building the curriculum 3 a framework for learning and teaching
TRANSCRIPT
![Page 1: Building the Curriculum 3 A Framework for Learning and Teaching](https://reader036.vdocuments.mx/reader036/viewer/2022062404/551b5e5e550346d31b8b5703/html5/thumbnails/1.jpg)
Building the Curriculum 3
A Framework for Learning and Teaching
![Page 2: Building the Curriculum 3 A Framework for Learning and Teaching](https://reader036.vdocuments.mx/reader036/viewer/2022062404/551b5e5e550346d31b8b5703/html5/thumbnails/2.jpg)
What is different this time....?
• International evidence –what produces transformational and sustained change?
• Engagement/autonomy/ownership/grass-roots
• Three pillars- curriculum, pedagogy, assessment
• Education recognised as key driver
![Page 3: Building the Curriculum 3 A Framework for Learning and Teaching](https://reader036.vdocuments.mx/reader036/viewer/2022062404/551b5e5e550346d31b8b5703/html5/thumbnails/3.jpg)
What is different?
• Recognition of the profession’s importance• New relationship Scottish Gov/LAs• Definition of curriculum• Not assessment driven• Alan McLean’s –AGENCY, AFFILIATION,
AUTONOMY
![Page 4: Building the Curriculum 3 A Framework for Learning and Teaching](https://reader036.vdocuments.mx/reader036/viewer/2022062404/551b5e5e550346d31b8b5703/html5/thumbnails/4.jpg)
Cabinet Secretary• “importance of reforms coming from schools and
teachers”• “dispersed leadership”• “confident individuals as leaders”• “Leaders giving greater National leadership”• “HTs taking the lead and using the opportunities”• “collegiate environments”• “staff need the freedom to...”
![Page 5: Building the Curriculum 3 A Framework for Learning and Teaching](https://reader036.vdocuments.mx/reader036/viewer/2022062404/551b5e5e550346d31b8b5703/html5/thumbnails/5.jpg)
HMIe –Graham Donaldson• More space for imaginative teaching • wider achievement• Avoid academic/ vocational divide• Basic skills for ALL (lit, num, HWB, skills for learning life
and work• Improve leadership at all levels• Not ‘back to the future’!• Not..’someone will stop me’
![Page 6: Building the Curriculum 3 A Framework for Learning and Teaching](https://reader036.vdocuments.mx/reader036/viewer/2022062404/551b5e5e550346d31b8b5703/html5/thumbnails/6.jpg)
opportunities /issues
PEDAGOGYSuccessful learners adapt, transfer, make connections, are
flexible, good communicators, have good IT and interpersonal skills
Greater emphasis on the process of learning as opposed to content –teaching must support the systematic development of these skills
Personal achievement as well as collaborative success
There is no one simple pedagogy that fits every lesson, suits every student, class, schoolmphasis on the p
![Page 7: Building the Curriculum 3 A Framework for Learning and Teaching](https://reader036.vdocuments.mx/reader036/viewer/2022062404/551b5e5e550346d31b8b5703/html5/thumbnails/7.jpg)
Learning and teaching
“The quality of learning and teaching in every classroom...will be critical to achieving our aspirations for all young people”
• How do we ensure that approaches to L&T place enough emphasis on active, enterprising learning and develop higher order cognitive skills?
![Page 8: Building the Curriculum 3 A Framework for Learning and Teaching](https://reader036.vdocuments.mx/reader036/viewer/2022062404/551b5e5e550346d31b8b5703/html5/thumbnails/8.jpg)
Interdisciplinary learning
• Not topic webs• Short projects/longer courses/theme
events• Potential for involving partners• Cross sectoral work• Opportunities for mixed stage learning
![Page 9: Building the Curriculum 3 A Framework for Learning and Teaching](https://reader036.vdocuments.mx/reader036/viewer/2022062404/551b5e5e550346d31b8b5703/html5/thumbnails/9.jpg)
transitions
• More than a pastoral transition• Capturing the ‘whole child’• Teachers having sound knowledge and
understanding of each others’ “worlds”-the learning environments which learners have worked in
![Page 10: Building the Curriculum 3 A Framework for Learning and Teaching](https://reader036.vdocuments.mx/reader036/viewer/2022062404/551b5e5e550346d31b8b5703/html5/thumbnails/10.jpg)
Wider achievement
• Creating opportunities within the classroom for development of wider range of skills
• Other opportunities e.g. extra –curricular /community
• Importance of young person’s ownership –develop Personal Learning Planning
• Importance of PROCESS
![Page 11: Building the Curriculum 3 A Framework for Learning and Teaching](https://reader036.vdocuments.mx/reader036/viewer/2022062404/551b5e5e550346d31b8b5703/html5/thumbnails/11.jpg)
leadership
• What in our present structures militates against the ‘autonomous professional’?
• How can we give more autonomy to our staff and empower them to be more creative and have the confidence to take considered risks?
• More autonomy and less ‘compliance’ –what are the implications for quality assurance?
![Page 12: Building the Curriculum 3 A Framework for Learning and Teaching](https://reader036.vdocuments.mx/reader036/viewer/2022062404/551b5e5e550346d31b8b5703/html5/thumbnails/12.jpg)
Assessment
• Assessment for learning• Assessment as learning• Assessment of learning• Learner developing reflective /self
evaluation skills –ownership/responsibility• Assess what we value –wider range of
skills
![Page 13: Building the Curriculum 3 A Framework for Learning and Teaching](https://reader036.vdocuments.mx/reader036/viewer/2022062404/551b5e5e550346d31b8b5703/html5/thumbnails/13.jpg)
What’s ahead ?
• Building the curriculum 4 –assessment• Development of skills• Work stream on structures –esp S1-S3• Recognising achievement • Case studies and exemplification