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Building the curriculum - Education Scotland...

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a curriculum for excellence building the curriculum 1

the contribution of curriculum areas

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a curriculum for excellence building the curriculum 3–18 (1)

the contribution of curriculum areas

Who is this for? All Educators What is this for? Professional Reflection

Scottish Executive, 2006

CONTENTS

contents introduction the role of the teacher

1 1

progress and proposals building the curriculum

2 3

using this publication some other current activities to support development of the curriculum

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expressive arts developing successful learners developing confident individuals developing responsible citizens developing effective contributors learning and teaching in the expressive arts the proposed guidance health and wellbeing developing successful learners developing confident individuals developing responsible citizens developing effective contributors learning and teaching in the heath and wellbeing the proposed guidance languages developing successful learners developing confident individuals developing responsible citizens developing effective contributors learning and teaching in languages the proposed guidance

5 5 6 6 6 6 7 8 9 9 9 9 10 11 13 14 14 14 15 15 16

mathematics developing successful learners developing confident individuals developing responsible citizens developing effective contributors learning and teaching in mathematics the proposed guidance

18 18 19 19 19 19 20

religious and moral education developing successful learners developing confident individuals developing responsible citizens

22 23 23 23

developing effective contributors learning and teaching in religious and moral education

23 23

the proposed guidance

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religious education in denominational schools religious education in Roman Catholic schools

26 26

developing successful learners

27

developing confident individuals

27

developing responsible citizens

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developing effective contributors

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learning and teaching in religious education

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the proposed guidance

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science developing successful learners

30 31

developing confident individuals developing responsible citizens developing effective contributors

31 31 31

learning and teaching in science the proposed guidance

32 32

CONTENTS

social studies developing successful learners

34 35

developing confident individuals developing responsible citizens developing effective contributors

35 35 35

learning and teaching in social studies the proposed guidance

36 36

technologies developing successful learners

38 38

developing confident individuals developing responsible citizens

39 39

developing effective contributors learning and teaching in technologies the proposed guidance

39 39 40

INTRODUCTION

introduction The values, purposes and principles for the curriculum 3–18 in Scotland are set out in A Curriculum for Excellence (Scottish Executive, 2004), available at www.acurriculumforexcellencescotland. gov.uk. It affirms that A Curriculum for Excellence is for all young people in all educational settings, and that it should support them in a range of ways which help to maximise their potential. At its heart lies the aspiration that all children and young people should be successful learners, confident individuals, responsible citizens and effective contributors (that is, that they should develop the ‘four capacities’). The main aim of this publication is to involve groups of teachers in professional reflection, debate and rethinking which will be an essential part of successful implementation. A Curriculum for Excellence challenges us to think differently about the curriculum and it permits professionals to plan and act in new ways: it poses challenges for learning and teaching, and the purposes and structures of programmes of study. This publication will prepare the ground for the new, streamlined guidance which will emerge over the coming months. Because the curriculum is much more than the sum of individual curriculum areas, this publication is the first of a series. To support planning for the curriculum as a whole we will be producing further Building the Curriculum papers which will include cross-cutting themes including literacy and numeracy, and interdisciplinary studies and projects. Further publications will address important themes such as the role of the teacher and assessment and qualifications.

The role of the teacher Teachers are the key to successful implementation of A Curriculum for Excellence. The quality of learning and teaching in every classroom – and the inspiration, challenge and enjoyment which can come from teachers’ enthusiasm and commitment – will be critical to achieving our aspirations for all young people. The children and young people of Scotland need teachers who themselves exemplify the four capacities, who have a sense of community with their colleagues and who share in responsibility for the success of the school and all that happens within it. Within a clear framework of national expectations, teachers will have greater scope and space for professional decisions about what and how they should teach, enabling them to plan creatively within broader parameters.

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A CURRICULUM FOR EXCELLENCE: BUILDING THE CURRICULUM 1

Because of this, teachers’ professional development will be critical to the success of the programme and needs to be inextricably linked with the work to develop the curriculum. This implies a commitment to building on the strong start in initial teacher education and induction, supporting the development of teachers’ skills and knowledge, and nurturing their enthusiasm. We will be producing material shortly on the attributes and role of teachers for excellence.

