An introduction to Curriculum for Excellence

An Introduction to Curriculum for Excellence Early Years QIOs March 2008 Contents  Introduction  Aims  Background  Making Connections  Overview Principle for curriculum design Purposes of the curriculum Curriculum for excellence achievement framework Current curriculum proposal  Implications for Practice  Questions for reflection  Appendices An introduction to ‘Curriculum for Excellence’ Scotland is currently pursuing its biggest education reform for a generation. At its heart, curriculum for excellence is the programme of work that is reviewing the current curriculum. It aims to provide:    More freedom for teachers Greater choice and opportunity for pupils A single coherent curriculum for all young people aged 3 – 18 Curriculum for Excellence challenges us to think differently about the curriculum. It encourages those working in education to plan and act in new ways. It also poses challenges for learning and teaching. Aims     To provide some background information To provide an overview of current developments To consider the implications for practice To demonstrate how curriculum for excellence unifies the curriculum to include the wide range of initiatives Background In 2002 The Scottish Executive embarked on a consultation exercise – the ‘national debate on education’. There were clear demands for change and improvement:         reduce overcrowding in the curriculum make learning more enjoyable make better connections between the stages in the curriculum for stages 3 – 18 achieve a better balance between academic and vocational subjects broaden the range of learning experiences for young people equip young people with the skills they need now and for future employment make sure that approaches to assessment and certification support learning offer more choice to meet the needs of individual young people Making Connections Curriculum for excellence offers the opportunity to unify the curriculum by including initiatives within Scottish education, including Assessment is for Learning (AifL), Determined to Succeed, Health Promoting Schools and Eco schools. All these initiatives are focused on enriching the learning experience of pupils and curriculum for excellence provides the canvas upon which the landscapes of these other initiatives can be painted. This is a new way of looking at the curriculum. It is not just about subject areas and content but the whole school experience for every pupil. Journey to Excellence 6 Levels -Early level Nursery P1 Literacy and numeracy Cross cutting themes Learning and Teaching e.g. AifL Active learning Curriculum for Excellence Key Documents 4 Values -wisdom -justice -compassion -integrity 7 Principles 4 Capacities / purposes Overview of current developments 7 Principles for curriculum design Challenge and enjoyment Children should find their learning challenging, engaging and motivating. The curriculum should encourage high aspirations and ambitions for all. At all stages, learners of all aptitudes and abilities should experience an appropriate level of challenge, to enable each individual to achieve his or her potential. They should be active in their learning and have opportunities to develop and demonstrate their creativity. There should be support to enable children to sustain their effort. Breadth All children should have opportunities for a broad, suitably weighted range of experiences. The curriculum should be organised so that they will learn and develop through a variety of contexts within both the classroom and other aspects of school life. Progression Children and young people should experience continuous progression in their learning from 3 to 18 within a single curriculum framework. Each stage should build upon earlier knowledge and achievements. Children should be able to progress at a rate which meets their needs and aptitudes, and keep options open so that routes are not closed off too early. Depth There should be opportunities for children to develop their full capacity for different types of thinking and learning. As they progress, they should develop and apply increasing intellectual rigour, drawing different strands of learning together, and exploring and achieving more advanced levels of understanding. Personalisation and choice The curriculum should respond to individual needs and support particular aptitudes and talents. It should give each child increasing opportunities for exercising responsible personal choice as they move through their school career. Once they have achieved suitable levels of attainment across a wide range of areas of learning the choice should become as open as possible. There should be safeguards to ensure that choices are soundly based and lead to successful outcomes. Coherence Taken as a whole, children's learning activities should combine to form a coherent experience. There should be clear links between the different aspects of children's learning, including opportunities for extended activities which draw different strands of learning together. Relevance Children should understand the purposes of their activities. They should see the value of what they are learning and its relevance to their lives, present and future. Purposes of the curriculum Curriculum for Excellence achievement framework Level early first second third fourth senior Experiences and outcomes for most children or young people: in pre-school and in primary 1 by end of P4, but earlier for some by end of P7, but earlier for some in S1-S3, but earlier for some fourth level broadly equates to SCQF level 4 in S4-S6, but earlier for some Current curriculum proposal The scope of the curriculum extends beyond subjects to include:     the ethos and life of the school as a community curriculum area and subject interdisciplinary projects and studies opportunities for wider achievement It also proposes that expectations for learning within the curriculum areas should be gathered under these headings: 8 Curricular areas        Expressive Arts Health and Wellbeing Languages / modern languages Mathematics Religious and Moral Education Sciences Social studies  Technologies Outline of 8 Curricular Areas Expressive Arts: The expressive arts include experiences and outcomes in the contexts of art and design, drama, dance and music. Through the expressive arts, children and young people can have rich opportunities to be creative and imaginative and to experience inspiration and enjoyment Health and Wellbeing: Health and wellbeing includes experiences and outcomes for personal and social development. It also includes approaches and activities such as physical activity and nutrition to promote the wellbeing of children and the wider community. Children need to feel what if feels like to develop, enjoy and live a healthy lifestyle. They also need to learn ways of dealing with the many new and challenging situations they will experience throughout their lives. Language ( and literacy ) There are two aspects of the language area of the curriculum. The first covers experiences and outcomes in the language a young person needs in order to engage fully in society and in learning. This includes developing the skills of listening, talking, reading and writing. The second covers experiences and outcomes in additional languages. Children and young people should experience an environment which is rich in language. From the early years they can extend their skills in listening and talking and develop early reading and writing skills