SLANOPESLANOPESeptember 18September 18thth – LTS, Dundee – LTS, Dundee

(Speaker was Morna Crombie)(Speaker was Morna Crombie)

Remember (my notes only!)Remember (my notes only!)(Only as good as my listening and (Only as good as my listening and note-taking skills)note-taking skills)

• All papers issued were reclaimed (as work All papers issued were reclaimed (as work in progress and not yet ready for public in progress and not yet ready for public consumption)consumption)

• Am trying to give impartial facts from Am trying to give impartial facts from meetingmeeting

• Not any opinionNot any opinion

Curriculum for ExcellenceCurriculum for ExcellenceBased upon 4 central Based upon 4 central

valuesvalues

•WisdomWisdom•IntegrityIntegrity• JusticeJustice•CompassioCompassio

nn

The Purposes of a C for EThe Purposes of a C for E Develop 4 capacities Develop 4 capacities

•Successful learnersSuccessful learners•Confident IndividualsConfident Individuals•Responsible CitizensResponsible Citizens•Successful LearnersSuccessful Learners

The Principles that The Principles that UnderpinUnderpin

•ProgressionProgression•ChoiceChoice•BreadthBreadth•DepthDepth•Coherence & relevanceCoherence & relevance•PersonalisationPersonalisation•Challenge & enjoymentChallenge & enjoyment

Responsibility of Responsibility of All All TeachersTeachers

•Health and well-Health and well-beingbeing

•NumeracyNumeracy•LiteracyLiteracy

Also hasAlso hasCross-cutting ThemesCross-cutting Themes

•CitizenshipCitizenship•EnterpriseEnterprise•CreativityCreativity•Sustainable Sustainable

developmentdevelopment

““Curriculum has now Curriculum has now been reorganised so been reorganised so

that it is the that it is the responsibilityresponsibility

of all teachers”of all teachers”

““Timetabling will Timetabling will be looked at in a be looked at in a

very fresh and new very fresh and new way”.way”.

Teachers will have Teachers will have greater scope and space greater scope and space – more time to discuss – more time to discuss

and make decisions with and make decisions with colleagues.colleagues.

““Ways of bringing Ways of bringing things/people together things/people together will be afforded so that will be afforded so that

subjects will come subjects will come together – e.g. Maths together – e.g. Maths

staff may contribute to staff may contribute to PE. PE staff may PE. PE staff may

contribute to Science”.contribute to Science”.

““Curriculum areas are not Curriculum areas are not intended to be rigid intended to be rigid

structures. There will be structures. There will be considerable scope for considerable scope for innovative approaches”innovative approaches”

““Time will be used Time will be used creatively”creatively”

Raising the BarRaising the Bar

““Recognition of wider Recognition of wider levels of attainment levels of attainment notably literacy and notably literacy and

numeracy because we numeracy because we have falling standards have falling standards

there”there”

How do we learn?How do we learn?

• 10% of what we read10% of what we read• 20% of what we hear20% of what we hear• 30% of what we both see and hear30% of what we both see and hear• 50% of what we discuss with others50% of what we discuss with others• 70% of what we personally do70% of what we personally do• 90% of what we explain to 90% of what we explain to

someone elsesomeone else

Curriculum for Curriculum for ExcellenceExcellence

PREVIEWPREVIEWHealth and Well-Health and Well-

beingbeing

Health and Well-Health and Well-beingbeing

““A Challenging A Challenging Area”Area”

Health and Well-Health and Well-beingbeing

Learning through H & Learning through H & WB promotes WB promotes confidence, confidence,

independent thinking independent thinking and positive attitudes and positive attitudes

and dispositionsand dispositions

Where did writers start Where did writers start from?from?

• Listened to what teachers, managers and Listened to what teachers, managers and leaders said.leaders said.

