Curriculum for Excellence International Education Pam Slater Curriculum for Excellence Team September 2007

1. Curriculum for Excellence & International EducationPam SlaterCurriculum for Excellence TeamSeptember 2007

2. Purposes of today To provide an overview of Curriculum for Excellence and its relevance to International Education To show where International Education is embedded in Curriculum for Excellence

3. An International Outlook “Key elements of international education can be defined as a series of learning outcomes associated with: knowledge & understanding values & dispositions skills & capabilities, including creativity & enterprise Importantly, in addition, international education should provide pupils with clear opportunities for: participation & action” [SEED Sept 2001]

4. HGIOS Self Evaluation Series E International Education “Effective international education will enable your pupils to become informed, thoughtful and active international citizens in the 21st century. It will teach them to value cultural diversity and to recognise and address discrimination. It will help them to form views on important global issues and to express their beliefs in a reflective manner.” [HMIE 2003]

5. Values The Curriculum ….should emphasise the rights & responsibilities of individuals and nations. It should help young people to understand diverse cultures and beliefs and support them in developing concern, tolerance, care and respect for themselves and others ….must enable young people to build up a strong foundation of knowledge and understanding and promote a commitment to considered judgement and ethical action ( Page 11 ACfE 2004)

6. Key message that this must permeate all that teachers do with young people LEs and LOs are trying to incorporate but it will also be down to the interpretation by teachers and HOW they deliver Responsibility of all teachersKey message that this must permeate all that teachers do with young people LEs and LOs are trying to incorporate but it will also be down to the interpretation by teachers and HOW they deliver Responsibility of all teachers

7. Responsible Citizens With respect for others commitment to participate responsibly in political, economic, social and cultural life And able to make informed choices and decisions evaluate environmental, scientific and technological issues Develop informed, ethical views of complex issues

8. Confident Individuals With self respect a sense of physical, mental & emotional well-being secure values & beliefs ambition And able to be self aware develop & communicate their own beliefs & view of the world

9. Proposals: Looking at the curriculumdifferently Single framework 3 – 18 Promote learning across a wide range of contexts and well planned experiences More than curriculum areas and subjects, also Ethos and life of the school Interdisciplinary projects and studies Opportunities for personal achievement Equip young people with high level of literacy and numeracy skills

10. Proposals: Organising Learning Organising learning through curriculum areas - to provide breadth Health and well being Languages Mathematics Sciences Social studies Expressive arts Technologies Religious and moral education Curricular organisers not modes We want teachers to look for the connections between their own and other curricular areas and HOW they will deliver the curriculum to make those connections more overt for young peopleCurricular organisers not modes We want teachers to look for the connections between their own and other curricular areas and HOW they will deliver the curriculum to make those connections more overt for young people

11. ACfe offers the opportunity to embed these various important elements into the curriculum, not bolt them on. A Curriculum for Excellence offers a way of unifying the curriculum through themes such as enterprise, citizenship, sustainable development, health and creativity. Often seen as add-ons, these can be built into the curriculum framework. ACfe offers the opportunity to embed these various important elements into the curriculum, not bolt them on. A Curriculum for Excellence offers a way of unifying the curriculum through themes such as enterprise, citizenship, sustainable development, health and creativity. Often seen as add-ons, these can be built into the curriculum framework.

12. Curriculum for Excellence: A way of unifying the curriculum Activities such as enterprise, citizenship, sustainable development, health and creativity, which are often seen as add-ons, can be built into the curriculum framework. (Progress & Proposals 2006)

13. Mainstreaming Education for Citizenship In essence, it (the curriculum) must be inclusive, be a stimulus for personal achievement and, through the broadening of pupils’ experience of the world, be an encouragement towards informed and responsible citizenship.

14. Interdisciplinary projects and studies “The curriculum needs to include space for learning beyond subject boundaries, so that learners can make connections between different areas of learning. ….. To be successful, these activities need to be well planned with a clear purpose and outcomes in mind.” (Progress and Proposals 2006)

15. Opportunities for personal achievement “ ..activities such as performances, community or enterprise activities and trips. … Many of these activities are voluntary for learners and have traditionally been organised as ‘extra-curricular’ opportunities. However, they play a major part in creating opportunities for individual growth , progress and achievement and we need to consider how they can be made available for all learners.”