through appropriately based play contexts. Mathematics ( and numeracy ) Mathematics includes specific areas of numeracy which will be developed both in mathematics and through activities in other areas of the curriculum. Children and young people can experience real satisfaction and enjoyment through, for example, fascination with patterns and successes in solving problems and puzzles. Children should have opportunities to explore mathematics through purposeful play. Science The most important goal for science education is to stimulate, nurture and sustain the curiosity, wonder and questioning of children and young people. Young people have a natural sense of wonder and curiosity and are active and eager learners endeavouring to make sense of the world. They develop ideas through play, investigation, first-hand experiences and discussion. As they develop, children will ask questions based on their every day observation and experience of living things, the environment and the materials, objects and devices they interact with. Social Studies Social studies includes experiences and outcomes in historical, geographical, social, political, economic and business contexts. It is important for children to understand the place where they live and the heritage of their family and community. Through social studies children develop their understanding of the world by learning about people and their values. This includes experiences to develop and nurture responsible citizenship. From the youngest age, children want to explore and understand their world – first of all the world immediately around them and later how other people live. Learning through social studies can harness the curiosity of young children about their surroundings and the people they know. Religious and Moral Education Religious and moral education includes learning about Christianity and other world religions, and supports the development of beliefs and values. It supports children in developing responsible attitudes to other people. It is important for children to know that they are valued and respected whatever their belief may be and learning and teaching in religious education should help to underline this. Technology This curriculum area includes creative and practical experiences in craft, design and information technology. To participate fully in modern life, children and young people need to be skilled and knowledgeable users of technology. Technology values and promotes the development of practical skills in the core of children’s experiences. The learning is hands on and active. Implications for Practice HMIe 6 point scale AifL Assessment As of and for learning Staff Development Implications for practice Transitions SQIP Parents Questions for reflection Staff  Have staff engaged in curriculum for excellence using the starter/reflection kit?  Are key documents promoted and accessible to all staff?  Which CPD opportunities have staff been involved in to date?  Which aspects of AifL (Assessment is for Learning) have been implemented?  Are all staff familiar with the values, purposes and principles of curriculum for excellence? Are staff aware of the new HMIe six point scale within the context of Child at the Centre 2 / How Good is our School 3 and The Journey to Excellence?   What opportunities are staff given to participate in ‘distributive leadership’ approaches? In what ways do staff engage with some of the new curriculum outcomes?   In what ways do staff meet the needs of all children?  How do staff celebrate children’s achievements? Parents  Have parents received the pamphlet ‘Helping your child to Learn?’  What strategies have been used to raise parents’ awareness of curriculum for excellence for example through the parents’ starter kit?  Are they encouraged to access websites such as Parentzone www.parentzone.?  In what ways have parents contributed to the PLP (personal learning planning) process?  In what ways have parent’s views been sought as part of the self evaluation process of the centre?  Are parents shown exemplification of the development of the four capacities? Children  How are children involved in a dialogue about their learning?  Are they able to reflect on the evidence of their learning through the personal learning planning process?  What opportunities are provided for children to celebrate their achievements?  How are their views sought and acted upon? Centre / School  How does the centre / school promote inclusion, equality and diversity?  Which cross- cutting themes such as health promotion, Eco schools, enterprise and citizenship does the school / centre embrace?  Do the aims of the centre / school reflect the values, purposes and principles of curriculum for excellence? In what ways does the school / centre engage with the local and wider community  Appendices Starter Kit Reflection Kit Parents’ starter Kit List of QIs from HMIe AifL – Personal Learning Planning Early Years Literacy and numeracy pack Active Learning Doc. Key Documents Child at the Centre 2 HGIOS 3 Journey to Excellence package Building the Curriculum 1, 2, AND 3 Leadership for Learning Success in the City – Curriculum for Excellence special edition Spring 2007 AifL Toolkit for Early Years Cross Cutting Themes Citizenship Enterprise Health Promoting Schools Eco schools Cross cutting priorities Literacy Numeracy Aspects of health and wellbeing Implications of the values, purposes and principles For young people  Higher standards of achievement through a clearer focus on the purposes of learning activities, leading through to broader choices as they progress through school; better progression from one level to the next; assessment which promotes learning and recognises different types of achievement; scope for more enjoyment in learning. For parents  A clear understanding of the learning opportunities their children should have, ways in which they can support their children’s learning; the purposes of these activities; and the recognition which children will receive for their achievements. For teachers, schools, early years centres and colleges  Clarity about what education is seeking to achieve for each child; flexibility to apply professional judgement in planning programmes and activities to respond to the needs of individual children; a curriculum which is not overcrowded because of too much content; more teaching across and beyond traditional subject boundaries; ime and space for innovative and creative teaching and learning. For employers and providers of higher education  Better preparation for further study and work through improved skills, greater confidence and improved attitudes to enterprise, work and lifelong learning. For the education system  A responsibility to ensure that teaching, learning and assessment are directed to achieving the purposes and principles set out here and that qualifications reflect this fully; a responsibility to ensure that initial training and continuing professional development of teachers and educators equip them fully for their task; and a commitment to a continuing programme of refreshment and review of the curriculum For society  Confidence that children and young people are being enabled to reach the highest levels of achievement as successful learners, confident individuals, responsible citizens and effective contributors to society and at work Useful Web sites www.journeytoexcellence.org.uk www.acurriculumforexcellencescotland.gov.uk www.parentzonescotland.gov.uk www.hmie.gov.uk wwwltscotland.org.uk