Curriculum for Excellence and Sensory Impaired Young People

Presented on Tuesday 10 March 2010

Course evaluation summary

Number of Participants: 94

Number of Respondents: 85

Overall Assessment:

How would you rate the following: Excellent = 1; Poor = 5

Enhancement to your knowledge and understanding of Curriculum for Excellence

2.76

How will you use what you have learned today?

More of the Curriculum for Excellence (CfE) structure. Where to look for further information. Clarity of what GLOW is.
Useful background information but not the most appropriate content for my job (pre-school home visiting teacher for children with additional support needs).
Revisit Building the Curriculum 4 (BtC4) - transition planning/find out about GLOW login.
Revisit website. Reflect on capturing good practice. Re-consider invitation to join QD team. Remind staff of 'where we are'.
Useful clarification to help me support development in the schools I visit.
Refer to Building the Curriculum (BtC) documents in relation to practice. Look at the Early Years DVD at a later date.
This was a valuable background to the structures within which the people whose experiences I am researching operate.
To be honest, not much really! Sorry  It was informative but not really specific enough. Kind of knew it already.
To help me best support schools/nurseries in planning for the needs of children with ASN.
Incorporate information in courses and advice.
In promoting CfE both nationally and internationally.
Take forward interest; write to suggest short descriptions for each. Check out 16+/lifelong learning more. Sign up.
Develop materials and CPD with CfE team. Collaborate with colleagues in LTS re CPD.  Contact NAR team to ensure that ICT and AAC are covered in design of assessment resources.
It will encourage me to log on to GLOW to find out more about it. I will look into the websites that have been given today re information on CfE.
Books for All sounds interesting. Don't know what questions to ask!
I will look at the GLOW website and some of the information we have been told about today.
Reflect on presentation, discuss with colleagues, inform my practice and understanding.
Part of ongoing development started in 2008-09. Reinforced learning and helps to verify implementation strategy.
Continue to use CfE. Good to know what is happening next ie CfE 4 and 5 although a lot of our children will never get to this level.
To help provide appropriate and useful learning outcomes for ASN pupils.
Greater understanding of the impact and where my role fits in.
Investigating GLOW and all its possibilities once I have access to this. BtC4: looking at this with regard to vulnerable learners/transition/out of school/’Bridging the Gap’.
Will be joining GLOW group and hope to be linked in with other authorities. Also to follow up on Personal Support Entitlement.
I will go out and actively look for more information.
Clearer idea of structure of CfE. Keep a closer eye on GLOW websites for information.
I will further investigate ASN groups within GLOW, Books for All resource and CfE, BtC4 and 5.
Will look at some of the Transition items.
Refer to websites mentioned, GLOW and LT Scotland.
Visit sites and access and review material.
Own research on website given.
Discuss and share with VI Team, then start to discuss with schools to inform further/future adaption needs and support. 
Use for CPD for staff team.
As a starting point.
As part of a working group creating a literacy Action Plan for CfE - feel I can take clearer information back to colleagues.
As basis for ongoing CPD within peripatetic service; also linking in with CPD going on in various establishments visited - re familiarisation with documentation - implementation of CfE in establishments.
Definitely access GLOW site with reference to CfE and LTS " CfE.
I will certainly use the websites mentioned today - I had not realised that there is so much useful information available. In particular the SAVIE website.
I will access the CfE website and I will use the SAVIE site on GLOW.
Find out how to log into GLOW and encourage my colleagues to do likewise.
I thought the info on GLOW and Books for All was particularly relevant, and I will use this as part of my job.
Give information to HT, DHT and Teachers  Consider information when planning curriculum.
Incorporate into updates for staff and CfE in-service training days.
Feedback of information to LS department.
There was little regarding sensory impairment and how ACE can be implemented.
Perhaps realising that I'm not going to get answers and have to initiate activities and feedback to others.
Pass the info to VI service staff and discuss how to gain more knowledge, be more involved in CPD re CfE.  At present not sure what stage Highland schools are at as we are not based in a school.
Go back and log in to GLOW!
Be aware of the resources available and access GLOW to follow up areas mentioned. (2)
Feedback. (2) I will forward an email with comments.
Use ASN GLOW group to look for information about planning.
Feedback to colleagues in school - SL Team and Network Team.
Inform staff of update (at school). Explore GLOW more.
Study the documentation as a team. Use/assess GLOW.  Study parental toolkit.
Use GLOW to meet with HI teachers and hopefully share information. Help to plan E's and O's for CfE BtC5.
Good background information which I will be able to use in my work.
Pay more attention to leaflets about CfE in base.
Implementation when planning support for pupils I support in mainstream.
Will share ideas on GLOW with staff.
I will ask for a login for GLOW in order to access SAVIE website.
Look into getting access to GLOW (2) and SCRAN for sharing of resources and info.
Will consider planning in own establishment; cascade info to staff for further consideration.  Will find out about GLOW in authority; access Books for All through SCRAN meantime.
Go back and read more.
Consider info/material on CfE. Try to relate outcomes/experiences to curriculum planning.
I'll work at the different ways of gathering evidence of learning.
To build on inclusive planning approaches within the school with all stakeholders.
I will take back my notes to colleagues and inform them of website and main focus - ASN.
Log on to more websites.
Technology 'keyworker' who can be peripatetic - additional support needs teacher very worrying - not in the spirit of ASN being embedded in document. Would not want to be keyworker, should be responsibility of school.
Continue to use CfE as we are, but was hoping for some examples of the different stages.
Continue to develop knowledge and understanding. Develop use of GLOW. I thought today would have given more practical examples/information on implementing CfE with children with ASN.
To make sure that our pupils have full access to new curriculum developments by liaising and sharing info with all departments and teachers in the school.
Take developments forward.
I will seek out information - Books for All, BtC4 for information relevant to pupil.
Re-read documentation.
What I am already doing has been reinforced as being relevant for CfE. Have been asked to disseminate today's information to other authority support teachers. Refreshed my knowledge in CfE.
Report back to line manager to help support our case that support teachers are more relevant today as our local authority have taken on the key person should be class teacher.

