The new experiences and outcomes

Gill RobinsonAberdeen area eventApril 2009

The new experiences and outcomes: outline of presentation Why is CfE even

more important now?

How can we turn all this into reality?

Where do they fit within the curriculum as a whole?

Experiences and outcomes:when, how, what?

Economy and society:an uncertain future

To enable each child and young person toflourish

Developments in our education systemand findings about itsperformance

Why is CfE even more important now?

See ‘The case for change’ on theCurriculum for Excellence website

‘Scotland’s future economic prosperity requires an education system within which the population as a whole will develop the kind of knowledge, skills and attributes which will equip them personally, socially and economically to thrive in the 21st century.

‘It also demands standards of attainment and achievement which match these needs and strengthen Scotland’s position internationally.’

HM Senior Chief Inspector, Improving Scottish Education 2009

• substantial strengths in Scottish education, including professionalism of workforce and capacity for improvement

• issues to be addressed in order for our high aspirations to be achieved for education and for learners – see Chapter 5, for example.

Why is CfE even more important now? Improving Scottish Education 2009

How were the experiences and outcomes developed?

• unparalleled engagement with teachers and practitioners

• building upon the existing very good practice across all sectors

• taking account of research and international comparisons

• recognising the professionalism of teachers – needed so that they can exercise professional freedom and responsibility as they plan with the broader guidance.

See ‘Process of change’ on theCurriculum for Excellence website

Engagement and trialling was used to shape the experiences and outcomes:

1475 questionnaires1475 questionnaires937 from groups937 from groups

20 Focus groups20 Focus groups Total 2012 submissionsTotal 2012 submissionse.g. Royal Society of Edinburghe.g. Royal Society of Edinburgh

500 trialling centres500 trialling centres241 reports241 reports

University University of Glasgowof Glasgow

analysis and reportsanalysis and reports

Plans drawn up to address issues raisedPlans drawn up to address issues raised

PublicationPublication

Further engagement and consultation, comparisons, Further engagement and consultation, comparisons, refinement; thematic overviewrefinement; thematic overview

What did people say? What happened in response?

• They emphasised the need for time and professional dialogue to deepen and share understanding

• They were positive about how the Es and Os would give scope for– flexibility and creativity – developing the four capacities– teaching in motivating ways – making connections in learning

• They had concerns about– ‘vagueness’ – fit with assessment– Curriculum area-specific points

• Editing/revision (varied amounts)

• Explanation (selective – as appendices to Es and Os)

• Exemplification (selective – to be developed over time)– Illustration of expectations where

necessary

– Movies of E/Os in action

– Pupil work

– Case studies

– Links to resources

i.e. providing ‘scaffolding’, not detail

Experiences and outcomes: what do we need to know?

See ‘Getting started’ on theCurriculum for Excellence website

• They describe all of the curriculum from age 3 to 15 and in particular a ‘broad general education’

• They replace but build on previous guidance (3 to 5 and 5 to 14)

• Taken together, they embody the four capacities• ‘Experience’ and ‘outcome’

Experiences and outcomes: example

See ‘Process of change’ on theCurriculum for Excellence website

Principles and practicesections

Experiences and outcomes: example

See ‘Process of change’ on theCurriculum for Excellence website

Where do the experiences and outcomes fit within the curriculum as a whole?

Building the Curriculum 3:A framework for learning and teaching

The purpose of the curriculum

Building the curriculum

The curriculum:

all that we plan for children and youngpeople’s learning

Principles of curriculum design

Experiences and outcomes

Expectations for learning and development

from early to fourth levels

EntitlementsFor all children and

young people

Values

Wisdom, justice,Compassion, integrity

Learning and teaching

Engaging, active, challenging

Personal support

Including preparing for andsupport through changes and

choices

Arrangements for

AssessmentQualifications

Self-evaluation and accountability,Professional development

Support purposes of learning

Building up The curriculum

• A coherent curriculum from 3 to 18• A broad general education from age 3 to the end of S3 or

equivalent – see later• A senior phase: opportunities for qualifications and other

planned opportunities to develop the four capacities• Opportunities to develop skills for learning, skills for life

and skills for work• Opportunities to achieve to the highest levels through

personal support and challenge• Opportunities and support to move into positive and

sustained destinations beyond school

Entitlements:

A broad general education 3 to 15

• Every child and young person in Scotland is entitled to experience a broad general education.

• This broad general education takes place from the early years to the end of S3.

• It is represented by learning across all** of the experiences and outcomes to the third curriculum level together with those selected for study at the fourth, as far as is consistent with each child or young person’s needs.

• ‘Not expected that qualifications will feature at this stage’

• Providing a strong platform for later learning and qualifications

Bringing Curriculum for Excellence to life throughout Scotland:

‘testing the framework’

‘Testing the framework’ - Ideas from schools

True or false?1. CfE = interdisciplinary or thematic learning2. Active learning = energetic learning3. Broad general education = common course4. Es and Os to third level = a menu to choose

from5. Number of qualifications in S4 = 5Please help to counter these misconceptions!

How will we turn this into reality?

What? When? Local implementation plans - framework with tasks, roles and timescales

How? Not research, development, dissemination as in previous developments

But creating togetherthrough learning and thinking together

Photocredit: EwanMcintosh

The process of change – 8 themes emerging

1. Securing a strong ethos and values is often the starting point

2. Giving very high priority to achieving a consistently high quality of learning and teaching across the school

3. Importance of staff learning together, for example seeing each other teach, reflecting together on the experiences and outcomes

4. Importance of knowing about the progress of every child across a wider range than before – roles of all staff in this endeavour

5. Using literacy, numeracy and health and wellbeing as starting points

6. Coherence and progression need more joint thinking and partnership than have been the case before. This requires strategic support at senior levels

7. Need to work across a range of developments in a well-sequenced, planned way

8. Leadership essential, in all its facets – using resources to the full, coaching, setting high expectations