building the curriculum 2

Learning communities don't just magically appear. `2@6!s0-�X��YQL�3�ew�yv��'Co&�.��\��Е��$��'�c>Y�͊��cǧk� E��`Un��2�F9N�%�Ah��s�a��t�*�p�[�#{�D��j��x�oæ$�`{�XB�E/�� L�:�ſ��ъ��o��(��>Y0Nཹ��[�^�ν�Em�iwVCo�V�� h��}�p�:Eݭ�Nڈ2%Xv��]Ѡ6��_N��f�/��v�)��_b$1�oW@��:p'�.�j7�zuص�7�.�|6��*Ǳ��G�[� m�� Developing our cross-curriculum responsibilities. condensation, metamorphosis, evaporation High Frequency vocabulary in School curriculum The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Author: Isla Finlayson-Crawshaw Created Date: 09/24/2015 04:39:42 Title: Curriculum for Excellence Building the Ambition Last modified by: This document, or rather these documents – there are four parts, was published at the start of 2010. Resilience: not giving up. Curriculum. <]>> 0000001956 00000 n The document has useful sections: reflecting on the rationale for CfE, its approach and structure; considering issues around progression; learning, teaching and assessment (although you will need to look at building the curriculum 5 for fuller discussion of assessment); reflection on the purposes of the curriculum at different stages of schooling; and, recognising personal achievement. (2010) Curriculum for excellence: building the curriculum 2: active learning a guide to developing professional practice. As the name suggests, this was the first in the Building the Curriculum series. This paper has not succeeded in quieting all critics but it describes a system which will be broadly welcomed by sectors represented by AHDS. AA��BJJpe`eP��v �A&A��E�2@�Z4#�"*�� ׁ�� Published 'Building great teachers? AHDS will continue to engage in discussions about this on your behalf. These are essential reading. Have a look at the statements from Building the Ambition. SWAP Access to Childhood Practice L6 - Play For Children and Young People Before this was published (2006) some considerable work had already been undertaken. & B. 124 23 In this section you will be available to view our curriculum, detailing all about our intent and the learning pathways that students will follow during the academic year. Our vision is an education system where every child can thrive, no matter what their background. 2. We would welcome any thoughts on the assessment proposals set out in our position paper on this website. Building the Curriculum 2: Active learning in the early years (2007) – looks at active learning, and the learning experiences, within pre-school and early years pupils. H�|SM��@�ϯ�03�|w!T�ے��z�i�R��v�}�ZUU��x��ge`J#;�ɁK)1D��V�`��hQ7��͏z�o��Ͷ~9l*8��:��c�S��Qy�h��0"Yzc��m^�c��>b��X�� H��\l��4%�!��&@��J eվ~�� Place them with the most relevant E&O from CfE, or put them on the ‘across learning’ sheet’. Building the Curriculum 2 is concerned with one of the key aspects of Curriculum for Excellence development; learning that goes beyond the acquisition of factual knowledge and embracing understanding and the application of knowledge. 2 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. Building the capacity of all practitioners and leaders. 6. A national system of quality assurance and moderation for 3 to 18 will be developed to support teachers in achieving consistency and confidence in their professional judgements. �*�.j �а«̺/��&z��oSo�e�d�H�D�(��C}��36mQ��w��i�&��g�dZP;�i��Lk��T Qfr��'Ap�h��U d H��!��*��)A�`� mr��Sf��Y��Ȇ � Please use the links on the left hand side to navigate your way through our curriculum. %%EOF It was designed to provide all partners with a “sound base for successful implementation of the new curriculum guidance. Extending and promoting learners’ experiences. The curriculum should meet the needs of people with all of the protected characteristics covered by the Equality Act 2010 and extend understanding of equality, diversity and inclusionto all learners. Building the Curriculum 3 (2008) – the framework for planning the 3 – 18 curriculum, focusing on developing the four capacities at every stage. Curriculum as The Boundary Between Formal and Informal Education 0000014321 00000 n Use of Curriculum Mapping to Build a Learning Community. Text Building the Curriculum 2_tcm4-408069_Redacted.pdf - Published Version Available under License Open Government Licence. Download (139kB) | Preview PDF Building the Curriculum 2_tcm4-408069.pdf - Published Version Restricted to Repository staff only �AIN �c�X�H� ��*��l05�6L��e��t�eS��(�2F7��Bu� ��3�3�0�io��r�;��8If� � ��p��J8^T i& ��jN�U ��3@� �* Excellence (CfE), all of which build on existing good practice. The Whole School Priorities for 2020/21 BtC4 – Skills for learning, skills for life and skills for work, http://www.educationscotland.gov.uk/thecurriculum/howdoyoubuildyourcurriculum/curriculumplanning/whatisbuildingyourcurriculum/btc/btc4.asp, Published in 2009 this paper was “intended to further support planning, design and delivery of the curriculum…It sets out skills for learning, life and work for CfE and shows how they are embedded in the Experiences and Outcomes…It supports thinking about evidence of progression in those skills and how they can be developed and applied across learning in different contexts.”. Copyright 2021 © AHDS. 0000001713 00000 n The model was tested in research visits to 46 by Valerie Truesdale, Claire Thompson and Michael Lucas. 0000001892 00000 n Leadership is key in taking this forward and Building the Curriculum 2 identifies the following aspects of the management role: • Leading and supporting colleagues in identifying good practice and building on existing strengths • Providing opportunities for staff to develop their … Initial teacher education curriculum research: phase 2 The phase 2 research used the findings from the first phase to design a research model of 22 curriculum indicators across 8 broader themes to test if they were associated with ITE curriculum quality. Finally, it signposts case studies of active learning in practice which can be found on the LTS website. A National Assessment Resource will help teachers to achieve greater consistency and understanding in their professional judgements. 124 0 obj <> endobj This implies a commitment to building on the strong start in initial teacher education and 10 January 2020. This document sought to kick start discussion, debate and action in schools. 0000010877 00000 n This was the paper that many have been waiting for as some have long held the view that without an understanding of how assessment arrangements will work little progress could be made in the implementation of CfE. 0000002752 00000 n Pupils should be taught to: 1. listen and respond appropriately to adults and their peers 2. ask relevant questions to extend their understanding and knowledge 3. use relevant strategies to build their vocabulary 4. articulate and justify answers, arguments and opinions 5. give well-structured description… Find out more about our programmes. q�@t7,�A!Ҏ�lT7�lk:�� /+M��@0�APP4,-��٣�4��]\�� FP��16��& AA�S(44�j�� For direct access to all the BtC documents and a wealth of other resources visit http://www.educationscotland.gov.uk/thecurriculum/. use sequence, selection, and repetition in programs; work with variables and various forms of input and output 3. use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs 4. understand computer networks, including the internet; ho In due course this guidance on skills development will be supported by further exemplification. 0 BtC4 does go on to look at ‘Assessment and recognition of skills’ but gives little detail – if you are looking for any detail on this you will need to read BtC5. Enabling the Welsh language to thrive. It builds on A Curriculum for Excellence: Progress and proposals, provides guidance on a new framework and sets out considerations which are critical to the adoption of Curriculum for Excellence.”…so if you haven’t spent some time with this document, do so now. Updated an incorrect number in Figure 4 in 'Initial teacher education curriculum research: phase 2'. 0000008085 00000 n 0000000756 00000 n 7. 0000008927 00000 n It noted the diversity of provision in the pre-school sector and suggested that CfE would be a mechanism for all settings to improve their approach to children’s learning and development. 0000001574 00000 n %PDF-1.4 %�� That document included a commitment to provide further guidance on reporting. Simply visit the website, scroll down the page until you see a section called ‘keep up to date’ on the right hand side, click it, fill in your details. The first question listed in the Q&A paper gives a flavour of why all members need to read and digest this entry in the BtC series: “What will be new and different about assessment in Curriculum for Excellence? They can use the 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. Annex C replicates principles and practice papers from the Experiences and Outcomes for literacy, numeracy and health & wellbeing across learning. 