cfe briefing 1
TRANSCRIPT
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CEbrie gBroad general education in the secondary school
Scottish ecatio has log ee ase o
a strog commitmet to maitaiig reath
i the rage o areas coere i the school
crriclm, whilst also ilig soli oatios
or later secialisatio. The etitlemet to a
roa geeral ecatio, which is a cetral
esig eatre o Crriclm or Excellece,
reresets a reeitio o this cetral traitio
o Scottish ecatio, aate to the ees o
learers i the 21st cetry.
I Crriclm or Excellece, the roa geeral
ecatio hase is the rst o two closely
coecte hases o ecatio. It stretches
rom age three to the e o S3, ater which
learers moe o ito the seior hase rom S4
to S6. It is esige to roie the reath a
the eth o ecatio which all yog eole
will ee i orer to thrie ow a ito the
tre. Its roses sa all the key asects o
a yog ersos learig a eelomet, as
exresse i the attrites a caailities o
the or caacities o Crriclm or Excellece.
This brieg raises some key isses which
secoary schools shol e cosierig as
they la to eelo their roisio or the roa
geeral ecatio at the S1 to S3 stages.
A guide for practitioners
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Aril 2012
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curriculum for excellence
1The excetios to this statemet are where secic sets o exerieces a otcomes are secialise:
Gihlig, Gaelic (learers) a classical lagages a religios ecatio i Roma Catholic schools
1. What are the national
expectations or the broad
general education phase?
The fexile atre o the roa geeral
ecatio hase gies teachers
tremeos scoe to aly their
roessioal skills, kowlege a
creatiity to elier arie, rich a
rewarig ecatioal exerieces or
their chilre.
The core atioal exectatios or
roa geeral ecatio are escrie
throgh the exerieces a otcomes
(the Es a Os). Exerieces are
escrie as well as otcomes, to
emhasise the oit that well-lae
exerieces are imortat a alale
i their ow right, as well as more
easily measrale learig otcomes.
Schools are execte to esre thatall chilre hae oortities to
exeriece all the Es a Os, across all
crriclm areas, to a iclig
the thir crriclm leel. These shol
e exeriece y all ils, as ar as
this is cosistet with their learig
ees a rior achieemets. Most
learers will also rogress ito the
orth crriclm leel i may asects
o their learig eore the e o S3.
I may areas, exectatios are higher
tha eore, refectig ew challeges
which or yog eole will ace, a
atioal amitios to raise attaimet
a achieemet.
2. How does personalisation and
choice eature in the broad
general education at S1 to S3?
The commo atioal exectatios
ee y the Es a Os o ot mea
that all yog eole i S1, S2 or S3
will ollow commo rogrammes o
learig throghot this hase. O the
cotrary, eectie learig ees
o ersoalisatio a o ehaciglearers motiatio y giig them
oortities to ifece what they
lear.
Learers ca hae oortities or
ersoalisatio a choice across
may asects o their learig
throghot S1 to S3. These ca icle
choices throgh learig, teachig a
assessmet aroaches; toics or
cotexts; themes or iterisciliarylearig; the oortities learers hae
to cotrite to the lie o the school
as a commity; a the actiities they
ertake or ersoal achieemet.
The actiities which a yog erso
chooses shol il o their rior
learig a roie rogressio
throgh reath, challege a
alicatio.
A key ricile or crriclm esig
at the S1 to S3 stages is to esre
that all ils o receie their atioal
etitlemet to exeriece the ll rage
o Es a Os at thir leel y the e
o S3, a that as may as ossile go
eyo to achiee sccess i relatio
to the orth leel Es a Os.
Iiials will rogress towars the
orth crriclm leel Es a Os atieret rates. S1 to S3 crriclm
rameworks ee to e esige to
eale them to make this trasitio at
the aroriate time. May schools are
laig their crricla so that yog
eole will work across the thir a
orth leels withi crriclm areas
throghot S2 a S3, a rogress
to the orth leel as a whe they
are reay, with a egree o choice a
secialisatio i S3. Greater scoe orchoice will atrally emerge as ils
rogress sccesslly throgh the ll
rage o the thir leel Es a Os, i
the latter stages o the roa geeral
ecatio hase. It wol e likely,
o the other ha, that yog eole
will hae gaie sciet eth o
learig a aility to aly this learig
coetly i ieret cotexts at the
thir leel across the etire crriclm
at earlier stages, or examle at the eo S1.
BGE is designed to provide the breadth and
the depth o education which all young people
will need.
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3. How might specialisation appear
at the ourth curriculum level?
Oce yog eole hae achiee the
otcomes o the thir crriclm leel
i a crriclm area they may the e
gie otios to exte their learig
a secialise throgh, or examle:
ocsig i o secic sjects
withi the crriclm area,while still retaiig reath o
learig; this ca take lace
throgh rogrammes which r
or all or art o the school year;
majorig i oe sject or
some arts o the crriclm
(or examle history withi
social sties) - while cotiig
with some more limite sties
i the other sjects i the same
crriclm area, so keeigotios oe or the choice o
qalicatios at the seior hase;
selectio o articlar asects
o sjects to eale sty i
greater eth;
well-lae iterisciliary
learig which comies Es a
Os rom ieret sjects a
crriclm areas a alies
them i motiatig a releat
cotexts; electies or master classes.
Yog eole who hae exeriece
learig at the thir crriclm
leel t hae achiee oly some
o the otcomes shol also e
gie sciet oortities or
ersoalisatio a choice. These
ee to e lae to eale them
to rse articlar iterests rther
whilst still cotiig to esre thatrther rogress is mae i the areas
SuCCESSuL LEARnERS > COnIdEnT IndIvIduALS > RESpOnSIbLE CITIzEnS > EECTIvE COnTRIbuTORS
where thir leel Es a Os hae still to
e achiee, therey esrig that the
ll roa geeral ecatio etitlemet
is exeriece.