16. Proposals: Levels of achievement ACfE levels of achievement will replace 5-14 levels extend from 3-18 describe both outcomes and experiences “I can…” and “I have…” statements Provide scope for challenge and depth (no need to speed through levels but no ceilings either)

17. Learning Outcomes & Experiences The work of seconded teacher writers To embed the values, purposes & principles Ensure coherence with other curricular areas Embed cross-cutting themes Who the writers are and why these particular people were commissioned by LTS Generic points they have to consider but will provide more detail themselvesWho the writers are and why these particular people were commissioned by LTS Generic points they have to consider but will provide more detail themselves

18. Within an outcome! Here is a summary of the task we had! Of course you can’t load every outcome with all of these. As you write you recognise that a particular bit of content is a good vehicle to develop one or more of these.Here is a summary of the task we had! Of course you can’t load every outcome with all of these. As you write you recognise that a particular bit of content is a good vehicle to develop one or more of these.

19. Re-shaping outcomesWork in progress From …. I can construct a food web and predict the consequences of change (P5-P7) To I can use my knowledge and understanding of food chains and webs to create, plan and protect a wildlife area So, to finish off with here is an example of how a current outcome might be re-written to promote more than the development of successful learners. This is the example you have in the extract from the writers’ guide. It’s not strictly an assessment criterion but it’s clear that the outcome can be evaluated – by gathering information on a wide range of pupil activities. It also carries more than successful learning – it links with eco-school outcomes and clearly points to responsible citizenship. So, to finish off with here is an example of how a current outcome might be re-written to promote more than the development of successful learners. This is the example you have in the extract from the writers’ guide. It’s not strictly an assessment criterion but it’s clear that the outcome can be evaluated – by gathering information on a wide range of pupil activities. It also carries more than successful learning – it links with eco-school outcomes and clearly points to responsible citizenship.

20. Where can we find International Education? Within science Learning through science enables children & young people to -investigate their environment by observing, exploring, investigating and recording -recognise the impact science makes on their lives, on the lives of others, on the environment and on culture -express opinions and make decisions on social, moral, ethical, economic and environmental issues (Building the Curriculum 1 Science)

21. “ The values that guide scientific endeavour- respect for living things and the environment…………..etc are the basis of responsible citizenship” “They (children & young people) can be challenged to consider how they can contribute to the well-being of society through, for example, aid initiatives, environmental projects, volunteering in other ways as active participants in civic society “ (Building the Curriculum 1 Science & Social Studies)

22. Within Modern Foreign Languages “ Scotland has a rich diversity of language including the different languages of Scotland and the growing number of community languages such as Urdu, Punjabi and Polish. This diversity offers rich opportunities for learning. Learning other languages enables young people to make connections with different people and their cultures and to play a fuller part as global citizens.” (Building the Curriculum 1)

23. Within Modern Foreign Languages Through my learning of a new language -I enhance my understanding and enjoyment of other cultures and of my own and gain insights into other ways of thinking and other views of the world -I have contributed successfully to my group to plan and prepare a short talk in the language I am learning on topics of personal interest or linked to an aspect of a country where the language I am studying is spoken -I have worked with others to read & research texts in the language I am learning. I can demonstrate my understanding of different cultures and my appreciation of different ways of looking at the world in countries where the language I am learning is spoken. (Draft outcomes & experiences)

24. Within Expressive Arts “ Children & young people can explore the importance of cultures, the arts & heritage in Scotland and other societies, and gain understanding of the cultural values and achievements of different societies. In this way they can deepen their insights and experiences of cultural identities and come to recognise the importance of the arts to the identities of nations.”

25. Within RME “Religious & moral education enables young people to explore the world’s major religions and approaches to living which are independent of religious belief, and to be challenged by these different beliefs & values. It supports young people in developing responsible attitudes to other people, their values and their capacity for moral judgement.” (Building the Curriculum 1)

26. Within Social Studies “Through social studies young people develop their understanding of the world by learning about their own people and what has shaped them,other people and their values, in different times, places and circumstances, and how their environment has been shaped. They learn about human achievements and to make sense of changes in society, conflicts and environmental issues. With greater understanding comes the opportunity to influence events by exercising informed and responsible citizenship.” (Building the Curriculum 1)

27. Eco Schools Scotland A major driver in moving towards a Sustainable Development in Education approach in many schools has seen the adoption of achievement in the Eco Schools Award scheme……Changes made in the Eco School programme with the inclusion of biodiversity & the proposed inclusion of global dimension have ensured that most schools have gained considerable experience of SDE.

28. “The curriculum areas should provide a basis for learning and the development of skills across a broad range of contexts. They offer opportunities for citizenship, sustainable development, enterprise, creativity and cultural aspects. ….. It will be open to schools to organise the outcomes and experiences differently (for example by designing challenging interdisciplinary projects), …to plan for progression, breadth and depth of learning.” p15, Progress and Proposals 2006

29. Implications Role of the teacher Shift from prescription about detail of the curriculum towards more scope for professional judgement and creativity Teachers who exemplify the 4 capacities Teachers for excellence Emphasise that the 4 capacities are for teachers tooEmphasise that the 4 capacities are for teachers too

31. Curriculum for Excellence 2007