Aberdeenshire Consultation Document on A Curriculum for Excellence Framework

Towards the very best... A Curriculum Framework 3–18 for Aberdeenshire  The ConsulTaTion ProCess The proposals outlined in the Aberdeenshire 3–18 Curriculum Framework are far reaching and provide a unique opportunity to introduce approaches that will serve our children and young people well in 21st century Scotland. It is essential that we gather a wide set of views from the various constituents across Aberdeenshire, and as such you are encouraged to complete the attached consultation questionnaire. This is also available online at www.aberdeenshire.gov.uk Thank you for taking the time to complete this. Please provide the following information, which will allow us better to analyse the consultation responses. Please complete one of sections 1–4 below, as appropriate:  If you are completing the survey as a Parent/Carer please indicate which of the following category(ies) apply: Towards the very best... £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ Nursery Primary Secondary Special 2 If you are completing the survey as an EL&L member of staff please indicate which of the following categories best describes your role in the service: Primary (Teaching) Primary (Support) Secondary(Teaching) Secondary (Support) Nursery/Pre-school (Teaching) Nursery/Pre-school (Support) Special (Teaching) Special (Support) CLD Sport & Leisure Educational Psychology Admin/Support Libraries & Cultural Services QIO Children’s Services Other (Please specify)  A Curriculum Framework 3–18 for Aberdeenshire 3 If you are completing the survey as a pupil, which of the following categories applies? A Curriculum Framework 3–18 for Aberdeenshire £ £ £ £ £ £ £ £ £ £ £ £ £ £ Nursery Primary Secondary Special 4 If you are completing the survey in a capacity not already covered in –3 above, please indicate which of the following best describes this capacity: Elected member Business/Industry Community group Further/Higher Education Voluntary sector Health services Social work services Careers Scotland Other (Please specify) 2 Towards the very best... Completed questionnaires should be returned by 06/10/2008 to: Education, Learning & Leisure Support Team Aberdeenshire Council Woodhill House Westburn Road ABERDEEN AB16 5GB raTionale The rationale describes how the 3–18 Curriculum Framework will enable children and young people to learn in, about and through Aberdeenshire to become successful learners, confident individuals, effective contributors and responsible citizens as a result of their engagement in a broad range of planned learning experiences, delivered by schools and learning communities, working with partners from across and beyond the Education, Learning & Leisure Service. It outlines a Curriculum Framework consisting of principles for design, learning entitlements and proposals for curriculum architecture, together with advice on teaching, learning and assessment, key transition stages for learners and articulation with the national system of National Qualifications. Consultation Questions  The Rationale sets out an appropriate context for Aberdeenshire’s 3-8 Curriculum Framework for our children and young people in terms of the Aberdeenshire and North East environment and national developments in Curriculum for Excellence. Towards the very best... £ £ £ £ ó ó ó ó Strongly Agree Agree Disagree Strongly Disagree 2 All our children and young people are entitled to programmes and experiences designed around Aberdeenshire’s Curriculum Framework which will develop the four capacities: Successful Learners Confident Individuals Effective Contributors Responsible Citizens 3 A Curriculum Framework 3–18 for Aberdeenshire £ £ £ £ Strongly Agree Agree Disagree Strongly Disagree 3 Partnership working, involving key contributors from across the Education, Learning & Leisure Service, and from beyond the service (including from the business and voluntary sectors) will have an important role to play in assisting schools and learning communities to implement the Curriculum Framework. £ £ £ £ Strongly Agree Agree Disagree Strongly Disagree 4 The description of the Curriculum Framework in terms of principles, entitlements and curriculum architecture (and associated advice) is appropriate and provides a good basis for planning. A Curriculum Framework 3–18 for Aberdeenshire £ £ £ £ Strongly Agree Agree Disagree Strongly Disagree 5 What are the priorities for professional development that may be required to support the implementation of Aberdeenshire’s 3–8 Curriculum Framework? ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... 4 Towards the very best... General Comments on Rationale: ..................