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Curriculum for Excellence and CLD Keeping it real and making it better
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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
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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
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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
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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
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Improvement will not be enough
Effective
Ineffective
Traditional
Forward Looking
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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
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What does CfE offer you?
Learning for capacity
Learner at the centre
Supporting journeys
Providing a framework
Consistency and progression
A basis for ambition
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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
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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?
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Identify the content
Focus on the headlines
Think in terms of differentiation
Match tasks and assessments to that
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Establish standards
Use that to build progression and continuity
Recognise the familiar
Record appropriately
Use the learner’s log
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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.
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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
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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.
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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.
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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
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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”
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The dancers were butterflies. From a hundred paces Salome could see the dirt under their fingernails, but not their wings
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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?