Curriculum for Excellence
Presented on Friday 25 February 2011
Experiences and Outcomes
Evelyn Green, Fiona Smith, Hazel Stewart
Experiences and Outcomes
Who are we?
- Ayrshire Peripatetic Hearing Impairment Service
- Working across the three Ayrshire authorities
- Providing support to deaf children and their families
- Age range of children 0-18 years
Our perspective
- As a team, we have a unique overview of current practice and interpretation of C for E.
- We have found that there is wide variety in the implementation of C for E across educational establishments.
- As a result, this requires a great deal of flexibility, and a need to adapt to the ongoing challenges of current change.
Definition
- The title "experiences and outcomes" recognises the importance of the quality and nature of the learning experience in developing attributes and capabilities and in achieving active engagement, motivation and depth of learning.
(Curriculum For Excellence - Introduction) - "Experiences set expectations for the kinds of activities which will promote learning and development"
- "Outcomes set out what the child or young person will be able to explain, apply or demonstrate"
(BtC 3)
Personal Learning Plan
Story so far...
- Staff are becoming familiar with the C for E documentation.
- "the school retains the responsibility for planning, with its partners, the most educational provision for that child"
- "Partner organisations will need to share an understanding of the experiences and outcomes to which they are contributing" (BtC3)
- The language and principles of C for E have been incorporated into our planning, assessment and reporting. This continues to be evaluated.
Personalisation and ownership of learning
- "young people are at the centre of planning as active participants in their learning and development"
- "all children and young people should have frequent and regular opportunities to discuss their learning with an adult who knows them well and can act as a mentor"
- includes "the ethos and life of the school and inter-disciplinary studies as well as learning within curriculum areas and subjects…they apply beyond timetabled classes and into, for example, enterprise and health activities and special events"
(BtC3)
Challenges
HI Interpretation
- Without meaningful experiences there are no real learning outcomes
- Our role is to help pupils access experiences
| Challenges | Possible Solutions |
| peer discussion (noise) | in-service for teacher/pupils |
| active learning | plan for noisy activities |
| emphasis on play | extraction to quiet area |
| ineffective acoustic environment | appropriate use of FM systems |
| open area noise/computer suites | Switch off smartboard and computers when not in use |
'Peri challenges'
- Arrive to support in class and pupils have disappeared to participate in 'rich task'!
- Difficult for advance planning in detail
- Visiting presenters with no knowledge of deafness
- Cross-curricular challenges may involve children with unfamiliar lip patterns
Possible solutions
- Plan, plan, plan in advance!
- Deaf awareness training for presenters and prepare pupil on subject matter
- Whole school deaf awareness training
Outdoor activities
- Ensure equipment is working
- Position deaf pupil and their group carefully
- Where possible remove pupil from extraneous noise
Critical Skills Approach
- Role of recorder difficult - cannot write notes and lip-read at same time
- Difficult to pick out key facts in noisy discussion
- Role of reporter for some pupils difficult - lack of confidence in clarity of speech
- Challenging language of self- and peer-assessment
Benefits
Health and Wellbeing
- Healthy Minds initiative is positive for deaf and hearing learners.
- Social activities bring individual deaf pupils together.
Effective contributors
Confident individuals
Responsible citizens
Successful learners