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Preparing new teachers for Curriculum for Excellence
Elizabeth Morrison
Assistant Director
Education Scotland
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What are we learning about leadership of the
curriculum, learning, teaching & assessment?
• Elizabeth Morrison
• Assistant Director
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The vision
Learners in Scotland will progress in
one of the most effective education
systems in the world, renowned for
the ability of national and local
partners to work flexibly together to
achieve high quality and equitable
outcomes for all
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Curriculum for Excellence – what is it?
 A coherent learning experience for all of our young people
 The offer of a range of pathways to meet individual needs and
benefit wider society/economy
 The opportunity to develop skills for learning, for life, and for work
 The opportunity to develop attributes and capacities
and to gain qualifications
 Universal support and the expectation that all young people move
into sustained, positive destinations.
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In Curriculum for Excellence, learners make
progress by:
 continually building on their prior learning;
 accessing enriching, stimulating, relevant and appropriately
challenging learning experiences and;
 having opportunities for applying, consolidating and reinforcing
learning.
• Learning is usually not linear and learners may progress along
different routes and pathways through the Experiences and Outcomes
and the senior phase.
• Expectations and milestones are important.
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major deliverables 14/15 and 15/16
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Launch of Insight
Opening Up Great Learning series
Planning for progression and effective approaches to assessment
Technologies in Learning March 2015
Literacy and English impact review April 2015
Refresh of Glow Oct 2014
HGIOS? 4
Review of inspection
Review of Careers Information Advice and Guidance services
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Scottish approach to quality improvement in
education: a three-way partnership
 Schools evaluate the quality
of their own provision...
 supported and challenged by
the education authority…
 backed up by rigorous
external evaluation by HM
Inspectors
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:
Next steps:
How Good Is Our School?
The Next Generation
• Further consultation through conversation days and stakeholder meetings.
2015
• No proposals will be published nor pilot conducted until the beginning of
HGIOS 4
2015 at the earliest.
??????
• All decisions informed through discussion with external reference group of
all key stakeholders.
• Planning for change over time, not a single large-scale change.
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National quality indicators
How Good is Our School? 3
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1.1
Improvements in performance
2.1 Learners’ experiences
5.1 Curriculum
5.3
Meeting learning needs
5.9 Improvement through self-evaluation
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Inspection Advice Note 2014-15
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year of ‘consolidation’ in terms of expectations
reducing bureaucracy
clear strategy for assessment
planning for progression
skills for learning, life and work
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Secondary inspection findings
Sept 2014 – March 2015
Summary of key strengths
Positive attitudes of young people to their learning
Strong partnerships, including with parents, specialist staff,
partners for the curriculum and the local community
Role of staff in leading on a range of school improvements
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Secondary inspection findings
Sept 2014 – March 2015
Summary of main points for action
 Continue to develop the curriculum
 Continue to develop whole-school approaches to monitoring
and tracking young people’s progress, particularly during the
BGE
 Continue to improve approaches to improvement through selfevaluation
 Consistently high-quality learning and teaching across the
school
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Secondary inspection findings
Sept 2014 – March 2015
unsatis.
weak
satis.
good
vg
exc.
1.1
0
0
2
10
7
0
2.1
0
0
2
12
7
0
5.3
0
0
3
12
6
0
5.1
0
0
6
13
2
0
5.9
0
0
9
7
5
0
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CfE visits to secondary schools
•Based on 45 visits (Sept 2014 – Jan 2015)
 Pupil voice
 Learning and teaching
 Broad General Education
 Senior Phase
 Engaging with Insight
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CfE visits to secondary schools:
discussion points
 strategic planning for the curriculum?
 transitions into S1 and post-16?
 building confidence in education through partnership with parents?
 initial thoughts re Developing Scotland’s Young Workforce?
 partnership working to improve CfE outcomes in your learning
community ?
 roll out of the new Higher qualifications?
 how is Insight being used to support improvement?
 further support from Education Scotland and national partners?