• Used Phase 1 materialsUsed Phase 1 materials• Early years 3 -5 document (already well Early years 3 -5 document (already well

received in Scotland)received in Scotland)• Took best of 5-14 guidelines (so not Took best of 5-14 guidelines (so not

everything in 5-14 has disappeared)everything in 5-14 has disappeared)• SG and NQ ArrangementsSG and NQ Arrangements• Curriculum and L&T research from home Curriculum and L&T research from home

and abroad (“Hopefully will have lifted best and abroad (“Hopefully will have lifted best and given a Scottish flavour.”)and given a Scottish flavour.”)

Lines of developmentLines of development

• Health – mental, social, emotional and Health – mental, social, emotional and physicalphysical

• Physical Education and Physical Activity Physical Education and Physical Activity including Sportincluding Sport

• Eating for health and safe hygienic practicesEating for health and safe hygienic practices• Personal safetyPersonal safety• Drugs, alcohol and tobaccoDrugs, alcohol and tobacco• Relationships, sexual health and parenthoodRelationships, sexual health and parenthood• Planning choices for school and beyondPlanning choices for school and beyond

Complicated TerritoryComplicated Territory

Current progress Current progress involves workinginvolves working

with police and drug with police and drug agenciesagencies

PE “Quite far on”PE “Quite far on”but decision has been but decision has been

mademadeto hold backto hold back

and put out as fulland put out as fullpackage forpackage for

Health and Well-beingHealth and Well-being

Now expectedNow expected

EARLY 2008EARLY 2008(Update – May likely)(Update – May likely)

Proposed Achievement Proposed Achievement FrameworkFramework

LEVELLEVEL

• EarlyEarly• FirstFirst• SeconSecon

dd• ThirdThird• FourthFourth• SeniorSenior

Experiences and outcomes for most Experiences and outcomes for most childrenchildren

and young peopleand young people• In pre-school and in P1In pre-school and in P1• By end of P4, but earlier for someBy end of P4, but earlier for some• By end of P7, but earlier for someBy end of P7, but earlier for some• In S1 – S3 but earlier for someIn S1 – S3 but earlier for some• Fourth level loosely equates with Fourth level loosely equates with

SCQF 4SCQF 4• In S4 – S6, but earlier for someIn S4 – S6, but earlier for some

But, this But, this frameworkframework

is not rigidis not rigid

PE Outcomes and Experiences PE Outcomes and Experiences

At all levels in my learning in, through and At all levels in my learning in, through and about – PE will be enhanced by participating about – PE will be enhanced by participating in a wide range of purposeful and enjoyable in a wide range of purposeful and enjoyable physical pursuits on a regular basis and that physical pursuits on a regular basis and that will:will:

• enable me to acquire a range of physical enable me to acquire a range of physical competencies and extend my physical capacitycompetencies and extend my physical capacity

• enrich my life, improve the quality of living and enrich my life, improve the quality of living and engage me in a range of cultural practices which engage me in a range of cultural practices which exemplify the very best of human endeavourexemplify the very best of human endeavour

• allow me to experience a sense of personal allow me to experience a sense of personal achievement, increased confidence and self achievement, increased confidence and self esteem as a reward for my best effortsesteem as a reward for my best efforts

• develop my ability to interact with othersdevelop my ability to interact with others

(This is “ Work in progress”)(This is “ Work in progress”)

Physical Education Physical Education ‘Outcomes’‘Outcomes’

are written separately fromare written separately from

Physical Activity Physical Activity ‘Outcomes’‘Outcomes’

This will enableThis will enablethethe

specific valuesspecific valuesof bothof both

PE and PAPE and PA

Physical EducationPhysical EducationLines of DevelopmentLines of Development

• Physical competencePhysical competence• Co-operation and Co-operation and

competitioncompetition• Evaluating and appreciatingEvaluating and appreciating

Two outcomes Two outcomes for eachfor each at at each leveleach level

““I can” or “I have” I can” or “I have” statementsstatements

are desirable but are desirable but they’ve had problems they’ve had problems in the H&WB area to in the H&WB area to write in these terms.write in these terms.

