What it means for your child, their teacher and yourself.

October 2014

Design of our Scottish Curriculum IDL: Interdisciplinary Learning

Topics Assessing Progress: Summative and

Formative Tracking Pupil Attainment and

Achievement Reporting on Progress

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

Our curriculum requires to develop our pupils’ skills for learning, life and work and across the 4 capacities:

Successful learners with the motivation for learning Confident individuals with physical mental and emotional

wellbeing and self respect Responsible citizens with respect for others and the world we live

in Effective contributors who can communicate, solve problems and

be enterprising and creative.

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

The 3 Pillars:Raising Standards

Developing SkillsIncreasing Knowledge

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

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

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

72% on Literacy/ Numeracy/ Health & Wellbeing

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

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

Cross Cutting Themes: Enterprise, Global Citizenship, Creativity, Problem Solving, Sustainability, Scottish Studies…

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

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

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

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

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

Parents, teachers and children can have fun with this together

…bringing life to learning and learning to life.

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

Question: What learning could develop?

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

Formative Assessment: Make, Say, Write, Do Teacher, Self and Peer Assessment: Thumbs, No

Hands Up, Traffic Lights... Teacher/ Pupil Dialogue, Learning Visits, Sampling

Pupil Work, Behaviour (Health & Wellbeing) …

Summative Assessments: Check Ups, End of Topic Assessments (including Numeracy), Standardised Tests, Teacher Made Assessments

Teacher/Management Tracking Dialogue Cluster Dialogue/ Moderation/ Learning Visits

A 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 5

Highers and Advanced Highers

To ERC Education Department: S & Q Report, Inspections and Reviews

To Parents: School Website Assemblies Homework (including Comments Section) Jotters/ Work Home GLOW Reviews & Meetings Parent Meetings Open Doors New Curriculum News (Next Term with Levels

Recorded) CfE Guidance Booklets and Attainment Slips End of Year Summative Report

Listen, talk 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 on

children’s learning

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

Encourage and praise effort but it’s also really good to win or be very good at something

Value & celebrate achievements

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!

Foster resilience and perseverance- if at first...

Provide as many different experiences as you can but also allow your child to find their own experiences

Have high, but realistic expectations

Model & ‘teach’ the values for living- be a good role model but develop an understanding of “it’s “OK” to

make mistakes as long as we learn from them

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

Teach accountability, responsibility and consequences

“Children are like wet cement. Whatever falls on them makes a lasting impression” - Haim Ginott

“Don’t worry that children seem to never listen to you; worry that they are always watching you.” - Robert Fulghum

Parents can find out morewww.parentzonescotland.gov.uk

and on Kirkhill’s Website

The partners working to deliver Curriculum for Excellence are:

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

Education Scotland www.EducationScotland.org.uk

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

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

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