copenhagen final
DESCRIPTION
Presentation by Lawrence Alexander at the annual NEIS conference in Roskilde March 2011TRANSCRIPT
Hej og velkommen fra Skotland
Aims of today
•Introduction to Scotland and the Scottish Borders
•Background to ‘Determined to Succeed’
•Background and introduction to ‘Curriculum for Excellence’
•Planning , evaluation and quality assurance
•Short workshop session on reflective questions
• Unique language, culture and history
• Migration• Demographics• Social exclusion• Narrow economy• Need for change• Innovative / creative
SCOTLAND / DENMARK?
2004 – Initial report
2004 – 06 Early implementation
2006 – 2011 – Second phase implementation and review
Determined to Succeed is.....
• A strategy to develop the enterprise and employability skills of our young people, better preparing them for work....and life.
• A key element of Curriculum for Excellence
Determined to SucceedWhy is it important?
• Sustainable economic growth – top priority
• To increase business start ups
• We need a strong skilled workforce
• To encourage a generation of confident and ambitious Scots.
Enterprise Education
Entrepreneurial
Work-based learning
Career education
4 Strands
Employer Engagement
Enterprising education
• Real life contexts (Relevance)
• Responsibility
• Risk taking
• Relationships
• http://www.ltscotland.org.uk/video/c/video_tcm4497835.asp?id=439335789640270670
Work based learning
• Work Experience
• Local economic links / LMI
• ‘Skills for Work’
Partnership with employers
• Entitlement for all• Context for the whole curriculum – not add on• Reflect economic/societal priorities and
opportunities• Shop window• New qualifications
• http://www.ltscotland.org.uk/resources/e/eebl.asp?strReferringChannel=learningteachingandassessment&strReferringPageID=tcm:4-628695-64
Careers Educationto enable all young people to:
• be better informed, prepared and ready for work in a changing and dynamic labour market
• have the self-confidence and motivation to constantly develop their skills and take part in lifelong learning
• make well informed, effective career choices throughout life, beginning with the first step into the world of work
• be equipped with employability skills that meet the needs of employers in order to succeed and progress in the workplace.
Entrepreneurial Education
•http://www.ltscotland.org.uk/video/b/video_tcm4487014.asp?strReferringChannel=virtualworkexperience&strReferringPageID=tcm:4-625398-64
• Learning by doing • Setting up and running a company • Giving young people the chance to experience real
business and work-related learning through entrepreneurial enterprise activities.
• Develop a range of skills through 'hands-on' activities. Teamwork, participation, communication, presentation.
• Developing resilience and coping with failure.
A Curriculum for Excellence
I will now give some information on:
•Background to Curriculum for Excellence and the case for change
•Principles of curriculum design
•Curriculum content
•Partnership Involvement
•Summary of big messages
Improving Scottish Education for all children
The purpose of Curriculum for Excellence is to ensure that all the children and young people of Scotland develop the attributes, knowledge and skills they will need if they are to flourish in life, learning and wok, now and in the future. These are summed up in the detailed wording of the four capacities
Four Capacities for all learners. What will this mean?
The Case for Change
‘It is clear that the future will require a population with the confidence and skills to meet the challenges posed by fast and far-reaching change.’
HM Senior Chief Inspector Graham Donaldson- Improving Scottish Education 2008
The case for change
Pupils experience a broad, general curriculum
Pupils experiences strike a better balance between equipping them to pass exams and the skills needed for life and work
To have the benefits of an assessment system that supports the curriculum rather than leading it and ensures smooth transition.
The case for change- creativity
To provide teachers with the opportunity to be creative and imaginative in their teaching and so best serve young people in their communities.
“providing space for imaginative teaching that can capitalise on approaches which makelearning relevant, lively and motivating” Building the Curriculum 3
The Case for Change
The achievement gap- this opens up at about P5 stage and widens through the junior secondary years.
Children from poorer socio-economic backgrounds are more likely to underachieve.
Too many of our children leave school with little or no qualifications.
