further planned development in partnership with the school in joint
planning of broad general education and senior phase should be taken forward”.
(Dunfermline HS LC January 2012)
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“CfE outcomes are firmly embedded in practice”. (Anderson HS February 2012)
What are others doing?
Maddrim Media Shetland - Film making group 12 -26 age group
Range of stated learning outcomes built into plans /evaluation:
• Through contributing my views, time and talents, I play a part in bringing
about positive change in my school and wider community. (HWB4-13a)
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Having had opportunities to lead negotiation and decision making, I can
work on my own and with others to devise, rehearse and refine dramas and
scripts (EXA 4-14a)
Expressive arts
Participation in performances and presentations
• Art & design
• Dance
• Drama
• Music
East Renfrewshire
CfE as the language of learning in the 21st Century.
• Mixed discipline approach to up skilling AL, libraries and arts staff on using
learning outcomes
• Building on future adult learner’s understanding of Es and Os
• Staff identify outcome of their service – match to CfE outcome (posters)
• Input of youth workers on their application in practice
• Agreement to create and apply a measuring tool
Recall facilitated group tutorial
• Sharing of evaluation and experience – positive and negative
Lessons learned
• Not all staff made the connection - what they do and facilitating change
• Need to grasp it’s about facilitating change – expressed as outcomes before
things inc self eval makes sense
Inverclyde
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Intro sessions for CLD staff / partners - the concept of CfE and potential role
of CLD
CLD staff / partners looked at the CfE curriculum areas they considered
most relevant - Health and well-being, social studies, literacy, numeracy and
religious and moral education
Staff and partners assisted to align their programmes to CfE experiences
and outcomes and to indicate the extent to which they might be able to
contribute to the assessment of the achievement of outcomes
Partnership day with school teaching staff - considered the role of nonteaching staff in assessment and moderation and in recognising and
recording achievement
Plan to have the CLD programmes mapped to CfE outcomes and
experiences uploaded onto Glow to make them accessible to teaching staff.
A range of partners better understand and value CfE, and appreciate their
contribution to young people achieving CfE outcomes.
CLD service gearing up to deliver the new National 4 units. In early
discussion with colleagues at Education HQ about linking more with
schools. In discussions about an enhanced senior phase pilot with the joint
campus school in Port Glasgow.
Capacity Building and CfE?
3- 18 but Q.I. themes offer scope to develop….
• Highland - Our Community…A Way Forward
• Inspection evidence -YW or CCB?
• Evolving practice / approaches
• Youth Scotland - quick guide to CfE
• Uniformed organisations
Way forward?
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Adopt what is right for you
Recognise the contribution made
Understand the language – be confident
Triangulation –data, observations, what participants say
Benefits
• Strengthen and improve youth work practice
• Set clearer outcomes and improve evaluation practice
• Better describe the value of work
• Build robust and relevant evidence - more accurately
describe impact
• More effective partnerships with other learning providers