Feis lonnsachaidhComhairle nan Eilean Siar

All Staff session 23 & 24 October 2007

May SweeneyNational Coordinator – A Curriculum for Excellence

Learning and Teaching Scotland

“ The curriculum must enable young people to build up a strong foundation of knowledge and understanding and promote a commitment to considered judgement and ethical action.” A Curriculum for Excellence 2004

Key developments 2007-08

• Publication of Skills Strategy: Skills for Scotland• Phased publication of draft Learning outcomes

and experiences• Curriculum architecture• Consultation on SCQF levels 4 & 5• Promotion of recognition of achievement• Roll-out of GLOW

Definition of the Curriculum

• The ethos and life of the school

• Curriculum areas and subjects

• Interdisciplinary projects and studies

• Opportunities for personal achievement

Learning outcomesDecisions on • how learning outcomes and experiences will be organised • possibilities for grouping outcomes within and across curriculum

areas • contribution of interdisciplinary learning to outcomes and

experiences• how the seven principles of curriculum design will apply to

programmes of learning for groups and for individuals• pedagogy and contexts for learning• nature of presentations and assessment evidence• tracking and monitoring of progress

Within an outcome!

Purposes of science education Methodology

Teach for understandingIncrease cognitive demand

Big areas of contemporary science

Skills

Allow cross curricular work

DeclutterShow progression

Active

ACE Capacities

EARLY FIRST SECOND THIRD FOURTH

Through role-play and working with others, I am aware of how money is used in my world and can recognise a range of coins.

I can use money to pay for items and can work out how much change I should receive.

I have investigated how different combinations of coins and notes can be used to pay for goods or be given in change.

I can manage money, compare costs from different retailers, and determine what I can afford to buy.

I understand the costs, benefits and risks of using bank cards to purchase goods or obtain cash and realise that budgeting is important

I can use the terms profit and loss in buying and selling activities and can make simple calculations for this.

I can source, compare and contrast different financial products, services and contracts and explain which offer best value to me.

I can budget effectively, making use of technology and other methods, to manage money and plan for future expenses.

I can discuss and illustrate the facts I need to consider when determining what I can afford, in order to manage credit and debt and lead a responsible lifestyle.

I can source information on earnings and deductions and use it when making calculations to determine net income.

I can research, compare and contrast a range of personal finance products and after making calculations, explain my preferred choices.

MONEY

Interdisciplinary learning

• Connected, meaningful learning

• Personalisation and choice

• Transfer of learning to new situations

• Skills for life and work• Relevance to life beyond

school

Interdisciplinary learning -Some planning considerations

• be well planned with a clear purpose in mind – collaborative planning by staff and pupils

• add value by building upon learning within curriculum areas• provide coherent, authentic experiences• have clear educational gains, arising from the learning outcomes• demonstrate the principles of curriculum design: challenge and

enjoyment; breadth; progression; depth; personalisation and choice; coherence; relevance

• contribute to the development of the qualities and attributes within the 4 capacities

What might active learning look like?

Teacher role: Build on pupil’s previous experiences & ensure progression Take time to observe children Intervene appropriately but do not interfere Support, challenge, assess learning, provide feedback (AifL techniques) Mix of direct and indirect teaching Plan learning to meet children’s needs and interests Create space and time for reflectionGive children time to present their learning to others

What might active learning look like?

Classroom ethos: motivated children fully engaged in their learning experiences and learning are not separate imaginative contexts motivate learning across the curriculum high quality, interesting resources encourage curiosity, challenge,

investigation and creativity opportunities for pupils to develop wide range of skills and knowledge through

well planned, purposeful activity Pupil voice evident as pupils influence direction of learning (personalisation &

choice) & develop growing independence in carrying out activities

High aspirations, stimulating, fun, enjoyment!

Some design options emerging• Teachers of different subjects or stages plan collectively to

determine their contributions to the learning outcomes and experiences for groups of pupils. While there is teaching in separate groups or classes, at some point there is a common activity which brings pupils together

• Stand alone days and weeks feature in the school calendar, where normal timetable is suspended. There is a common focus for the use of this time, with contributions from the whole school or certain groups. Preparation and evaluation take place within individual classes

• Pupils experience learning both through curriculum areas and interdisciplinary activities every day

Design options emerging• A core and elective structure where discrete subject teaching and

interdisciplinary studies have a clear time allocation throughout the school year

• Interdisciplinary units feature at regular points in the year, for example, one per term. The pattern can vary in the one school, resulting in a different design for each stage or year group

• Learning is supported across transition stages by interdisciplinary learning which is continued from primary into secondary

• Groups of learning outcomes are addressed by pupils through extended projects in which pupils have an element of choice

“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.” A Curriculum for Excellence 2007