Planning for Curriculum for Excellence. Workshop Overview Snapshot of current CfE Planning in your schools CfE Planning Guidance – central tenets/key documents The role of MFL in delivering cross-cutting themes Possible approaches and next steps. Planning for Curriculum for Excellence.
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Planning for Curriculum for Excellence
Planning for Curriculum for Excellence
'The word framework is absolutely critical in terms of understanding what the document is. Unlike previous curriculum documents and curriculum reforms, 'Building the Curriculum 3' does not provide a centralised model that teachers can take out of the pages and apply across Scotland. What it does is it defines a new landscape for curriculum planning - it's now up to the profession to use that framework to supply the details.'
George Smuga, Professional Adviser,Scottish Government Curriculum Division
1)What kind of planning for CfE is currently taking place in your school/authority?
2) Within these plans, what provision is being made for MFL?
3)How different/similar is this provision to the current situation?
Principles for Curriculum Design
Central Tenets: Skills for Learning, Life and Work
Including:literacy across learningthinking skills across learninghealth and wellbeing across learningpersonal learning planningworking with others skills for enterprise and employabilityBTC 4
Literacy across all learning
Portfolio for gathering evidence of progress and achievement/ part of S3 profile
Organisers are the same for Literacy and English/Literacy and Gàidhlig, Gaelic (learners) and Modern Languages:
listening and talking; reading; writing
Literacy across the Curriculum
I learn to reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others.
I engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT.
I develop my understanding of what is special, vibrant and valuable about my own and other cultures and their languages.
I communicate, collaborate and build relationships.
I explore the richness and diversity of language, how it can affect me and the wide range of ways in which I and others can be creative.
I extend and enrich my vocabulary through listening, talking, watching and reading.
Discuss: In what ways can MFL contribute?
The open-ended nature of the experiences and outcomes allows for creativity and flexibility and allows primary teachers to focus on teaching methodologies for skills development and for a deeper understanding without having to plan for too much content/topic coverage. The framework supports secondary teachers in liaising closely with primary teachers to build not only on what has been achieved but also on the learning experiences with which children and young people will be increasingly familiar.
Key pointers from the Principles and Practice Paper (1): Primary MFL and transition to Secondary
Key pointers from the Principles and Practice Paper (2): Secondary
The statements of experiences and outcomes provide support to secondary teachers as they plan to:- create meaningful relevant contexts for learning including the appropriate use of ICT - develop interdisciplinary projects where appropriate to build on collaborative learning- make clear the links between the learning and teaching of modern languages and other areas of the young people’s learning, including enterprise, international education and citizenship
Key pointers from the Principles and Practice Paper (3):
Enterprising Approaches and Global Citizenship
The study of a modern language has a unique contribution to make to the development of cultural awareness as it provides children and young people with a means of communicating directly with people from different cultures, enhancing their understanding and enjoyment of other cultures and of their own. They gain insights into other ways of thinking and other views of the world and therefore develop a much richer understanding of active citizenship.
Modern Languages: Principles and Practice Paper
Principles of Curriculum Design
Literacy, Numeracy, Health and Wellbeing
Skills for Learning, Life and Work
Outcomes and Experiences
Progression within and between levels
So where do we begin….?!
Two possible approaches
Focussing on S1
Group A: auditing current provision based on the Outcomes and Experiences
Group B: auditing current provision based on the Curriculum Design Principles
Together discuss the benefits and limitations of each approach. How can they complement each other?
Next steps: Based on today’s discussion, write down 3 key areas which could be the basis of an action plan for MFL planning in your school.