Curriculum for Excellence and Sensory Impaired Young People
Presented on Tuesday 10 March 2010
Curriculum For Excellence Update
Maggie Smith Team Leader Inclusion and Equality
Patricia Carroll National Development Officer
Jennifer McDougall Glow Development Officer
Learning and Teaching Scotland
Purpose of the session
Provide an update on national Curriculum for Excellence developments.
Let's remind ourselves what CfEis all about ...
- It's preparing young people for a changing future
- It's recognising the primacy of learning
- It's ensuring that young people have the building blocks they need in terms of skills, concepts and knowledge
- It's having an education that supports a sustainable prosperous future
- It's addressing the achievement gap
- Challenge and enjoyment
- Personalisation and choice
The curriculum: all that we plan for children and young people's learning - across 4 contexts
- Values: Wisdom, justice, compassion, integrity
- Effective teaching and active, sustained learning
- Support for learning through choices and changes into positive and sustained destinations
- Assessment, qualifications Self-evaluation and Accountability, Professional development aligned with purposes
Experiences and outcomes 8 curriculum areas
6 Entitlements Including broad general education; Senior phase; Skills for learning, for life and for work
7 Principles for planning
- Challenge and enjoyment
- Personalisation and choice
Building the Curriculum 3: a framework for learning and teaching
"Curriculum for Excellence allows for both professional autonomy and responsibility when planning and delivering the curriculum ... The framework provides flexibility ... such flexibility will result in a more varied pattern of curriculum structures to reflect local needs and circumstances." (pp. 11-12)
"The changes ... should lead to improved quality of learning and teaching and increased attainment and achievement for all children and young people in Scotland, including those who need additional support in their learning." BTC3 pg 3
Experiences and outcomes -some previous comments...
- Some of these E's and O's appear to exclude some children
- I must be able to visualise my children experiencing and achieving these outcomes
- Writing for some children starts with accepting or rejecting something in my hand
- Our young people only make progress when you pay attention to the fine detail. Does this mean that we have to give up the very rich curriculum which we have developed?
- Creativity within broad statements is great but without a real understanding of a child's current and emerging skills there is a danger that the activities will not promote learning
The questions haven't changedbut the answers have...
- "this may involve interpretation of the curriculum in ways which address their particular needs"
- "planning for enrichment of learning within a particular level"
- This is a curriculum for ALL so let's make it work for ALL
What does this mean in practice?
Remember you are not starting from scratch!
We need to be confident enough to keep what is good, develop new ideas and get rid of the stuff which has no real impact even when staff and parents like it! "But we've always had, done... "
- National events involving all sectors
- Practitioners sharing ideas/concerns with regards to how to design a curriculum which suits the needs of their young people
- Support materials shared with practitioners
- Exemplification on web site gathered to show approaches
- Glow groups to support curriculum design
Building the Curriculum 4
Skills for learning, life and work
16+ Learning Choices
- The model for ensuring that all young people have a suitable offer of post-16 learning well before their school leaving date
- A focus on the needs of vulnerable learners, those young people requiring more choices and more chances
- Further Education
- Higher Education
- a National Training programme
- personal and skill development opportunities
Some Big Challenges
- Early Identification of need
- Appropriate intervention
- Developing capacity
- Information, Advice and Guidance
- Tracking and Support
- Partnership working
Building the Curriculum 5
Quote from Cabinet Secretary:
"The new assessment framework is designed to recognise and develop pupils' skills and knowledge across the board. The system will provide more opportunities for pupils to demonstrate their ability to think and solve problems as well pass exams."
New approach for assessment
- Concern over 5 -14
- Focus on rate of progression, narrow, attainment driven
Increased focus on:
- Application of learning
- 'how much' and 'how well' young people are learning
What is the NAR?