How would you rate the following: Excellent = 1; Poor = 5

Clarity of presentation

2.2

Pacing of course/event and discussion

 

2.53

What further information would you like on Curriculum for Excellence?

 

Area/Authority

Group

Early Years within CfE. What will happen to Secondary exams?

East Lothian

1

Continuing updates. Local examples of interdisciplinary work for pupils with ASN. Personal support model. 16+ tracking beyond school.

Edinburgh

1

Anything pertinent to pupils with VI.

Edinburgh

1

Guidance on how to implement this at an Authority level.

Edinburgh

1

I'd love to know how external practitioners (eg; storytellers, musicians, theatre in educational groups) are practically incorporated into CfE, but this is probably better accessed on a more local level. Otherwise, I am very happy with what I learned.

Edinburgh

1

Practical applications; also beyond VI and HI sensory issues.  Autism??

Edinburgh

1

More about E's and O's for pupils with very complex needs.

Edinburgh

1

More in-depth information overall. Good that there was up-to-date information to take away.

Edinburgh

1

CtB4 - really interested in transition. Who is going to carry out tracking?

Edinburgh

1

Specific info/examples on what would not have been done that is now, especially ASN examples.

Edinburgh

1

More specific and relevant guidance on E's and O's for pupils with more complex ASN.

Edinburgh

1

There is so much jargon that I would like to see direct examples of how the CfE is actually used in schools.

Edinburgh

1

Planning n IEP etc. Assessment. 16+ - nitty gritty of content of areas. As peripatetic services we have lost out on being involved in hands-on development.

Edinburgh

1

Some of the info I was aware of ie BtC, however a lot of the GLOW info was new and the LTS website info. Very clear but too rushed, too much to fit into 2 hours.

Edinburgh

1

Samples of other schools OEs and any updated info on learning trails. Of course the BtC4 and other info from or resulting from BtC5. CPD activities done in school could be shared with others.

Edinburgh

1

Ensuring at the practical level we share experiences. Why no references to ICF? It is at the core of CfE and across EU parents and educators know about ICF but not Scotland.

Edinburgh

1

Far too much information in a short space of time - could have more group discussions - sharing good practice!

Edinburgh

1

Work in progress - too much £ being wasted on glossy brochures!

Edinburgh

1

Would like shared evidence/ideas/examples of how it directly relates to children with ASN. More working groups.

Edinburgh

1

How the need of children/young people with sensory modulation difficulties are being considered. Will look at website re this, but has there been any training re this - taking into account how eg; active learning, team, group work etc present challenges?

Edinburgh

1

Need more information on the actual material to be used at all the different levels. Teachers in mainstream are mostly unaware as well.

Midlothian

1

I think that opportunities to develop this programme with structured discussions would have been useful. Open questioning on such a huge topic wasn’t terribly productive. Smaller groups or targeted topics would have been really beneficial.

Midlothian

1

Practical videos/ideas for active learning activities with sensory impaired children and time to discuss and build up own bank of ideas within large groups/cross authority format held today.

Scottish Borders

1

Need to look at documents as speaker said ASN pupils' needs are embedded in document.

Scottish Borders

1

Active learning challenges.

West Lothian

1

Very little practical information given about how deaf pupils could be included in the Curriculum or in transition. Much more practical help is needed.

