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Outcomes and experiences for Curriculum for Excellence provide broad statements of learning which require a range of teaching and assessment approaches. They indicate the direction of travel and offer opportunities for the gathering and interpreting of evidence. Through the use of these outcomes and experiences we can motivate, enthuse and challenge young people. Margo Williamson, LTS, and Chris McIIlroy, HMIE, will highlight how all the partners in Scottish education are working together to achieve this goal.http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/outcomesandexperiencesforeffectivelearning.asp
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Margo WilliamsonLearning and Teaching Scotland
• Update on Curriculum for Excellence• The Multidimensional Hyperspace
Curriculum!
Currently available – making the best use of guidance
Building the
Curriculum 2Building the
Curriculum1Progress and ProposalsValues
PurposesPrinciples
Reflective Tool Kitswww.ltscotland.org.uk/curriculumforexcellence/
resources/starterkits.asp
Nov 2004March 2006
Nov 2006
March 2007
August 2008 -
Draft experiences and outcomes
Languages
Maths
Science
Social Studies
Expressive Arts
HWB
RME
Technologies
The Cubic Curriculum
Num
erac
y
Asp
ects
of H
WB
Lite
racy
Cre
ativ
ity
Ent
erpr
ise
Citi
zens
hip
PractisingProblem solving
InvestigatingResearching
CollaboratingEvaluating
Expressing
Third level outcome
• Having carried out a variety of experiments I can recognise the significance of pH in everyday life and demonstrate ways to adjust levels appropriately
Science
Lite
racy
Illustrating the Cubic Curriculum
Collaborating
Expressive Arts
Illustrating the Cubic Curriculum
Kings Park and the capacities
Chris McIlroy HMIE
• The link between advice and professional responsibility.
• The link to classroom learning and teaching.
Advice and professional responsibility: Science example, second level
• I can use my knowledge of food chains and webs to help plan, create and protect a wildlife area.
• I can observe or research a feature of space that I find fascinating and describe this to others.
Three minutes: shoulder partners
• What learning activities/ experiences would you organise to help children progress towards one of these outcomes?
• How might I assess progress?
3 minute activity
• I can use my knowledge of food chains and webs to help plan, create and protect a wildlife area.
• I can observe or research a feature of space that I find fascinating and describe this to others.
• What learning activities/ experiences would you organise to help children progress towards one of these outcomes?
• How might I assess progress?
Advice and professional responsibility: Numeracy example, first level
• I have investigated how whole numbers are constructed, can understand the importance of zero within the system and use my knowledge to explain the link between a digit, its place and its value.
Advice and professional responsibility: Numeracy example, second level
• Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading.
Current good practice and CfE
• What can we build on? Good practice in learning and teaching will still be good practice
• CfE principles provide a way of examining, refreshing and reaffirming good practice
• A pre-school example…
What does this mean for assessment?
• Am I clear about what learning is intended?
• How are the learners responding?• What progress can I see?• Where is support needed?• What feedback should I give?• Sharing the standard.• Benchmarking progress.
Back to the future
Quality and improvement happen because of:
• Commitment to children• Inspiration and enthusiasm• Role models• Thinking practitioners• Hard work
My best gran