Choices a ersoalisatio are a
imortat art o maitaiig yog
eoles motiatio, roiig challege
a rearig them or rogressio
ito the seior hase a qalicatios.
Care ees to e take, howeer, ithe esig o the S1-S3 crriclm
to aoi closig o otios or the
choice o qalicatios a sseqet
athways aailale to yog eole
as they eter the seior hase i S4.
This icles crriclm moels which
reqire all yog eole i a cohort to
arrow ow to a set o secic sject
choices at the e o S2 (or ee
earlier). It also icles moels which
lack strog esig eatres to maitaicotiig reath a to esre that
otios are ket oe or a ariety
o atioal qalicatio athways as
ils eter S4. Moels sch as these
wol ey yog eole the imortat
eets o a roa geeral ecatio
to the e o S3, a key eatre o
Crriclm or Excellece.
4. What is the outcome oassessment and profling through
the broad general education?
The cmlatie otcomes o all the
learig ils hae ertake
throghot the roa geeral ecatio
hase will e recogise i the S3
role. The rocess or eeloig this
key ocmet will icle refectio,
y yog eole joitly with their
teachers, o what they hae leare,exeriece a achiee.
The attrites a caailities o the
or caacities roie a sel ocs
or this ialoge a or esrig
recogitio o all releat achieemets
to this oit. This refectio a
ialoge will also sort learers i
makig their trasitio to the seior
hase, iclig makig choices aot
the qalicatio athways that will est
match their ees, asiratios a rior
achieemet.
5. How is progression rom broad
general education into the
senior phase supported?
The ew natioal Qalicatios hae
ee esige to il irectly rom
the Es a Os i the roa geeral
ecatio hase. becase that is the
case, the otioal 160 hors o learigor natioal Qalicatios sas the
roa geeral ecatio a the
seior hase, otetially icororatig
time set o rogrammes elierig
releat Es a Os i S3 as well as
time set o nQ corses i S4. There
shol e a cotim o learig that
will e aliate a certicate at the
right oit i time. or some this may
icle secic rearatio or Skills
or Work qalicatios. or some it willmea takig a natioal 4 or natioal
5 at the e o S4; i other cases,
learers might choose to yass
a take a higher qalicatio at a
later oit i time. These are ecisios
or schools a learers to take,
eeig o how well a learer is
achieig i a sject.
In many areas, expectations are higher than beore,
refecting new challenges which our young people
will ace.
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The cotim o learig withi CE,
i which the Es a Os a natioal
Qalicatios lik seamlessly with each
other, allows a more fexile aroach
i which rogrammes o learig ca
e tailore to the ees o the iiial
learer i terms o aroriate reath,
eth a ace o learig. This allows
yog eole to aim or the most
aroriate leels o qalicatios. or
some learers i S4, this may iclelearig towars natioal 1, 2 a 3
qalicatios; or others natioal 4 or
5, or natioal 5 a Higher. This more
fexile aroach allows the crriclm
to e esige to roie a rage o
fexile rogressio rotes throgh the
seior hase.
Whilst there will always still e scoe
to arrage early resetatio (i.e. i S3
or earlier) or articlar iiials iexcetioal circmstaces, the lae
early resetatio o whole cohorts
or class gros o yog eole or
qalicatios i S3 wol costrai a
ermie the fexiility a eets
which the roa geeral ecatio is
itee to roie a is ot thereore
comatile with the riciles o the
roa geeral ecatio.
6. How can the quality o broad
general education be evaluated?
At a time o major crriclm chage
it is esecially imortat to moitor
closely eery yog ersos rogress
a the qality o their crriclar
exeriece. Imortat qestios to ask
whe laig or reiewig the roa
geeral ecatio hase i yor school
icle:
does the crriclm refect high
asiratios, coece a
amitio or its yog eole?
Are learig exerieces i S1 to S3
motiatig a challegig a o
they esre that each yog erso
exerieces sccess?
Are yog eole well sorte
y teachers a arets to make
choices a ecisios aot theirlearig, iorme y eiece o
their rior learig, rogress, a
asiratios?
Is the crriclm esige to take
accot o each yog ersos
ees, stage o eelomet,
iterests a rior attaimet?
Is there smooth rogressio at
oits o trasitio with o loss o
mometm?
Ca learers rogress i ieretways a at ieret rates?
do teachers la or learig across
the or cotexts o the crriclm,
ot oly throgh sjects a
crriclm areas?
do learers exeriece coherece
a rogressio across all asects
o their learig, irresectie o
where it takes lace?
Is there is a clear ratioale or
the atter a timig o sjectchoice with a articlar
emhasis o ealig eery yog
erso to exeriece their ll
etitlemet to the roa geeral
ecatio y the e o S3?
Are choices mae rig the
roa geeral ecatio hase
lae i a way that aois
lockig i yog eole to
ery secic athways too early,
t rather seeks to resere otiosa oortities or rogressio
ito qalicatio rotes i the
seior hase.
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Choices and personalisation are an important part
o maintaining young peoples motivation, providing
challenge and preparing them or progression into
the senior phase and qualifi cations.
T +44 (0)141 282 5000 E [email protected] W www.educationscotland.gov.uk
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The CfE Briefing is a new series designed to provide practitioners with information and advice
to support their implementation of CfE.
Further reading on Building the Curriculum can be viewed at:
www.ecatioscotla.go.k/btC3
www.ecatioscotla.go.k/deeloigyorsecoarycrriclm
www.ecatioscotla.go.k/crriclmlaig