Curriculum for Excellence and CLD Keeping it real and making it better

What changes are we responding to?

The changing world - technology, globalism, economy, uncertainty

The changing context - policy, frameworks, expectations and priorities

Changing relationships

Inhabiting ambiguity

Eric Hoffer

In times of change, the learners shall inherit the earth while the learned will remain beautifully equipped for a world that no longer exists

David Cameron

And the learners who can identify opportunity and manage risk, who can innovate and create, will shape that inheritance and define the future

Adding value is not enough for some of our young people, we need to challenge their destinies. We are not editing life stories, we are creating new narratives

Improvement will not be enough

Effective

Ineffective

Traditional

Forward Looking

Consonance

Organisations which recognise consonance are more able to see opportunities for focusing their development work on the achievement of students and the teaching and learning process through externally generated change

What does CfE offer you?

Learning for capacity

Learner at the centre

Supporting journeys

Providing a framework

Consistency and progression

A basis for ambition

Issues with the Experiences and Outcomes

Dealing with all/most of them

Not able to phase

Dense and difficult for some of us to absorb

Progression not always clear

Anomalies

But the “backbone” of CfE

Work already done on them

Make use of the outcomes

First, be clear about purpose

– are they a reference point for planning?

- are they a basis for discussion to establish consistency with partners?

- are they likely to be criteria for assessment?

- are they a framework for progression?

Identify the content

Focus on the headlines

Think in terms of differentiation

Match tasks and assessments to that

Establish standards

Use that to build progression and continuity

Recognise the familiar

Record appropriately

Use the learner’s log

What are the pathways?

1 Knowledge and information

Involves recognising or recalling information. When encountering a new piece of information, recalling existing knowledge and seeing how they fit together is often a vital step towards understanding. 

2 Understanding

Understanding goes well beyond recall. It involves absorbing ideas and information in a way that makes them meaningful, memorable and usable. 

3 Application

In many ways this is an extension of understanding where learners put what they understand into practice

4 Analysis

Analysis builds on understanding. Sound procedures are used to examine knowledge critically. The outcome is new ideas  

5 Synthesis

The ability to put information and ideas together and reconcile contradictions

6 Evaluation

Evaluation goes beyond analysis by subjecting whole processes and systems to objective examination. This often entails applying values and beliefs as well as cognitive skills. 

7 Systems thinking

Breadth of vision is combined with deep knowledge and understanding in order to appreciate the workings of complex real world systems and anticipate the impact on the whole of alterations in the parts.

8 Creation

Creation is the stage beyond evaluation. The outcomes of evaluation are used to create new processes and systems.

Key Messages

Don’t compromise your fundamental nature

Remember you were there first(arguably)

But see the opportunity

Play a part

Be disciplined

Be coherent

STAY FOCUSSED ON THE LEARNER AND THE COMMUNITY

The LacunaTheir white dresses swirled like froth, with skirts so wide they could take the hems in their fingertips and raise them up to make sudden wings, like butterflies, fluttering as they turned…..

“Indian girls,” she spat……”A corn eater will never be more than she is”

The dancers were butterflies. From a hundred paces Salome could see the dirt under their fingernails, but not their wings

There’s a discussion coming Do you accept the analysis?

What is working well in your area?

Share any examples of practice which you are proud of?

What are the barriers, if any, to achieving all you want to achieve?

What are you going to do now?

What further support is needed?