Hazel Lindsay CLD Worker Adult Literacies/Performance

Management

How we use CfE E’s & O’s in

West Dunbartonshire

• Attended training a few years ago to talk about CfE. At that point it all

seemed to be about young people in schools and I could not make the

links to my job working with adults.

• It didn’t really make sense until I attended training put on by Education

Scotland in March 2012.

• I’ve always thought CfE is a big fuss about nothing as I see it as just

mirroring what it is we already do in CLD. It also uses the same language

as other frameworks and tools like HGIOCLD, Explaining The Difference

and Delivering Change. It also has similar underlying principles as CLD.

My Learning Journey

• I grasped the concept about what E’s & O’s can bring to Adult Learning.

• It can be useful to measure progress, assess learning, evidence impacts

and much more.

• Using E’s & O’s enables learners and staff to capture and articulate the

breadth and depth of learning that takes place as well as outcomes such

as confidence.

• Using some of the templates I produced has been more meaningful to

learners than scoring on a scale of 1 – 10.

The Penny Dropped!

Adult Literacies

• I asked one of the literacies groups if they would assist me to try out using

CfE Capacities and E’s & O’s. They agreed.

• I took them through the activity of matching up their experiences with

the capacities of “Confident Individual” and “Successful Learner”. They

then had time to reflect and the result was that they came up with impact

statements.

The Pilot

Curriculum for Excellence Confident Individual

“I am a confident individual because I am proud of my ability

to write stories and poems.” “An example of how I have used this in my everyday life is”:-

Becoming a published author last year as part of the Scottish Book Trust Project “An Apple a Day”.

Curriculum for Excellence – Effective Contributor

I am an effective contributor because.........................................................

An example of how I do this in my everyday life is.........................................

Examples of templates used

Education Scotland – “The experiences and outcomes are an essential component of Scotland’s new curriculum and apply wherever learning is planned.”

The title “Experiences & Outcomes” recognises the importance of the quality and nature of the learning experience in developing attributes and capabilities and in achieving active engagement, motivation and depth of learning. An outcome represents what is to be achieved.

Community-based adult learning includes a range of learning opportunities such as numeracy, literacy, languages, arts, crafts, information and communications technology, creative writing, dance, walking, fitness, sport and courses for personal development.

CfE Experiences & Outcomes cover all of these and can be used to both assess progress in learning and to plan next steps.

Planning learning experiences and positive outcomes

Can be used with learners to:-

• Raise their awareness of future choices • Raise their expectations and aspirations. • Develop the skills for personal planning and making decisions• Prepare them for next stages in life.• Achieve and sustain positive destinations• Develop high levels of skill • Increase understanding of the world of work, training and lifelong learning

so that they can embrace opportunities.

Health & Wellbeing – Responsibility of AllWhy Planning for choices and changes?

• Change made by learners was to remove the words “Health &

Wellbeing”

• I made up flashcards of the Es & O’s and we all had discussions about the

terminology.

• I then used the most appropriate statements during learner reviews to

identify where they want to progress to and why.

• At this point I also used the Numeracy E’s & O’s to enable the learner to

reflect on their learning and identify where they are at. This then helped

us to look at ways forward and to establish goals.

Planning for Choices and Changes Pilot

1. In everyday activity I explore and make choices to develop my learning and interests. I am encouraged to use and share my experiences.

2. Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others.

3. Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning.

4. I am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future opportunities. This is helping me to make informed choices about my life and learning.

5.Based on my interests, skills, strengths and preferences, I am supported to make suitable, realistic and informed choices, set manageable goals and plan for my further transitions.

Planning for Choices and Changes E’s & O’s

ESOLGaelic E’S & O’s– Reading: Using Knowledge About Language

(p119)

I have explored and experimented with English words and phrases.

I can make comparisons and explore connections between spelling patterns and my native language.

I can recognise and comment on other features of my own language, which help me to make sense of words in English.

These statements can be used to measure progress or evaluate learning.

What difference has your English learning made to you? It has helped me speak to my wife

It has given me confidence to talk more, with family

I can speak to my son more in English

Give an example from your own life‘Generally I speak more English with my wife and son before I only spoke Chinese’

What other areas of English do you want to work on? What will you do next?

I want to study English to get a better job, maybe in construction (domestic)

ESOL Reviews

ALSN Courses• Solved the issue of Assessing levels

• Enabled learners to see what they have learned

• Can be used for further assessment purposes by building a “learner profile”

• Was useful as part of SQA evidencing

100% felt good/happy about their achievement

100% felt good/happy about their learning experience

100% could give an example of their increased confidence. They were: Able to match words to pictures,

Improved writing, Having fun while learning, Knowing what recycling means and attending interview for

college.

Other E’S and O’s used – Using Money

Tools for readingTo help me use texts with increasingly complex or unfamiliar ideas, structures and vocabulary within and beyond my place of learning

I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write.

I can use my knowledge of sight vocabulary, phonics, context clues, to read with understanding and expression.

Raymond Raymond was able to read the sound/sign/letter bingo cards. He also read key information on his SQA portfolio (e.g. Name/date)

RobbieWitnessed Robbie using this

to play letter/sign/word bingo

Sean Witnessed Sean reading words (e.g. No Smoking) and selecting the appropriate sign

that symbolises this.

• Parents are more confident about approaching subjects that they never felt they had much expertise in (e.g. science) through exploring books like the Hungry Caterpillar.

• Parents are more confident about their children coping in a nursery learning environment.

• Learning with their children has inspired the adults to look at their own learning needs and subsequent courses have been requested.

Adult Learning Workers have;

Worked with parents & toddlers to link the language of Curriculum for Excellence with their children’s everyday learning through a creative storytelling project.

Staff are also making links with appropriate E’s & O’s for projects.

This enables them to also tie work in with other agenda’s e.g. Fit Families Programme covers

CFE Health & Wellbeing “Nutrition & Parenthood”

It also fits with Family Learning and our Single Outcome Agreement 3

“Families are more confident and equipped to support their children throughout childhood”

Learning points• Learners must be involved in the process of linking CfE with their learning in

the world of adult learning. Their response has been the language barrier.

• E’S & O’S are helpful and not intimidating if you put them in a folder like I

did.

• If you get the essence of what CfE is aiming to achieve the rest kind of falls

into place.

• CfE application to adult learning is open for development and creativity.

• If you look close enough its already there in what we do. We just need to use

it more explicitly and effectively.

Consider challenges Other curriculums already exist so why do we need CfE?

Does this mean a “Curriculum Led” approach and no longer “Social Practice”?

Adult Literacy and Numeracy (ALN) Curriculum for Scotland

At one end of the spectrum, the definition of a curriculum involves a detailed

specification of content to be covered or outcomes to be achieved.

At the other end, it means explaining the processes undertaken by learners

and tutors to identify, plan, carry out and review learning programmes for

individual learners.

Approach adopted in ALN guidelines is strongly oriented towards a

process-based view. Emphasis is on the way that the curriculum is

negotiated with learners and builds creatively on their existing

knowledge and skills and the contexts they experience in their private,

family, community and working lives.

I found that CfE E’s & O’s provide a toolkit to facilitate

the

“Process-based approach to all Curriculums”

Which Curriculum?

Links to Policy

CfE - Why Experiences & outcomes?

CLD Strategic Guidance (Cradle to Grave

policy illustration)

ALIS 2020 – Next Steps

Plans

• Roll out successes of Pilot

• Embed E’s & O’s in Individual Learning plans?

• Learners involved in making the language “User

Friendly”

• Encourage more innovative thinking

• Share with peers!