Progress and Proposals Progress and Proposals, which was published in March 2006, outlines some of the main features of the new curriculum. It defines the scope of the curriculum as extending beyond subjects to include: > the ethos and life of the school as a community > curriculum areas and subjects > interdisciplinary projects and studies > opportunities for wider achievement. It also proposes that expectations for learning within the curriculum areas should be gathered under these headings: > Expressive Arts > Health and Wellbeing > Languages > Mathematics > Religious and Moral Education > Science > Social Studies > Technologies. As Progress and Proposals explains, these curriculum areas simply provide a device for ensuring that learning takes place across a broad range of contexts, and offer a way of grouping experiences and outcomes under recognisable headings. These experiences and outcomes may be secured within school and beyond in, for example, the workplace, college or outdoor education settings. They support the progressive development of ideas, skills and ways of thinking.

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INTRODUCTION

Taken together, experiences and outcomes across the curriculum areas will sum up national aspirations for every young person: the knowledge and understanding, skills, capabilities and attributes we hope they will develop.

Building the curriculum Each of the curriculum areas makes its own unique contribution to developing the four capacities of children and young people. It does so both within its own disciplinary contexts and through connections with other areas of learning. This publication draws on classroom practice to describe some of these contributions and possible connections. It should be clear from these descriptions that the curriculum areas are not intended to be rigid structures. There will be considerable scope for innovative approaches to building the curriculum. Indeed, schools and other centres are already thinking imaginatively about how experiences and outcomes might be organised in new and creative ways, for example to plan for wider cross-connections and interdisciplinary work. This material has three main purposes. > It provides staff in early years settings, schools and colleges with ideas for reflection and development activity in preparation for working with the new guidance in ways which recognise the importance of progression in learning and the interdependence of different areas of learning. > It provides the basis for the detailed work which is now being carried out to develop new, streamlined guidance on experiences and outcomes in all of the curriculum areas. This guidance will become available from December 2006 onwards and will replace current guidance such as the Curriculum 3 to 5, and 5–14 guidelines. The work is being carried out by Learning and Teaching Scotland in partnership with SEED, HMIE, SQA and local authorities. At this stage, and until the future arrangements for qualifications have been decided, the experiences and outcomes will mainly focus on levels up to curriculum level 4. > It offers parents, employers and others who have an interest in Scottish education an indication of what and how children and young people will learn though the new curriculum.

Using this publication Many teachers have already made some changes to their approaches to learning and teaching in the light of the aspirations of A Curriculum for Excellence. Building on that work, local authorities, headteachers, teachers and educators in all sectors can use this

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publication in the next stage of continuing professional development, and so help to establish a sound base for successful implementation of the new curriculum guidance. > Teachers can reflect together on the proposals and respond to them, to inform the development work on experiences and outcomes. > They can use it to work with colleagues to make connections across the curriculum – for example, to plan a coherent approach to the development of language, numeracy, personal and social skills, or themes such as creativity. This document highlights some areas – literacy, numeracy and key aspects of health and wellbeing – which are the responsibility of all teachers. > They can use it to consider with colleagues how to plan for interdisciplinary activities. > They can consider their current learning and teaching practices and identify ways of developing them further to reflect all of the four capacities. To help teachers to be aware of timescales, A Curriculum for Excellence milestones have been developed.

Some other current activities to support development of the curriculum We recognise that teachers will need materials to support the new curriculum, and Glow, the digital network for schools, will have an important part to play in making these resources available. Work is also under way to ensure that assessment and qualifications and new arrangements for recognising achievement reflect and support the aims of A Curriculum for Excellence.

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EXPRESSIVE ARTS

expressive arts The expressive arts include experiences and outcomes in the contexts of art and design, drama, dance and music. Through the expressive arts, children and young people can have rich opportunities to be creative and imaginative and to experience inspiration and enjoyment. They can come to understand the important roles of the arts in describing and changing society. The arts have a growing significance in the life and prosperity of Scotland. Through their experience of the expressive arts, children and young people can appreciate the contributions of the arts in the lives of individuals and communities. Learning through the expressive arts enables children and young people to: > express themselves in different ways and be creative > experience enjoyment (and contribute to other people’s enjoyment) through creative and expressive performance and presentation > develop important skills specific to expressive arts and also transferable skills > develop an appreciation of aesthetic and cultural values, identities and ideas > and, for some, prepare for advanced learning and future careers by building foundations for excellence in the expressive arts.

Developing successful learners From the earliest years, children and young people’s experiences in the expressive arts can help them to express themselves, think innovatively, meet challenges positively and find imaginative solutions to problems. They can develop knowledge and skills related to the different arts, and strengthen broader skills such as the use of technologies. Successes in the arts can also fuel achievements in other areas of learning.

