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CfE: Where are we now? V2

A 1 hour workshop on HMI#s increased expectations
by

Terry Carr

on 4 December 2013

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Transcript of CfE: Where are we now? V2

Curriculum for Excellence: where are we now?
Increased HMI Expectations

Resources

Increased HMI Expectations
QI 5.1 Curriculum

QI 5.9 Improvement through self-evaluation
Better Advice
CfE Briefing notes

Assessing progress and achievement professional learning resource

Monitoring and tracking progress in the BGE

SSLN Professional learning Resource

Good practice
Examples of highly effective practice
Video resources
Journey to Excellence
CfE Video resources

No Change
QI 1.1 Improvements in performance

QI 2.1 Learner's experiences

QI 5.3 Meeting learners' needs
5.1 Curriculum
Improved progression across all curriculum areas to meet the needs of all learners.
S1-S3 provide appropriate specialisation and continued breadth of experience
Use the Es and Os across the four contexts of learning
Further development and assessment of literacy, numeracy and health and wellbeing.

The Broad General Education
TASK 1
1. How well are your programmes of learning designed to use a range of learning and teaching methodologies (eg open ended problem solving, and collaborative challenges) to support progression and meet a range of learners’ needs?

2. How well are electives/short courses etc, (where being used) designed to support progression, challenge and continued breadth in learning in your school?

3. How well do arrangements for choice in your school provide all young people with their entitlement to a BGE to the end of S3?

4. How well are opportunities in your school for specialisation balanced by a breadth of experience in S3 but with a continued focus on improving achievement of all?

5. In what ways do approaches to IDL in your school contribute to raising attainment and achievement of all young people?

6. How well do your school’s approaches to planning, developing and assessing literacy, numeracy and HWB across the curriculum provide a coherent experience and ensure smooth progression for all?


Senior Phase
Rationale and design of the curriculum
The development of the curriculum
Programmes and courses
Transitions
TASK 2 Secondary
Discuss the following in your group and share in plenary.
1. In what ways is the senior phase in your school designed to improving attainment and achievement of all young people and progression to positive post-school destinations?

2. How does the design of the senior phase in your school create space for more in-depth learning and allows more time to be spent on challenging learning at higher levels?
eg does the senior phase allowing young people to learn over variable time-frames (eg 1 or 2 year programmes)?

3. How well does the senior phase in your school ensure a continued focus on health and wellbeing, and the provision of RME and PE, opportunities for personal achievement and interdisciplinary learning?

4. In what ways do your staff have planned opportunities to collaborate across schools and with partners and to share resources and evolving practice in the senior phase?

5. How well do your staff collaborate within and across schools and with partners to develop and deliver flexible progression routes and programmes of learning for the senior phase?

6. How well do your staff track, manage and support learners’ achievement pathways developed and delivered by partners?

7. In what ways do programmes of learning in the senior phase in your school emphasise depth and application of learning?

8. How well do programmes of learning in your school in the senior phase develop skills, including higher order thinking skills?

9. How well do programmes of learning in the senior phase in your school provide increased opportunities for personalisation and choice and learning through relevant real life contexts?

10. How well is the curriculum in your school designed to provide universal support that provides opportunities for learners to discuss progress and achievement across all their learning with an adult who knows them well?



 build on achievements in the broad general education (BGE)

 take advantage of local flexibilities in delivering the senior phase entitlements

 provide a range of flexible progression pathways within and beyond the senior phase to meet the needs of all leaners

 promote the highest level of attainment in literacy and numeracy for all

 meet the needs of young people who leave school at the end of S4

 take account of the transition and interim arrangements for the period of dual running of existing and new qualifications.

The senior phase is designed to:
Staff take a collegiate approach to developing the senior phase in collaboration with other schools, the education authority and partner providers to ensure a clear and agreed strategy for improvement and to maximise the range of provision to meet all learners’ needs.
Progression routes are informed by detailed tracking and profiling of learners’ progress through the BGE and senior phase so that the senior phase curriculum is constantly under review and evolving to better meet learners’ needs.
Ensure smooth transitions for learners across all stages / curriculum areas

Further develop profiling

Have a clearer focus on skills development

Learners developing an increased awareness of themselves as learners.



Secondary
• Develop flexible progression pathways from the BGE to the senior phase in order to improve qualifications and awards.

• Support transition planning beyond school so that young people have an appropriate place in learning or training.

• Provide universal support in the senior phase to ensure young people have positive destinations.

Programmes and courses should:
• meet the needs of all learners

• allow young people to learn across levels to encourage them to progress and attain as highly as possible

• continued focus on developing the skills and attributes of the four capacities.

TASK 2 Primary
Discuss the following in your group and share in plenary.
1. How well does the curriculum in your school take account of the design principles of curriculum for excellence at each stage? [Challenge and enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice]

2. How does the design of your curriculum create space for more in-depth learning and allow more time to be spent on challenging learning?

3. How well does your school curriculum ensure a continued focus on health and wellbeing and opportunities for personal achievement at each stage?

4. How successfully do your programmes and courses balance the progressive development of skills and knowledge with flexibility for staff in determining the content to be covered?

5. How effectively are your programmes and courses matched to the needs of all learners so that they progress well from their prior learning?

6. How well do your staff track, manage and support learners’ attainment and achievements?

7. How well do programmes of learning in your school develop higher order thinking skills?

8. How effective are your transition procedures and programmes in meeting the needs of all learners, including those with additional support needs to ensure continuity and progression in learning?

Task 1
Partnerships
Review
All phases
Task
1.
2.
3.
4.
Full transcript