Curriculum for Curriculum for Excellence…Excellence……at Kirkhill Primary …at Kirkhill Primary SchoolSchoolWhat it means for both you and your child.What it means for both you and your child.

October 2013October 2013

The history…

5-14 Curriculum- knowledge based andsomewhat fragmented

Now a 3-18 curriculum- skills based and focussing on enquiry

Why change?Why change?

To maintain our education system as being one of To maintain our education system as being one of the best in the world and which the best in the world and which prepares our young prepares our young people for an ever changing and demanding world; people for an ever changing and demanding world; able to secure jobs yet to be invented and compete able to secure jobs yet to be invented and compete in a rapidly changing worldin a rapidly changing world

Our curriculum requires to develop our pupils’ Our curriculum requires to develop our pupils’ skillsskills for learning, life and work and for learning, life and work and acrossacross the 4 the 4 capacities:capacities:– – successful learnerssuccessful learners–– confident individuals confident individuals –– responsible citizens responsible citizens –– effective contributorseffective contributors

The Aim of Curriculum The Aim of Curriculum for Excellencefor Excellence

It aims to raise standards of education to meet It aims to raise standards of education to meet the increasing challenges of a changing world – the increasing challenges of a changing world – preparing our pupils for the unknown.preparing our pupils for the unknown.

The 3 Pillars:The 3 Pillars:

Raising StandardsRaising Standards

Developing SkillsDeveloping Skills

Increasing KnowledgeIncreasing Knowledge

Developing SkillsDeveloping Skills

It’s bringing real life to learning – making It’s bringing real life to learning – making learning relevant to the world young people live learning relevant to the world young people live in; developing transferable skills for learning, in; developing transferable skills for learning, life and work. life and work.

Re-emphasis on learning skills in Literacy, Re-emphasis on learning skills in Literacy, Numeracy and Health and Wellbeing which will Numeracy and Health and Wellbeing which will underpin ALL learning. Industry and enterprise underpin ALL learning. Industry and enterprise will work with schools to offer opportunities for will work with schools to offer opportunities for young people to develop skills needed for the young people to develop skills needed for the world of work.world of work.

Curricular Areas

Literacy 6 hours Numeracy 6 hours Health and Wellbeing (including PE) 6 hours

Science Total of 7 hours Technology (including ICT) Social Subjects French Religious and Moral Education The Arts: Art, Music, Drama

A broad and deep curriculum which provides planned A broad and deep curriculum which provides planned EXPERIENCES with expected and specific OUTCOMES for each EXPERIENCES with expected and specific OUTCOMES for each level based on Skills, Knowledge and Understandinglevel based on Skills, Knowledge and Understanding

Progression Through Progression Through LevelsLevelsA rough guide but can be earlier or later for some pupils:

Early Level: pre-school years and P1

First Level: P2 to P4

Second Level: P5 to P7

Third Level: S1 – S3

Senior Phase: S4 to S6National 4 National 5Highers and Advanced Highers

Effective communication at key points of transition is crucial to ensure continuity of learning. Cluster Working

How do we know our pupils are progressing?

Sharing Standards: Moderation across School, Cluster, NAROngoing Formative Assessment around Make Say Write Do More Later!

Summative Assessments (Tests) Tracking Attainment

Professional Dialogue Around the Design of our

Curriculum in Kirkhill

What does this mean What does this mean for our pupils?for our pupils?

Exciting, innovative topics relevant to the needs of Exciting, innovative topics relevant to the needs of the children as individuals within their own communitythe children as individuals within their own community

Confident and computer literate youngsters well Confident and computer literate youngsters well equipped to use a range of rapidly developing ICT equipped to use a range of rapidly developing ICT resourcesresources

Pupil Support in the widest sense: Literacy, Numeracy, Pupil Support in the widest sense: Literacy, Numeracy, Health and WellbeingHealth and Wellbeing

Active, Interdisciplinary and Collaborative Learning; Active, Interdisciplinary and Collaborative Learning; requiring the ability to transfer skills taught across all requiring the ability to transfer skills taught across all learninglearning

Achievements of the WHOLE child is valued by all- Achievements of the WHOLE child is valued by all- including further education establishments and including further education establishments and employers. Recognising the importance of Celebrating employers. Recognising the importance of Celebrating Success in school and the use of electronic profilesSuccess in school and the use of electronic profiles

Let’s look!Let’s look!

There are opportunities for learning all around There are opportunities for learning all around us in everyday life.us in everyday life.

Parents, teachers and children can have fun Parents, teachers and children can have fun with this togetherwith this together

……bringing life to learning and learning to life.bringing life to learning and learning to life.

A clock that has stopped in class, the building of A clock that has stopped in class, the building of a wind farm or even some brown trout!a wind farm or even some brown trout!

Question: What learning could develop?Question: What learning could develop?

All familiar and relevant objects which would All familiar and relevant objects which would capture the imagination of our pupils.capture the imagination of our pupils.

What parents can do …What parents can do … The importance of TALK! Listen, talk, share and encourage your child to work on tasks on The importance of TALK! Listen, talk, share and encourage your child to work on tasks on

their own, with you, with others and then talk about it afterwards – this has a big influence their own, with you, with others and then talk about it afterwards – this has a big influence on children’s learningon children’s learning

By being here tonight you are working in partnership with your child’s schoolBy being here tonight you are working in partnership with your child’s school

Encourage and praise effortEncourage and praise effort

Value & celebrate achievementsValue & celebrate achievements

Encourage and demonstrate a ‘can do’ approach – ‘give it a try, you might just like it, if Encourage and demonstrate a ‘can do’ approach – ‘give it a try, you might just like it, if you don’t like it that’s “OK” but give it a go anyway!you don’t like it that’s “OK” but give it a go anyway!

Foster resilience and perseveranceFoster resilience and perseverance

Provide as many different experiences as you canProvide as many different experiences as you can

Have high, but realistic expectationsHave high, but realistic expectations

Model & ‘teach’ the values for living- be a good role modelModel & ‘teach’ the values for living- be a good role model

Keep Keep up to speedup to speed with ICT- be a learner too- crucial with ICT- be a learner too- crucial

Teach accountability, responsibility and consequences- don’t Teach accountability, responsibility and consequences- don’t spoon feed or be over spoon feed or be over protectiveprotective

Parents can find out moreParents can find out morewww.parentzonescotland.gov.uk www.parentzonescotland.gov.uk

and on and on Kirkhill’s Website Kirkhill’s Website

The partners working to deliver Curriculum for Excellence are:The partners working to deliver Curriculum for Excellence are:

Scottish GovernmentScottish Government www.scotland.gov.ukwww.scotland.gov.ukThe government has responsibility for the national education systemThe government has responsibility for the national education system

Education Scotland Education Scotland www.EducationScotland.org.ukwww.EducationScotland.org.uk

Develops the curriculum, provides information and guidance Develops the curriculum, provides information and guidance on learning and teachingon learning and teaching

Scottish Qualifications AuthorityScottish Qualifications Authority www.sqa.gov.ukwww.sqa.gov.ukDevelops, marks and manages the qualifications processDevelops, marks and manages the qualifications process

Education Scotland (HMIe)Education Scotland (HMIe) www.hmie.gov.ukwww.hmie.gov.ukThe inspectors who monitor the quality of educationThe inspectors who monitor the quality of education