- Support for CfE assessment, NQ and national monitoring (SSA) arrangements
- Examples of assessment approaches and evidence relating to experiences and outcomes across curriculum areas, stages and levels
- Examples and guidance for CPD in assessment
- Initial focus on literacy, numeracy and health & wellbeing across learning (in September 2010)
- Opportunities for professionals to design and contribute assessments to the NAR
- Opportunities for pupils to engage in peer-and self-assessment
Trusting Teachers' Judgements
In order to make sound professional judgements staff will need to:
- gather a wide range of evidence of progress and achievement (increase validity)
- share standards through dialogue and discussion (increase reliability)
- reflect on the implications for learning and teaching, reporting and planning for improvement (consider impact on learners and learning)
How might professional confidence be built up?
"Regular, planned opportunities for dialogue will be required
within and across establishments to help staff share and consistently
Building the Curriculum 3, June 2008: page 27
National Assessment Resource
Integration with existing services
Assessment evidence may come from things pupils
in response to their learning experiences.
The assessment process will involve gathering and consideration of the evidence by teachers and learners, using agreed criteria, in order to arrive at judgements about what has been learned and how well, and what needs to be done next.
Curriculum for Excellence
Personal Support Entitlement
"Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities that Curriculum for Excellence can provide"
So ... what is happening in Personal Support?
- Scottish Government Policy Group
- Personal Support National Network
- Framework for Support Pilot
- National Conference
- Sharing Practice/Website
Books for All
Accessible Curriculum Materials
To be a ...
- Successful learner - you need to be able to access books and other learning materials
- Confident individual - you need to be as independent as possible
- Responsible citizen - you need to have access to information and be able to make choices
- An effective contributor - you need to be able to find out what’s going on in your community or in the world at large
Books for All
- Extend Copyright exemption to all print-disabled pupils, not just those with VI or physical disability
- Reduce duplication of effortby creating a database of accessible resources to avoid teachers making accessible versions of the same book
- Share accessible materials (via Database accessed through Glow and Scran)
- Stimulate production of accessible materialsin other accessible formats as well as Braille and Large print
- Deliver CPD for accessible format producers, schools and Local Authorities
- Liaise with publishersto obtain digital versions of books
- Share of knowledge and resource within and across local authorities
- Pupil access to materials. Networked computers with access to software eg; WordTalk, PDFAloud plus the Scottish Voice
Books for All User Group
- Facilitate the sharing of knowledge and experience.
- To develop a community of practice.
- To discuss common issues and help with problem solving.
- To share hints and tips
- To stop re-inventing the wheel
- To work together - common goals/issues
Accessing the Books for All Scotland Database
- Via Glow
Glow Login > National Groups > Additional Support for Learning > Books for All Scotland Database > Request to Join
- Via Scran
If your school does not have access to Glow, or as a home user, through Scran http://www.BooksforAllScotland.org.uk
- Create an inventory of resources across all users in the user group
- Revamp the Books for All website
- Get as many resources made available as possible throughout 2009-2010
- Develop an upload facility and moderation model
- Persuade all 32 authorities to sign up ...
Books for All
Moving Forward: School priorities for this session
- Designing 'learning experiences' to match with CfE from August 2010, including planning for interdisciplinary learning
- Working in partnership with other sectors especially transitions
Work in progress
- Further work on Building Your Curriculum including further insights
- Further case studies and exemplification for Experiences and Outcomes
- Work stream on supporting learners and pulling support policy areas together - both 'universal' and targeted
- Support for assessment /NAR
- Senior phase /work on qualifications
- Recognising achievement
- S3 profile
- Early Level interactive CPD resource
"Curriculum for Excellence Supporting the Early Level"
- For all practitioners working with children from pre-school and primary 1 settings
- DVD/Booklet - Film clips, key messages and reflective questions
- Also see the section on Additional support need online and in the DVD
- CD-Rom - further CPD opportunities, additional film clips, links to relevant documentation and useful websites
- Sections include The Big Picture, Exploring the Curriculum and Implementation (10 parts)
Keep an eye out for ...
Revamp of CfE web site re ByC
Framework document for BtC4 issue early spring 2010
New materials for Universal Support
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