CfECfE challenges and opportunitieschallenges and opportunities
Norman Emerson
Mark Brownrigg
Why did we need to reform the curriculum?
Let Rip Van Winkle tell us!!!!
Rip Van Winkle awakens in
the 21st century after a hundred-year snooze and is, of course,
utterly bewildered by what he sees.
Men and women dash about, talking to small
metal devices pinned to their ears
Young people sit at home on sofas, moving miniature
athletes around on electronic screens
Older folk defy death and disability with
metronomes in their chests and with hips made of metal & plastic
Airports, hospitals, shopping malls… every
place he goes just
baffles old Rip
But when he finally walks in here,
the old man knowsexactly where he is
"This is a school," he declares. "We used to
have these back in
1908. Only now the blackboards are
white."
circa. 1908
circa. 1948
circa. 2009
………….but!!!!!!!
Existing systems produce existing
results. If something
different is required the system must be
changed
Sir Christopher Ball; More Means Different
(from a report on widening access to Higher Education)
Today’s learners are no
longer the people our educational system was designed to
teachM.Prensky
The way we The way we learn needs learn needs
thinking thinking about in new about in new
and better waysand better ways
Tell me and I forget.Tell me and I forget.Show me and I remember.Show me and I remember.
Involve me Involve me and I understand.and I understand.
Make the curriculum more relevant for pupils for the 21st Century
CfECfE GlowGlow
Chartered Teacher
Chartered Teacher
Sharing Courses
Secure file transfer
Glow learn (VLE)
Web hosting
Video streaming
Pupil Tracking
Glow Groups:
Targeted news
Glow Messenger (for staff)
Glow Mail
Glow Chat
Glow Meet:
Web Conferencing
Audio conferencing
Virtual whiteboard
Application sharing
Document Store
Discussions
Resources search
Course Builder
The standard for Chartered Teacher
Letter from America• Eric Booth• 235 Cedar Hill Road• High Falls, NY 12440• [email protected]• • Dear American Colleagues, November 11, 2009• • I have just completed an extraordinary week of presenting to and learning from
education leaders, teachers, arts and arts education administrators in Glasgow and Edinburgh. Something unprecedented is going on in Scotland
Eric Booth235 Cedar Hill RoadHigh Falls, NY [email protected] American Colleagues, November 11, 2009I have just completed an extraordinary week of presenting to and learning from education leaders, teachers, arts and arts education administrators in Glasgow and Edinburgh. Something unprecedented is going on in Scotland
Letter from America
• I left Scotland with a sense of possibility I rarely feel around school systems. They have all the pieces, and the time is right, for this country to become the world’s leaders in creative education. The Scots are remarkably modest and instinctively discuss their weaknesses rather than their strengths—I heard it referred to as the instinctive “Scottish cringe.” It was a privilege to be the outsider who could report the significance of their accomplishment and urge them to press the final mile.
Principles to PracticeStrategic Frameworks:
– Curriculum Guidance (April ‘09)– National Qualifications (June ’09)– Strategic vision (Sept ’09)– Skills for learning, life and work (Oct ’09)– Framework for Assessment (Jan ’10)
• Executive Summary• Framework for Assessment• Quality Assurance and Moderation
• Not year ‘zero’
New approach for assessment • Concern over 5 -14
– Focus on rate of progression, narrow, attainment driven
Increased focus on:– Breadth– Challenge– Application of learning
• ‘how much and ‘how well’ young people are learning
Support for Framework – local/national support
• National seminars (Jan – Feb ‘10)• New system of Quality Assurance and Moderation• Assessment exemplars
– priority areas of literacy and numeracy across learning (Jan-Mar)– Available from April on CfE website
• National Assessment Resource (Sept ’10)• Additional in-service day (Summer term ’10)• Commitment from Scottish Government - additional funding
Workshop 1Building the Curriculum 5: a framework for assessment
Divide the readings up among your group:
P.11 – 17 What we assess
P. 18 – 25 Principles of assessment , When we assess
P. 26 – 33 How we assess
P. 34 – 42 Partnerships , Ensuring quality & confidence
P. 43 – 49 Reporting on progress, informing self- evaluation for improvement
Step 1Individual reading and reflective thinking
Read your section of the document.
As you read, keep in mind the following:
• You will be giving a verbal summary of your section to the rest of your group in the next step.
• How is this framework different from what we have at the moment?
Step 2Group Sharing
Work around the table in turn. Each person shares a summary of their section of the document and their response to the question.
How is this framework different from what we have at the moment?
Step 3Convergent Thinking
Consider all the responses shared at your table.
How is this framework different from what we have at the moment?
•••••
• List up to 5 suggestions
• Bullet point your suggestions in the middle of the flipchart. Leave space around the outside.
Step 4Divergent Thinking
Around the outside record as many responses as you can to the question.
What are the challenges and/or opportunities in developing understanding of and implementing the guidance in BtC5: a framework for assessment in your context?
•••••
Find this Power Point on - GLOW:
“National Assessment 3-18”