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Curriculum Review origins: The National Debate

Curriculum Review origins: The National Debate. Support for: flexibility, breadth and balance the comprehensive principle Desire to address: overcrowding progression balance between ‘vocational’ and ‘academic’ preparing young people better for lifelong learning and employment

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Curriculum Review origins: The National Debate

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  1. Curriculum Review origins:The National Debate • Support for: • flexibility, breadth and balance • the comprehensive principle • Desire to address: • overcrowding • progression • balance between ‘vocational’ and ‘academic’ • preparing young people better for lifelong learning and employment • ensuring that assessment supports learning • increasing choice

  2. NationalContext • Aspirational agenda • - to improve attainment, particularly of those with lowest levels of attainment • - to increase economic performance, improve health, reduce poverty, reflect diversity • Need for young people to develop adaptability, creativity, thinking and learning skills • Children’s services agenda: much wider range of adults involved; holistic view of children • Partnerships: between sectors and services, with parents, employers, sport and culture organisations, community • New understanding of learning processes • Potential of ICT

  3. Design principles for the curriculum • Challenge and enjoyment • Breadth • Progression • Depth • Personalisation and choice • Coherence • Relevance

  4. successful learners • with • enthusiasm and motivation for learning • determination to reach high standards of achievement • openness to new thinking and ideas • and able to • use literacy, communication and numeracy skills • use technology for learning • think creatively and independently • learn independently and as part of a group • make reasoned evaluations • link and apply different kinds of learning in • new situations • confident individuals • with • self respect • a sense of physical, mental and emotional wellbeing • secure values and beliefs • ambition • and able to • relate to others and manage themselves • pursue a healthy and active lifestyle • be self aware • develop and communicate their own beliefs • and view of the world • live as independently as they can • assess risk and take informed decisions • achieve success in different areas of activity To enable all young people to become • responsible citizens • with • respect for others • commitment to participate responsibly in • political, economic, social and cultural life • and able to • develop knowledge and understanding of • the world and Scotland’s place in it • understand different beliefs and cultures • make informed choices and decisions • evaluate environmental, scientific and • technological issues • develop informed, ethical views of complex • issues • effective contributors • with • an enterprising attitude • resilience • self-reliance • and able to • communicate in different ways and in • different settings • work in partnership and in teams • take the initiative and lead • apply critical thinking in new contexts • create and develop • solve problems

  5. Ministerial responseTo achieve a curriculum 3-18 we will: • De-clutter the primary curriculum • Overhaul the curriculum S1-S3 • Find news ways of recognising achievement S1-S3 • Review relationship between S Grade/new NQs • Introduce skills-for-work courses for 14-16 year-olds • Review curriculum content, starting with science • Much to be implemented from 2007 or before

  6. Phase 1: reviewing all areas of the curriculum • Small, tight groups of teachers with SQA, LTS, HMIE input carry out rapid first-stage review of all areas of the curriculum • 3-15 at this stage • Starting points: 3-5 curriculum, 5-14 guidelines, Standard Grade, NQ • Teams use the evaluative questions and the results of research to refine, simplify, enrich and update • Teams interact to share, learn and compare as they work • Target: first iteration of revised guidelines by August

  7. Phase 2: looking across the curriculum • evaluate the learning which each child would experience at each stage against the values, purposes and principles of A Curriculum for Excellence • test consistency of expectations across the curriculum • consider curriculum-wide themes such as problem-solving and enterprise • adjust and carry out further rounds of refinement as necessary • develop models for the organisation and management of the curriculum.

  8. Next steps: Schools and EAs • Reflection stage: teachers consider implications for teaching and learning • Schools consider how existing flexibilities might be applied to support Curriculum for Excellence aims • Materials and activities for CPD being developed • Development of contact list and ‘register of interests’ for schools and EAs • NOW VISIT acurriculumforexcellencescotland.gov.uk

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