LevelLevel PCPC C&CC&C E&AE&A

EarlyEarly •O1O1•0202

•O1O1•0202

•O1O1•0202

FirstFirst •O1O1•0202

•O1O1•0202

•O1O1•0202

SecondSecond •O1O1•0202

•O1O1•0202

•O1O1•0202

ThirdThird •O1O1•0202

•O1O1•0202

•O1O1•0202

FourthFourth •O1O1•0202

•O1O1•0202

•O1O1•0202

SeniorSenior •O1O1•0202

•O1O1•0202

•O1O1•0202

Outcomes are written as broad Outcomes are written as broad general statementsgeneral statements

Examples:Examples: • Opportunities to engage in a wide range of physical experiences Opportunities to engage in a wide range of physical experiences

and access to a broader range of equipment and apparatus and access to a broader range of equipment and apparatus have improved my performance in previously learned and newly have improved my performance in previously learned and newly acquired skillsacquired skills

(Physical Competence – 3(Physical Competence – 3rdrd Level (S1+) Level (S1+)

• As I encounter new, exciting challenges and contexts for As I encounter new, exciting challenges and contexts for learning I can apply and transfer my knowledge of specialist learning I can apply and transfer my knowledge of specialist skills in movement in creative and controlled waysskills in movement in creative and controlled ways

(Physical Competence – 3(Physical Competence – 3rdrd Level (S1+) Level (S1+)

• I can observe closely, describe, analyse and make evaluative I can observe closely, describe, analyse and make evaluative judgements on key aspects of performing and make judgements on key aspects of performing and make constructive, critical suggestions, specific to an activity about constructive, critical suggestions, specific to an activity about how a performance might be improved.how a performance might be improved.

(Evaluating and Appreciating) – 4(Evaluating and Appreciating) – 4thth Level (S2 - S3) Level (S2 - S3)

There will be more There will be more scope for scope for

individual/school individual/school translationtranslation

than 5-14 guidelines than 5-14 guidelines offeredoffered

““Dance is no longer part of Dance is no longer part of PE”PE”

Dance is now a part of Dance is now a part of Expressive ArtsExpressive ArtsThis includes:This includes:

•Art and designArt and design•DramaDrama•DanceDance•MusicMusic

But because of flexibilityBut because of flexibility

• PE staff could help deliver Expressive Arts PE staff could help deliver Expressive Arts curriculumcurriculum

• Might be e.g. - Drama teacherMight be e.g. - Drama teacher• May be other creative optionsMay be other creative options• Expressive Arts to work with external Expressive Arts to work with external

bodies to increase and enhance bodies to increase and enhance experienceexperience

Expressive ArtsExpressive ArtsThese teams are to be put together:These teams are to be put together:

• Creative links officersCreative links officers• Cultural coordinatorsCultural coordinators• Active schools coordinatorsActive schools coordinators• Teachers and early years Teachers and early years

practitionerspractitioners

Visit LTS WebsiteVisit LTS WebsiteThe following are the documents you The following are the documents you

should look at to keep up to speed with should look at to keep up to speed with development.development.

•Building the curriculum 1Building the curriculum 1•Building the curriculum 2 Building the curriculum 2 (Early years (Early years

focus)focus)

•Building the curriculum 3 Building the curriculum 3 (Curriculum (Curriculum architecture)architecture)

120 minutes120 minutes• Is that for PE or Physical Activity?Is that for PE or Physical Activity?• Answer at the moment is there is no answerAnswer at the moment is there is no answer• Two hours of PE is the Two hours of PE is the current recommendationcurrent recommendation• Still only a recommendationStill only a recommendation• New government looking to tie downNew government looking to tie down• But – HMI position – they will be looking for 2 But – HMI position – they will be looking for 2

hours of quality PEhours of quality PE• Schools need to demonstrate plans of how they Schools need to demonstrate plans of how they

will achieve 2 hours of quality PE for ALL by will achieve 2 hours of quality PE for ALL by 20082008

• Latest inspection reports reveal – no where Latest inspection reports reveal – no where near having achieved the two hoursnear having achieved the two hours