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Aberdeenshire Consultation Document on A Curriculum for Excellence Framework

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The consultation document for all stakeholders in Aberdeenshire education

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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:

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£ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £

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)

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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.		

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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

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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

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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? ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................

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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)

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ó

Strongly Agree Agree Disagree Strongly Disagree

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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.	


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£ £ £ £

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

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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:
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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.

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Strongly Agree Agree Disagree Strongly Disagree

2	 The	expectations	of	the	transitions	policy	are	realistic	but	challenging.
Strongly Agree Agree Disagree Strongly Disagree

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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).

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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

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General	Comments	on	Transitions:
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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.

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£ £ £ £ £ £ £ £ £ £ £ £
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

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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:
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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):
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Towards the very best... A Curriculum Framework 3–18 for Aberdeenshire

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