The new experiences
and outcomes
The new experiences
and outcomes:
outline of presentation
Why is CfE even
more important now?
Experiences and
outcomes:when, how, what?
Where do they fit within
the curriculum as a whole?
How can we turn all
this into reality?
[Insert photograph of child here to emphasise
that we are always relating our worth on the
curriculum to the needs of the children we
serve]
Why is CfE even
more important now?
To enable each child
and young person to
flourish
Economy and society:
an uncertain future
Developments in
our education system
and findings about its
performance
See ‘The case for change’ on the
Curriculum for Excellence website
Why is CfE even more important now?
Improving Scottish Education 2009
‘Scotland’s future economic prosperity requires an education system
within which the population as a whole will develop the kind of
knowledge, skills and attributes which will equip them personally,
socially and economically to thrive in the 21st century.
‘It also demands standards of attainment and achievement which match
these needs and strengthen Scotland’s position internationally.’
HM Senior Chief Inspector, Improving Scottish Education 2009
• substantial strengths in Scottish education, including professionalism
of workforce and capacity for improvement
• issues to be addressed in order for our high aspirations to be
achieved for education and for learners – see Chapter 5, for example.
How were the experiences and
outcomes developed?
•
unparalleled engagement with teachers and practitioners
•
building upon the existing very good practice across all
sectors
•
taking account of research and international comparisons
•
recognising the professionalism of teachers – needed so that
they can exercise professional freedom and responsibility as
they plan with the broader guidance.
See ‘Process of change’ on the
Curriculum for Excellence website
Engagement and trialling was used to shape the
experiences and outcomes:
1475 questionnaires
937 from groups
500 trialling centres
241 reports
Total 2012 submissions
20 Focus groups
e.g. Royal Society of Edinburgh
University
of Glasgow
analysis and reports
Plans drawn up to address issues raised
Further engagement and consultation, comparisons,
refinement; thematic overview
Publication
What did people say? What happened in response?
• They emphasised the need for
time and professional dialogue to
deepen and share understanding
• They were positive about how the
Es and Os would give scope for
–
–
–
–
flexibility and creativity
developing the four capacities
teaching in motivating ways
making connections in learning
• They had concerns about
– ‘vagueness’
– fit with assessment
– Curriculum area-specific points
• Editing/revision (varied amounts)
• Explanation (selective – as
appendices to Es and Os)
• Exemplification (selective – to be
developed over time)
– Illustration of expectations where
necessary
– Movies of E/Os in action
– Pupil work
– Case studies
– Links to resources
i.e. providing ‘scaffolding’, not detail
Experiences and outcomes: what
do we need to know?
• They describe all of the curriculum from age 3 to 15
and in particular a ‘broad general education’
• They replace but build on previous guidance (3 to 5
and 5-14)
• Taken together, they embody the four capacities
• ‘Experience’ and ‘outcome’
See ‘Getting started’ on the
Curriculum for Excellence website
Experiences and outcomes: example
Principles and
practice
sections
(a ‘must read’
for everyone)
See ‘Process of change’ on the
Curriculum for Excellence website
Experiences and outcomes: example
See ‘Process of change’ on the
Curriculum for Excellence website
Where do the experiences and
outcomes fit within the curriculum as a
whole?
Building the Curriculum 3:
A framework for learning and
teaching
The purpose of
the curriculum
The curriculum:
Learning and teaching
Values
Wisdom, justice,
Compassion, integrity
all that we plan for
Building
theand
curriculum
children
young
people’s learning
Engaging, active,
challenging
Building up
The curriculum
Experiences
and outcomes
Entitlements
For all children and
young people
Expectations for learning and
development
from early to fourth levels
Arrangements for
Personal support
Including preparing for and
support through changes and
choices
Principles of curriculum
design
Assessment
Qualifications
Self-evaluation and accountability,
Professional development
Support purposes of learning
Entitlements:
• A coherent curriculum from 3 to 18
• A broad general education from age 3 to the end of S3
• A senior phase: opportunities for qualifications and other
planned opportunities to develop the four capacities
• Opportunities to develop skills for learning, skills for life
and skills for work
• Opportunities to achieve to the highest levels through
personal support and challenge
• Opportunities and support to move into positive and
sustained destinations beyond school
A broad general education
3 to 15
• Every child and young person in Scotland is entitled
to experience a broad general education.
• This broad general education takes place from the
early years to the end of S3.
• It is represented by learning across all** of the
experiences and outcomes to the third curriculum
level together with those selected for study at the
fourth, as far as is consistent with each child or
young person’s needs.
• ‘Not expected that qualifications will feature at this
stage’
• Providing a strong platform for later learning and
qualifications
True or false?
1. CfE = interdisciplinary or thematic learning
2. Broad general education = common course
3. Es and Os to third level = a menu to choose
from
4. Number of qualifications in S4 = 5
5. Active learning = energetic learning
Please help to counter these misconceptions!
Bringing Curriculum
for Excellence to life
throughout
Scotland:
Local implementation plans with tasks, roles and timescales
‘Testing the framework’ - thinking from schools
The process of change – 8 themes emerging
1. Securing a strong ethos and values is often the starting point
2. Giving high priority to achieving a consistently high quality of learning
and teaching across the school
3. Importance of staff learning together, for example seeing each other
teach, reflecting together on the experiences and outcomes within their
own area of interest and across them all
4. Using literacy, numeracy and health and wellbeing as starting points
5. Importance of knowing about the progress of every child across a wider
range than before – roles of all staff in this endeavour
6. Coherence and progression need more joint thinking and partnership
than before. This requires strategic support at senior levels
7. Need to work across a range of developments in a well-sequenced,
planned way
8. Leadership essential, in all its facets – using all resources to the full,
coaching, planning, setting high expectations
How will we turn this into reality?
Not research, development,
dissemination as in previous
developments
But creating together
through learning and
thinking together
Photocredit: EwanMcintosh
Some possible questions:
•
•
•
•
•
•
For schools and their partners:
How will we ensure that all young people achieve the third curriculum
level across all curriculum areas?
How will we provide specialisation, choice, depth and challenge within
the fourth level for all young people?
For any particular development or action: how does it contribute to the
broad general education? What will be its impact on learning? What is
the ‘educational gain’?
For teachers
How rich is the experience and how deep the learning within this level?
How can I contribute to these children’s broad general education
(including literacy, numeracy, health and wellbeing)?
For any development or activity: how does it contribute to the broad
general education? How will I know?
[Return to photograph of child or
children]