Date

Venue

Dr Joyce HendersonTeam Leader for Science, Social Studies and the

Technologies

Trevor Gray & Patrick CarsonDevelopment officers

Programme of the Day

• The philosophy of Curriculum for Excellence

• An introduction to the social studies and technologies

experiences and outcomes

• Making connections across the experiences and

outcomes

The Curriculum

Review Group

Nov 2004

March 2006

Nov 2006

March 2007

Sept 2007 – June 2008

April 2006

Progress & Proposals

Starter and Reflective Tool Kits

Building the

Curriculum1

Building the

Curriculum2

Draft Learning Experiences

and Outcomes

Currently available – making the best use of guidance ?

Values• Wisdom• Justice• Compassion• Integrity

Purposes• Successful learners• Confident individuals• Responsible citizens• Effective contributors

Principles• Challenge and enjoyment

• Breadth

• Progression

• Depth

• Personalisation and choice

• Coherence

• Relevance

So what’s different?

• Single framework 3 – 18

• Promote learning across a wide range of contexts and well planned experiences

• More than curriculum areas and subjects, also– Ethos and life of the school– Interdisciplinary projects and studies– Opportunities for personal achievement

• Equip young people with high level of literacy and numeracy skills

How learning is organised

Curriculum Areas:– Expressive arts– Health and well being– Languages – Mathematics– Religious and moral education– Science– Social studies– Technologies

Proposed achievement framework

Level Experience and outcomes for most children or young people

early in pre-school and in primary 1

first by end of P4, but earlier for some

second by end of P7, but earlier for some

third in S1 – S3, but earlier for some

fourth fourth level broadly equates to SCQF 4

senior in S4 – S6, but earlier for some

Why engagement is important

“ “ LTS will use the results of this research to identify LTS will use the results of this research to identify aspects of the draft materials which need to be aspects of the draft materials which need to be changed or augmented, ensuring that the changed or augmented, ensuring that the contribution of the trialling work is fully considered contribution of the trialling work is fully considered as part of transformational change.”as part of transformational change.”

Curriculum for Excellence Outcomes and Curriculum for Excellence Outcomes and Experiences Engagement StrategyExperiences Engagement Strategy

Types of Engagement

1. Online and paper questionnaires

2. Trialling

3. Focus Groups

4. Events following publication

Quality Assurance process

Writing Team

Internal Programme Board

Quality Assurance

Validation Group

Management Board for sign off

Publication

The task is to produce a curriculum framework of experiences and outcomes that will describe the expected learning experience of each child and young person from Early to Fourth Level.

Curriculum DesignCommissioning Statement

(Summer 2006)(use slide 6 from core script)

Social studiesThe lines of development are:

People, past events and societies

People, place and environment

People in society, economy and business

People, past events and societies

Essences:

• Heritage• Scotland• Lifestyles• Individuals and events• Conflict• Chronology

People, place and environmentEssences:• Landscapes• Natural disasters and extreme events• Care of the environment• Land use• Journeys• Local community• Weather and climate• Human/physical interaction• Maps and mapping

People in society, economy and business

Essences:

• Needs and wants• Rules, rights and responsibility• Participation and decision making• Comparative lifestyles• Business and enterprise

Unpacking an outcome

Functional areas of business

Different organisational structures

Why businesses fail

Private sector organisations

Chain of commandTall and flat –

adv’s

Impact of size on structure

Reasons for restructuring

Finance

Operations

Human resources

Marketing

Sole trader

Partnerships

PLC’s

By exploring a business environment and how it is organised, I can gain an

understanding of the role of departments and personnel,

evaluating how they contribute to the success or

failure of the business. (Fourth level)

Role of competitors

Factors affecting levels of profit/loss

Cash flow problems

The importance of collaboration• Learning is best accomplished

when information is presented in meaningful, connected patterns since this is how children encounter subjects in the real world – combined in one activity.

• The greatest enemy of learning is coverage. As long as you are determined to cover everything you guarantee most children will understand nothing. (Howard Gardiner)

“Practitioners are the key to successful implementation of

Curriculum for Excellence.

The quality of learning and teaching in every setting – and the

inspiration, challenge and enjoyment which can come from

practitioners’ enthusiasm and commitment – will be critical to

achieving our aspirations for all young people.” Building The

Curriculum 1 (Page 1)

Approaches to Learning and Teaching

• provide active learning opportunities• allow for choice• encourage independence• give children and young people ownership• encourage children and young people to explain their

thinking• help children and young people to make connections and

transfer their learning to new situations

Approaches to Learning and Teaching

• provide meaningful, relevant contexts, including the world of work

• embed principles of Assessment is for Learning• literacy, numeracy and aspects of HWB being the

responsibility of all• use of resources within and beyond the school• collegiate leadership

Implications for my professional practice

• Review current practice to:

- identify what already is in place to deliver good practice

- identify aspects to develop further

• Discuss and plan for the implementation of learning experiences

and outcomes

• Trial learning experiences and outcomes in the classroom

• Pilot innovative learning and teaching approaches

Contact details

Dr Joyce Henderson

jo.henderson@LTScotland.org.ukTel: 0141 282 5109

Patrick Carson

p.carson@LTScotland.org.ukTel: 0141 282 5075

Trevor Gray

t.gray@LTScotland.org.ukTel: 0141 282 5031

Workshop Activity

Feedback on the experiences and outcomes

Workshop Activity 2

Making connections within Social Studies

Scottish Identity

People, past events & societies

People, places & environment

People in society, economy & business

By exploring places, investigating artefacts and discussingthe past, I can interpret historical evidence to help build a picture of Scotland’s heritage.SOC 201AI can investigate a Scottish historical theme to discover howpast events or the actions of individuals or groups haveshaped Scottish society.SOC 202BI can describe the contribution individuals from the pastmade during their lives, locating them in time, and explainthe influence of their actions then and since.SOC 204E

Having explored my local area, I can use my discoveriesto prepare a guide showing different places live, work andrelax and interesting places to visit.SOC 211G

By exploring the diversity of cultures, values and customs in Scotland, I begin to understand the nature of our multicultural society and can discuss the issues around this. SOC 218NBy comparing the lifestyle and culture of citizens in another country with those of Scotland, I can discuss the similarities and differences.SOC 220Q