1.3 Who needs to take account of this change? �]��!�m�c�� The visits to the 2 early years and 3 FES partnerships in the sample showed that the curriculum quality indicators worked well and could be usefully adapted in these contexts. 0000003393 00000 n Beware, while important, these documents are not light reading – copies printed from the links below amounted to 1.6kg of paper! Registered office: The Yellow Building, 1 … 1.1 Background 1.2 Why the terminology early learning and childcare? Teachers can reflect together on the proposals and respond to them, to inform the development work on experiences and outcomes. It starts by defining active learning, relating that definition to the four capacities and pointing to research which reinforces the value of active learning. endstream endobj 125 0 obj<> endobj 126 0 obj<> endobj 127 0 obj<>/ColorSpace<>/Font<>/ProcSet[/PDF/Text/ImageC]/ExtGState<>>> endobj 128 0 obj[/Separation/PANTONE#20556#20C 136 0 R 144 0 R] endobj 129 0 obj<> endobj 130 0 obj<>stream 0000007615 00000 n 4 Building the Ambition Contents Introduction: Building the Ambition Section 1: Why do we need this? r؅k�t�/�d��k��j($ �_�q��/1�>F~��F�7��A��1\��aj�� @�q�� . It particularly outlines important messages for those involved in planning the curriculum for children and young people. They must be built with a vision for how individual educators can support the achievement of each student through an articulated, seamless curriculum. Building great teachers? Developing a new assessment and evaluation framework. 2< building the curriculum 5 curriculum for excellence SUCCESSFUL LEARNERS > CONFIDENT INDIVIDUALS > RESPONSIBLE CITIZENS > EFFECTIVE CONTRIBUTORS Supplementary Information In January 2010 Building the Curriculum 5: a framework for assessmentwas published. Creating a new curriculum. These are the four 'Super Learning Skills' of Building Learning Power . The purpose of the document was to provide an ‘overview of active learning in practice’. We are using Building Learning Power across the school to help children become more effective and independent learners. xref 0000011149 00000 n The curriculum is defined as all the experiences that are planned for learners Scottish Government (Scotland), corp creator. Standards and expectations are defined in a way that reflects the principles of. 146 0 obj<>stream They can use it to consider with colleagues how to plan for interdisciplinary activities. trailer 5. There are four main features of the new assessment system in Curriculum for. Tier 3 Tier 2 Tier 1 Low frequency words, often subject specialist or technical vocabulary e.g. The introductory paragraph of this 2008 document says it all: “This paper is relevant to all those involved in promoting effective learning for children and young people from 3-18. 0000009456 00000 n This is what is … QhA� :>A,eXa-+ v�%�Hbj��+d2cR%�L�� QZ�h��uQQXcUE��.��?��sf�w��;��w�wh�KF�4��X�l��s��\k)5�0o3�˳��ֳ)�iQ�%��7��y�3�l��=_��f��@JF�{dUo��z�\di�09))F�&�N㹌��fnM}M��RZm�Zm5՚��s\Fe%�ڃ��V�k�V��Eq��ZMe�*��Y�T��o5ϓ�*��lδ�lA��H5�6�X�,&��\3�ǔQ4��UM�j�,��aҩE��ZQH��ާ�PT��"%��Q��j�V�s�%�J��>Aߕ��n��ȝ^�^�^N�|E�� "%d'��@��X�e��*WuRu�{��b﷽z_��aF��̧��?ե��I��t��3Q̻�?�^��w�� :`N��iK�GH�ZA,��KN��|Y��w��>e[]CK�~�uy\��(>�k%�ܥ��*�#�s�M�;�I4�`@��(��j��Ѭ@4�L�)L��O 3.1 A school’s curriculum enables it to set out its vision for the knowledge, ... Over the last four weeks, you have been considering how pupils learn through building on their prior knowledge and the roles of working memory, long-term memory (2.5) and consolidation (2.7) within this. Assessment practices will follow and reinforce the curriculum, promote high quality learning and teaching and give more autonomy and professional responsibility to teachers. 4. Building vocabulary within the secondary curriculum part 1 and 2 We are offering live training events on building vocabulary. well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. H��T{PT��w�=��ryl�*��{! BtC2 – Active learning in the early years, http://www.educationscotland.gov.uk/thecurriculum/howdoyoubuildyourcurriculum/curriculumplanning/whatisbuildingyourcurriculum/btc/btc2.asp. 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