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... PrinCiPles of CurriCulum Design This paper outlines the educational entitlements of children and young people in Aberdeenshire in terms of the kinds of experiences with which they should engage, and the principles that all schools and learning centres should apply to the design and delivery of the curriculum. It helps Aberdeenshire schools and learning communities deliver learning experiences that meet the needs of individual learners and establishes a culture of inclusion, respect, care and ambition for all of our children and young people. It builds on the 2008 OECD report into Scottish Education and recognises the strengths and opportunities therein. It advocates a role for all staff in planning, developing and delivering the curriculum, and suggests that collaborative working by staff across schools, between schools and across and beyond the Education, Learning & Leisure Service will be necessary to deliver the curriculum envisaged. Consultation Questions  All children and young people should be entitled to: ó A 3–18 curricular experience that is coherent (as described in paragraph 3a of the “Principles and Entitlements” paper) Towards the very best... £ £ £ £ ó Strongly Agree Agree Disagree Strongly Disagree 5 A Curriculum Framework 3–18 for Aberdeenshire Health and Well-being experiences in Aberdeenshire (as per paragraph 3b of the “Principles and Entitlements” paper) £ £ £ £ ó Strongly Agree Agree Disagree Strongly Disagree Cultural experiences in Aberdeenshire (as per paragraph 3c of the “Principles and Entitlements” paper) £ £ £ £ ó Strongly Agree Agree Disagree Strongly Disagree Creative and enterprising experiences in Aberdeenshire (as per paragraph 3d of the “Principles and Entitlements” paper) £ £ £ £ Strongly Agree Agree Disagree Strongly Disagree ó Environmental experiences in Aberdeenshire (as per paragraph 3e of the “Principles and Entitlements” paper) A Curriculum Framework 3–18 for Aberdeenshire £ £ £ £ ó Strongly Agree Agree Disagree Strongly Disagree Vocational experiences in Aberdeenshire (as per paragraph 3f of the “Principles and Entitlements” paper) £ £ £ £ Strongly Agree Agree Disagree Strongly Disagree 2 The seven principles of Curriculum Design are appropriate and offer a vision of a curriculum in Aberdeenshire that will help young people become successful learners, confident individuals, responsible citizens and effective contributors.  Towards the very best... £ £ £ £ Strongly Agree Agree Disagree Strongly Disagree 3 Partnership working, involving key contributors from across the Education, Learning & Leisure Service, and from beyond the service (including from the business and voluntary sectors) will have an important role to play in assisting schools and learning communities to implement the Curriculum Framework. £ £ £ £ Strongly Agree Agree Disagree Strongly Disagre General Comments on Principles of Curriculum Design: ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... guiDanCe on effeCTive learning, TeaChing & assessmenT This paper sets out guidance that all schools should apply to ensure that learning and teaching is effective in meeting the needs of all our children and young people. It also emphasises the importance of integrating clear assessment procedures, which meaningfully involve children and young people in the learning process and which encourage them to reflect on their progress. It emphasises the importance of providing opportunities for inter-disciplinary learning at every stage, and highlights the benefits that this can bring in ensuring that learning is meaningful and relevant for all children and young people. Consultation Questions  The paper provides guidance on teaching, learning and assessment that is appropriate and which is consistent with the principles of curriculum design and learner’s entitlements. £ £ £ £ £ £ £ £ £ £ £ £ Strongly Agree Agree Disagree Strongly Disagree Towards the very best... 2 The guidance provides an appropriate vision for teaching, learning and assessment practice for Aberdeenshire schools and learning communities in the future. Strongly Agree Agree Disagree Strongly Disagree  A Curriculum Framework 3–18 for Aberdeenshire 3 The curriculum in Aberdeenshire schools needs to include space for learning beyond subject boundaries so that learners can make connections between a range of opportunities Strongly Agree Agree Disagree Strongly Disagree General Comments on Guidance on Effective Learning, Teaching & Assessment: ..................