Curriculum for Excellence:
an introduction
Colin Webster
colin.webster@youthscotland.org.uk
Girls on the Move
Keep it Real
Bored Meetings
Involvement Training
Youth Achievement Awards
Dynamic Youth Awards
Cashback for Communities...
Intended Outcomes
(1 of 3) Develop your understanding of
Curriculum for Excellence and how
your work relates to it
Intended Outcomes
(2 of 3) To understand the CfE
experiences and outcomes and
to be able to describe your own work
in terms of them
Intended Outcomes
(3 of 3) To discover how nonformal learning awards can
demonstrate achievement of
experiences and outcomes
Six Entitlements
1. A coherent curriculum from 3 to 18
2. A broad general education
3. A senior phase where he or she can
obtain qualifications
4...
Six Entitlements
4. Develop skills for learning, skills for life and
skills for work
5. Personal support to enable them to gain as
much as possible from the opportunities which
CfE can provide
6. Support in moving into a positive and
sustained destination
Four Contexts for Learning
1 Ethos and life of school as a community
2 Curriculum areas and subjects
3 Interdisciplinary Learning
4 Opportunities for personal achievement
Principles of Curriculum Design
Challenge and enjoyment
Breadth
Progression
Depth
Personalisation and choice
Coherence
Relevance
Recognising different ways to learn
Using technologies in learning
Active learning
Cooperative learning
Interdisciplinary learning
Outdoor learning
Personalisation and choice
Skills
The Senior Phase
Why CfE?
• Too many young people in MCMC category
• CfE better reflects the need for workers in the
'knowledge economy'
• CfE better reflects what Educationalists have been
preaching
• Recognition that education doesn't end at the school
gate
Ken Robinson
Activity: the four capacities
The four capacities of CfE are further defined by the
attributes each young person is expected to achieve.
Sort the cards you have been given into the relevant
capacity.
Are you working towards developing these attributes in
your work?
Successful Learners
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 in new
situations
Confident Individuals
Able to:
* relate to others and manage themselves
* pursue a healthy and active lifestyle
* be self-aware
* develop and communicate their own beliefs
and view of the world
* live as independently as they can
* assess risk and take informed decisions
* achieve success in different areas of activity
Responsible Citizens
Able to:
* develop knowledge and understanding of the
world and Scotland's place in it
* understand different beliefs and cultures
* make informed choices and decisions
* evaluate environmental, scientific and
technological issues
* develop informed, ethical views of complex issues
Effective Contributors
Able to:
* communicate in different ways and in different
settings
* work in partnership and in teams
* take the initiative and lead
* apply critical thinking in new contexts
* create and develop
* solve problems
The Nature and Purpose of Youth Work
Build self-esteem and self-confidence.
Develop the ability to manage personal and social
relationships.
Create learning and develop new skills.
Encourage positive group atmospheres.
Build the capacity of young people to consider risk,
make reasoned decisions and take control.
Develop a ‘world view’ which widens horizons and
invites social commitment.
...in the spirit of CfE
Learning Community inspections
New school qualifications
16+ Learning Choices
Learning community inspections
HMIs from Education Scotland carry out the Learning
Community inspections.
They:
• interview staff from community and voluntary groups
• attend workshops
• speak with participants
• evaluate the effectiveness of the learning
• produce a report to support improvement
New school qualifications
Changes to the qualification structure in schools, as of 2013/14:
• New qualifications, called National 4 and National 5, will replace
Standard Grades and Intermediates
• The new qualifications are presently under development by SQA
• Learners will sit the new qualifications when they are deemed
ready to do so
• Revision of existing qualifications at Access, Higher and
Advanced Higher to ensure they are consistent with CfE
developments
16+ Learning Choices
16+ Learning Choices is a guaranteed offer of a place in
post-16 learning for every eligible young person who
wants it.
16+ LC is for all partners – across a broad range of
settings – who are involved in planning for and
delivering the Senior Phase of CfE, including those
involved in young people’s post-16 transitions to further
learning, training and employment.
Experiences and outcomes
The experiences and
outcomes document is
organised into levels and
curriculum areas.
Es and Os: Levels
Level 0 : Pre-school
Level 1 : End of P4
Level 2 : End of P7
Level 3 : S1 to S3
Level 4 : S1 to S3
(roughly speaking)
Es and Os: Curriculum areas
Expressive arts
Health and wellbeing
Languages
Mathematics
Religious and moral education
Sciences
Social Studies
Technology
Es and Os: looking at one theme
Es and Os: looking at one theme
Es and Os: looking at one theme
Es and Os: looking at one theme
As I explore the rights to which I and
others are entitled, I am able to exercise
these rights appropriately and accept the
responsibilities that go with them. I show
respect for the rights of others.
HWB 0-09a/HWB 1-09a/HWB 2-09a/HWB 3-09a/
HWB 4-09a
“Partner organisations will need to
share an understanding of the
experiences and outcomes to which
they are contributing.”
- Building the Curriculum 3
Pupil profiles
Tracking progress and achievement.
Produced when a young person is in P7 and S3 – the key
transition points.
Discussion points
Should youth groups record Es and Os? If
so, how? If not, why not?
Should they record Es and Os if their project
doesn’t include a school link?
Previous answers include...
· strengthen and improve their own youth work practice
· help set clearer outcomes and improve evaluation
practice
· better describe the value of the work they deliver to young
people, partners, stakeholders and funders
· build up robust and relevant evidence that accurately
describes the impact of their work
· develop more effective partnerships with other youth work
/ learning providers
Opportunities for personal achievement
10-14
5
Not yet
Age range
Min hours
SCQF rated
14+
60
Levels 4-7
Personalised learning programmes
Partnership working
"Curriculum for Excellence can best be delivered
through partnership working.
All establishments should work with partners and
share a common understanding and language to
fund skills development and application. Together,
they should plan and deliver learning and other
experiences which meet the needs of individual
children and young people."
* Building the Curriculum 4
What were some of the experiences and outcomes?
I know that popular culture, the media and peer groups as
well as my own attitudes and values can influence how I feel
about substance use and recognise the impact this may have
on my actions.
HWB 2-39a / HWB 3-39a
Representing my class, school and/or wider community
encourages my self-worth and confidence and allows me to
contribute to and participate in society.
HWB 2-12a / HWB 3-12a / HWB 4-12a
What were some of the experiences and outcomes?
I can communicate in a clear, expressive manner when
engaging with others within and beyond my place of learning,
and can independently select and organise appropriate
resources as required.
LIT 4-10a
I reflect on how my attitudes, beliefs, values and morality can
influence my decisions about friendships, relationships and
sexual behaviour.
HWB 3-46a / HWB 4-46a
Did you know?
www.youthscotland.org.uk
Intended outcomes
• Develop your understanding of Curriculum for Excellence
and how your work relates to it
• To understand the Curriculum for Excellence experiences
and outcomes and to be able to describe your own work in
terms of them
• To discover how non-formal learning awards can
demonstrate achievement of experiences and outcomes