West Lothian

1

More depth, particularly where services fit in, in practice, detail on BtC3, examples of practice. Set up network of today's attendees to join GLOW group for all sensory services (need a new group for this for general info etc) as well as separate sections.

Clackmannan

2

Planning. Assessment.

Dundee

2

More on Curriculum Design and Assessment.

Dundee

2

Update sessions re progress on evolving documentation re CfE.  Sharing of experiences in planning and in deaf pupils accessing experience/monitoring of outcomes. Assessment.

Dundee

2

Sharing good practice info related to CfE.

Dundee

2

Ongoing updates on how CfE can be applied.

Dundee

2

Examples of interpretation of eg the elaborated curriculum in terms of CfE. I will look on website.

Dundee

2

Opportunity to discuss and share planning and share good practice in active learning, thinking skills and assessment.

Falkirk

2

Resources and websites on resources which are relevant and useful.

Falkirk

2

Links and information specifically for ASN.

Falkirk

2

Staff would appreciate practical support in incorporating experiences and outcomes into their planning and evaluation documentation. Sharing of practices for VI and HI pupils.

Fife

2

Some examples of NAR. Examples of planning and ACE.

Fife

2

Perhaps my misunderstanding, but I expected more focus on VI/HI and less general input. That's why there were few questions.  Agree that groups needed to share planning and experience.

Fife

2

How teachers actually use documentation to plan for daily teaching for VI pupils.

Highland

2

Ongoing updates on application of CfE. Evidence of interdisciplinary learning for discussion.

Perth & Kinross

2

Further discussions on planning for multiply disabled/visually impaired/severe and profound hearing difficulties

Shetlands

2

Appreciate it was a whistle stop overview but it went a little too fast at the end. I was interested in finding out how other people in peripatetic services were approaching incorporating CfE in their planning. If there were opportunities to facilitate information/discussions about this it would be appreciated.

Stirling

2

More information specific to ASN. (2)

Argyll + Bute

3

A practical workshop in planning.

Ayr

3

More information on planning.

Dumfries

3

Meet and discuss way forward with other HI teachers.

E Dunbartonshire

3

More detailed courses with particular relevance to sensory services.

E Renfrewshire

3

Continue with targeting sensory services for examples of being included in CfE

E Renfrewshire

3

Target setting. How to write and plan long term target and break down to short term targets.

E Renfrewshire

3

Sample weekly timetables at various stages in mainstream to show how pilot schools are delivering core lessons/assessment.

Glasgow

3

Just longer to be able to look in more detail to Curriculum etc areas.  Some areas too rushed to follow clearly. Local CPD for large department.

Glasgow

3

Access to further CPD locally for specialist teachers. More information on assessment. Linking planning to CFE outcomes and experiences. Links to working groups in other authorities.

Glasgow

3

Too fast - too much of a rush and possibly not the correct people to talk about the information required.

Inverclyde

3

More on assessment for VI pupils.

N Ayrshire

3

More info on personal support entitlement. Sharing experiences of planning/creating small groups to discuss/share ideas.

N Ayrshire

3

Help with planning.

N Ayrshire

3

Planning approaches being used by other school.

N Ayrshire

3

In peripatetic situations we have to slot into many different educational settings in the teaching week, all with different ideas /focus/paperwork/planning methods etc which will be a challenge. Advice/guidance/info would be very welcome.

E/S/N Ayrshire

3

Practical examples of how the experiences are being accessed for visual and hearing impaired children. Working groups for planning.

N Lanarkshire

3

Looking for more in-depth look at learning experiences especially Active Learning and how young people with HI and VI can have equal access. Would welcome working groups on adapting planning in services to CfE.

N Lanarkshire

3

Some examples for each stage.

S Lanarkshire

3

Further information on actual implementation of experiences and outcomes. Sharing of information in terms of breaking down outcomes. Elaborating the Curriculum will HMIe be satisfied with some children using lots of elaboration with little evidence of CfE where children’s stage of development is not at the early level?

S Lanarkshire

3

Further courses in relation to aspects of Parental Aspects of CfE; Health and Wellbeing; Assessment.

S Lanarkshire

3

Our Service still awaiting copies of green folder. As peripatetic teachers we ought to have own copies of documents. I know it can be accessed online but when we already purchase resources, why should we pay the printing.

Renfrewshire

3

Focus on 3 key areas: Literacy; Numeracy and Health & Wellbeing.

Renfrewshire

3

Specific examples of activities related to visual impairment.  Compilation of individual VI planners related to CfE (from HMIe).

S Ayrshire

3

The codes and new phrases which are attached to familiar concepts need some time to adjust to and absorb.

W Dunbartonshire

3