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CfE visits to secondary schools:
key themes emerging
•based on 45 schools:
 Monitoring and tracking BGE to senior phase: more guidance
and advice on effective monitoring and tracking within the BGE;
more guidance and advice on evidencing progression in learning
BGE
 Literacy/numeracy/HWB: further guidance and advice on
effective practice across the curriculum, particularly around
assessment across the curriculum
 IDL: scope to improve planning for inter-disciplinary learning
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CfE visits to secondary schools:
key themes emerging
•based on 45 schools:
 Insight: further engagement in relation to how to evaluate
improvements
 DYW: almost all schools have partnerships in place, request for
resources, guidance on effective practice, employers’ and
colleges’ understanding of CfE, ‘breathing space’ to take
forward, given still implementing new qualifications and
reviewing BGE
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continuing to implement
Curriculum for Excellence
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pathways not tramlines
moving away from blanket decisions on numbers of subjects in S4
informed choices
a broad general education for all
building on the success of last year’s national qualification results
significant aspects of learning published for all curriculum
areas/levels
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DYW
CfE: the vision
•Our aim is to realise the Commission for Developing
Scotland’s Young Workforce’s vision as the full expression of
Curriculum for Excellence
•Skills for learning, life and work
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Developing the Young Workforce
•Ensuring all young people access the broadest range of opportunities
by:
 Placing a sharper focus on skills for work and employability
 Improving the quality of learning about the world of work and knowledge
about the wide range of career options
 Improving the quality of work based learning
 Having schools, colleges and industry working together systematically to
provide coherent learning experiences
 Extending the breadth and reach of apprenticeship opportunities
 Developing a clear understanding of the value of vocational education for
all of our young people
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Key performance indicator 3
• Increase the percentage of school leavers
• attaining vocational qualifications at SCQF level
• 5 and above by 2021.
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Planning the curriculum
 Plan DYW into existing and future
curriculum/improvement planning.
 Identify and include the range of partners needed in the
planning, design and delivery of learning/services.
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‘Mountains of bumph are no substitute for clarity.’
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tracking and monitoring
•Effective analysis and
intervention help every child
make the best possible
progress, based on a range of
assessment evidence.
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school assessment strategy
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purpose and principles of assessment
links between learning, teaching and assessment
range of assessment methods
arrangements for moderation
arrangements for tracking and improving young people’s
progress
 reporting, recognising achievement, profiling
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strong self-evaluation is often…
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precise and focused
forensic in the analysis of young people’s progress
practice-based rather than just paper-based
able to generate specific strengths and areas for
improvement, for example in relation to active learning
 prioritises time and energy on learners’ experiences and
outcomes
 ensures low internal variability in core areas
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•The leaders of the
•school are also
•the narrators of
•the school
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Improving improvement planning!
• Hold your nerve: stick to your main priorities
• When you prioritise a new area, do you de-prioritise
something else?
• Development planning or improvement planning?
•‘The greatest risk to school improvement projects is that they
are floored by inconsistent action’
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Future Approaches to Inspection/Review and
revision of How Good Is Our School? (3rd edition)
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The review of inspection is:
 about all sectors of Scottish education and all aspects of our
scrutiny work;
 a long term look to inform future inspection and review
practices for use in 3-5 years;
 open to all creative ideas and is not about refining existing
models; and
 dependent on a wide ranging discussions and consultation
with all key stakeholders.
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Questions re HGIOS 4
• How relevant/helpful do your staff find the quality indicator approach to
improvement through self-evaluation?
• What aspects of HGIOS 3 would you like to see retained in a revised edition?
• Should we be considering any new QIs within a revised framework?
• How helpful are the QI level 2 and level 5 descriptors?
• What are your views on the six point scale? Is it something you would like to see
retained, removed or adjusted?
• How can we make the new publication more accessible and user friendly for
staff?
• Some colleagues have suggested the new publication should be relevant to a
wider range of sectors eg Early Years, CLD. What do you think?
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Why do we need a new edition of HGIOS?
 developments in educational policy
 changes in legislation
 improvements in self-evaluation
 new approaches to school improvement
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review of inspection and HGIOS:
attainment and closing the gap
•The work on the review of inspection and on
the development of the next edition of How
good is our school? will shine a spotlight on
the issues around attainment in our schools
and beyond. This will ensure that we have a
clear understanding of the issues and when,
and where, outcomes are improving.
•Programme for Government
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Keep the focus on outcomes for learners!
 educational outcomes for all learners
are improving
 inequity in educational outcomes is
eradicated
 public confidence in
education is high
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