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... TransiTions A Curriculum Framework 3–18 for Aberdeenshire It is everyone’s responsibility to support the development of children and young people. Setting high aspirations and recognising entitlements at points of transition are vital in ensuring that the curriculum and learning are fit for purpose and serve the needs of children, young people and their families. At the heart of ‘Journey to Excellence’ are the key dimensions which spotlight the need to engage young people in the highest quality learning activities and focus on outcomes which maximise success for all learners. These principles are at the heart of our transitions policy and should be reflected in the work of all establishments in providing the very best experiences for Aberdeenshire pupils. Consultation Questions  The transitions policy provides clear principles and strategies which can be implemented in schools and centres. £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ Strongly Agree Agree Disagree Strongly Disagree 2 The expectations of the transitions policy are realistic but challenging. Strongly Agree Agree Disagree Strongly Disagree 8 Towards the very best... 3 The transitions policy provides a good basis for planning how children and young people will be able to progress? Strongly Agree Agree Disagree Strongly Disagree 4 The transitions policy promotes the coverage of a range of key issues, including learning and teaching, to ensure effective and smooth transitions. Strongly Agree Agree Disagree Strongly Disagree 5 The transitions policy provides opportunities for development of the four capacities (successful learners, confident individuals, responsible citizens, effective contributors). £ £ £ £ policy? Strongly Agree Agree Disagree Strongly Disagree  What professional development may be needed to help the implementation of the transitions £ £ £ £ Strongly Agree Agree Disagree Strongly Disagree Towards the very best... General Comments on Transitions: ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................  A Curriculum Framework 3–18 for Aberdeenshire CurriCulum arChiTeCTure Introduction: A Curriculum Framework 3–18 for Aberdeenshire The vision outlined in the Rationale and Principles of the Curriculum for Aberdeenshire requires building blocks on which we can plan and deliver the entitlements and experiences for children and young people. One of these building blocks is concerned with Curriculum Architecture. We see learning as being delivered by a range of partners both within formal school settings and in other settings such as early years centres, colleges and the wider environment, with children and young people learning in, learning about and learning through Aberdeenshire. We have asked fundamental questions about what is the best way to arrange the school day/week and how we are best able to deliver the ideas set out in our ambitious set of entitlements. Consultation Questions  We should encourage collaborative working between schools in curriculum planning and delivery. 0 Towards the very best... £ £ £ £ £ £ £ £ £ £ £ £ Friday. Strongly Agree Agree Disagree Strongly Disagree 2 The time is right to promote a more consistent approach to the shape of the school day across Aberdeenshire Schools. Strongly Agree Agree Disagree Strongly Disagree 3 It is proposed that we introduce four longer days and one shorter day than at present. (Examples on page 34) Strongly Agree Agree Disagree Strongly Disagree 4 There are benefits for children and young people from the proposal to have a shorter day on a £ £ £ £ Strongly Agree Agree Disagree Strongly Disagree 5 There are benefits for teachers from the proposal to have a shorter pupil day on a Friday. £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ Strongly Agree Agree Disagree Strongly Disagree  Such a proposal may give parents childcare difficulties. Strongly Agree Agree Disagree Towards the very best... Strongly Disagree  Additional childcare and after school activities on the shorter day would be welcomed. Strongly Agree Agree Disagree Strongly Disagree 8 There are advantages for Secondary schools by moving to a common structure of 32 x 50 minute periods plus registration. Strongly Agree Agree Disagree Strongly Disagree  A Curriculum Framework 3–18 for Aberdeenshire General Comments on Curriculum Architecture: ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ConTinuing Professional DeveloPmenT (CPD) Professional development will be required to support the implementation of the Curriculum Framework 3–18 for Aberdeenshire. A Curriculum Framework 3–18 for Aberdeenshire All staff will be provided with opportunities to: ó ó ó ó ó Engage in meaningful self-evaluation to identify professional development needs Be actively involved in learning communities Participate in professional development with colleagues through inter-disciplinary collaboration Engage with colleagues at all curriculum levels Access and develop the use of technology to create exciting learning opportunities for our children and young people General Comments on Continuing Professional Development (CPD): ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... 2 Towards the very best... Towards the very best... A Curriculum Framework 3–18 for Aberdeenshire 4