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Aberdeen Consortium Pam Slater:ACfE Team 4 October 2006

Aberdeen Consortium Pam Slater:ACfE Team 4 October 2006. What has been happening?. Engagement Early review groups Skills for Work Courses Progress and Proposals – March 2006 Register of Interest. Proposals: Looking at the curriculum differently. Single framework 3 – 18

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Aberdeen Consortium Pam Slater:ACfE Team 4 October 2006

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  1. Aberdeen Consortium Pam Slater:ACfE Team4 October 2006

  2. What has been happening? • Engagement • Early review groups • Skills for Work Courses • Progress and Proposals – March 2006 • Register of Interest

  3. 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

  4. Contexts for Learning • The ethos and life of the school as a community • Curriculum areas and subjects • Interdisciplinary projects and studies • Opportunities for personal achievement

  5. Interdisciplinary projects and studies “The curriculum needs to include space for learning beyondsubject 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)

  6. 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.”

  7. “To ensure that young people develop the literacy, numeracy and other essential skills and knowledge they will need for life and work.” Page 4 A Curriculum for Excellence

  8. 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)

  9. Proposals: Progression and Levels of Achievement

  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

  11. “The curriculum areas should provide a basis for learning and the development of skills across a broad range ofcontexts. 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

  12. Making Choices in learning “The proposed changes to the structure of the curriculum give us an opportunity to look differently at choices in learning at all stages. … We would like to work with schools to explore possibilities for different approachesto personalisation and choice. ..e.g., whether it would be desirable and possible for choices to take place over a more extended period across S1-S3, ….approaches to subject choice which are not based on the current modal structure ..” p15-16, Progress and Proposals 2006

  13. Recognition of Achievement • How do we recognise broader skills and achievements more explicitly? • Robust, convincing and highly valued • Must not become a new bureaucratic burden for schools

  14. Implications • Role of the teacher • Shift from prescription about detail of the curriculum towards more scope for professional judgement and creativity • Enhancing both initial teacher education and CPD

  15. Implications • Leadership • Increased expectations • Support professional dialogue and debate • Opportunities to be creative in curriculum design

  16. 2006-07? • Rationales on website • Writing of outcomes and experiences • Further engagement • Inter-authority collaboration • Involvement of schools and other stakeholders through Register of Interest • Examples of changing practice in response to ACfE on website

  17. Management of change Varying levels of awareness Understanding of purposes and principles Readiness of staff to interpret and use simplified guidance Focus on literacy and numeracy Cross-curricular issues Staff focus on external accountability and qualifications Nature of CPD Challenges

  18. A Curriculum for Excellence 2006

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