OECD Background Report- OECD Review of the quality and equity of education outcomes in Scotland 2007
Principles of Curriculum Design (All pupils are entitled to)
Challenge & Enjoyment Breadth
Progression Depth
Personalisation & Choice
Coherence
Relevance
The curriculum as a whole – BTC3 page 13
• Values• 4 contexts• Learning and teaching• Entitlements• Personal support
It is extremely important that all providers consider all of these
elements
Curriculum areas and subjects
Religious and moral educationSciencesSocial SubjectsTechnologies
Expressive arts Health & well being*Languages*Mathematics*
* Elements of this area are the responsibility of all educators.
Progression
Level Stage
Early The pre-school years and P1 or later for some
First To the end of P4, but earlier for some
Second To the end of P7, but earlier for some
Third & Fourth S1 to S3, but earlier for some.Fourth level equates broadly to SCQF level 4
Senior phase S4-S6 and college or other means of study
Experiences & Outcomes
Guidance on how and what children and young people learn from the early years to the end of S3 is presented through experiences and outcomes. An educational framework that everyone can share and understand.
• Children & young people• Parents & carers• Teachers & educators• All partners
Experiences & Outcomes
Number, money and measure
Early First Second Third Fourth
Estimation and rounding
I am developing a sense of size and amount by observing, exploring, using and communicating with others about things in the world around me.MNU 0-01a
I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate.MNU 1-01a
I can use my knowledge of rounding to routinely estimate the answer to a problem, then after calculating, decide if my answer is reasonable, sharing my solution with others.MNU 2-01a
I can round a number using an
appropriate degree of accuracy, having taken into account the context of the
problem.MNU 3-01a
Having investigated the practical impact of
inaccuracy and error, I can use my knowledge of
tolerance when choosing the required degree of
accuracy to make real-life calculations.
MNU 4-01a
Number and number processesincluding addition, subtraction, multiplication, division and negative numbers
I have explored numbers, understanding that they represent quantities and I can use them to count, create sequences and describe order.MNU 0-02a
I have investigated how whole numbers are constructed, can understand the importance of zero within the system and can use my knowledge to explain the link between a digit, its place and its value.MNU 1-02a
I have extended the range of whole numbers I can work with and having explored how decimal fractions are constructed, can explain the link between a digit, its place and its value. MNU 2-02a
I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions
MNU 3-03a
Having recognised similarities between new problems and problems I have solved before, I can carry out the necessary calculations to solve problems set in unfamiliar contexts
MNU 4-03a
Achievement for allRecognising and celebrating the achievements of all children and young people
Everyone has a part to play…
A curriculum that goes beyond the school classroom and the school gates
A curriculum beyond the bell times
A curriculum that breaks down barriers and boundaries
A Curriculum for Excellence- A Curriculum for Everyone
Local Authority
Further education
Community education
Business
Health
Voluntary groups
Parents
Teachers
Social work
And Many Others!!!
A Curriculum for Everyone
A Curriculum for Excellence
The big messages
•CfE is not completely new
•It is an evolution not a revolution – a long term vision for change
•Fundamentally supported by all bodies
•Introduced carefully with close monitoring and scrutiny
•Less prescriptive for teachers but not vague – clear guidance
•All young people 3-18
•Involves everybody who works with young people in any capacity
•Potential for Scotland to be a world leader
Finding out more
Website Address
LTScotland http://www.ltscotland.org.uk/
Parents as partners http://www.ltscotland.org.uk/parentsaspartnersinlearning/index.asp
Parentzone http://www.ltscotland.org.uk/parentzone/index.asp
Lawrence Alexander Curriculum for Excellence Manager SBC
SQA http://www.sqa.org.uk/sqa/1.html
Determined to Succeed http://www.ltscotland.org.uk/learningteachingandassessment/learningacrossthecurriculum/themesacrosslearning/enterprise/index.asp
Scottish Government (Qualifications)
http://www.scotland.gov.uk/Topics/Education/Schools/curriculum/qualifications
Planning And evaluation
HMIe enterprising approach to self evaluation toolkit
Lets take a wee look!
Tak for din invitation og jeg håber, at Skotland og Danmark
vil opretholde dette stærke partnerskab
Lawrence AlexanderMarch 2011