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Developing confident individuals The expressive arts encourage children and young people to become more self-aware and confident as they draw on their own ideas, experiences and feelings and express these through, for example, improvisation, movement, sound, line and shape. They can derive personal satisfaction and happiness from experiencing the different expressive arts and taking part in them. Successful participation encourages them to develop selfdiscipline, determination and commitment. For some, the expressive arts provide important opportunities to excel.

Developing responsible citizens The expressive arts can enable young people to explore difficult ethical questions and, by providing ways of expressing responses to personal and social issues, help young people to question and develop stances and views. Children and young people can explore the importance of cultures, the arts and heritage in Scotland and other societies, and gain understanding of the cultural values and achievements of different societies. In this way they can deepen their insights and experiences of cultural identities and come to recognise the importance of the arts to the identities of nations.

Developing effective contributors The expressive arts offer powerful opportunities for children and young people to develop their creativity, work co-operatively and communicate with others, and show initiative, dependability, leadership and enterprise. At all ages, participation in the arts – individually, in groups or communities – can greatly enhance the quality of life in families, the school and the community. Some will contribute to the prosperity and cultural life of the nation through careers in the expressive arts.

Learning and teaching in the expressive arts Teachers have real scope to plan innovative, motivating activities for children and young people to enable all of them to participate and make progress in the expressive arts. They can capitalise particularly on the potential for the expressive arts to allow creativity and selfexpression from the earliest stages to the last. Building upon what children may bring from home, and complementing out-of-school activities, teachers can plan progression at the right pace. In developing expressive and aesthetic experiences from the early stages, the emphasis should be on enjoyment, expression and development as well as on the quality of any

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EXPRESSIVE ARTS

product. As they grow older, young people should continue to experience, explore and experiment while further developing knowledge and specific skills to encourage their progress in the arts. These skills include presenting ideas and emotions as individuals or in groups and commenting on their own work and that of others. Through activities of this kind they can be encouraged to develop their powers of observation, personal response, critical analysis, evaluation, and communication. The use of new technologies opens up exciting opportunities for children and young people to express themselves and acquire new skills. Learning in the expressive arts provides opportunities to underpin and enrich learning in all other curriculum areas and more widely. Teachers can plan activities which will offer opportunities to apply and enhance skills gained in expressive arts, for example through role-play and drama. By supporting them as they prepare for and participate in performances and events at local and, for some, national level, staff can provide opportunities for children and young people to experience a real sense of achievement. There is tremendous scope to work in partnership with the wide range of artists and musicians, co-ordinators and organisations in culture and the arts who are able to enliven and enrich young people’s experiences and learning. The school’s own community of parents, neighbours, staff and children will also have a wealth of skills and experience to contribute.

The proposed guidance In addition to clear outcomes, there will be an emphasis on participation in well-planned experiences in the expressive arts at all stages. The main lines of development in art and design, drama, dance and music will be: > creating > presenting > evaluating. The guidance will include experiences and outcomes in dance (specific outcomes relating to physical education feature in health and wellbeing).

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health and wellbeing Health and wellbeing includes experiences and outcomes for personal and social development, understanding of health, physical education and physical activity, and elements of home economics. It also includes approaches and activities such as physical activity and nutrition, planned by pre-school settings, schools or colleges to promote the health and wellbeing of their learners and the wider community. Children and young people need to experience what it feels like to develop, enjoy and live a healthy lifestyle. They also need to learn ways of dealing with the many new and challenging situations they will experience throughout their lives. A healthy lifestyle supports physical, social and emotional wellbeing, and underpins successful learning. Concerns about the health, diet and activity levels of Scotland’s children and young people, social inclusion, and inequalities in health emphasise the importance of a focus on health and wellbeing throughout education, starting in the early years. Learning through health and wellbeing enables children and young people to: > experience positive aspects of healthy living and activity for themselves > develop the knowledge and understanding, skills, abilities and attitudes necessary for their physical, emotional and social wellbeing now and in their future lives > make informed decisions in order to improve their physical, emotional and social wellbeing > apply their physical, emotional and social skills to pursue a healthy lifestyle > make a successful move to the next stage of education or work > for some, open up opportunities to perform at high levels in sport or pursue careers in health or leisure industries.

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HEALTH AND WELLBEING

Developing successful learners Through this area of the curriculum children and young...