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Progress so far
The approach to change
This review of the curriculum is a continuous process of professional learning and development, not a one-off change.
In the past, national curriculum developments have often been supported by central guidelines, cascade models of staff development and the provision of resources to support the implementation of guidance by teachers. Our approach to change is different. It aims to engage teachers in thinking from first principles about their educational aims and values and their classroom practice. The process is based upon evidence of how change can be brought about successfully - through a climate in which reflective practitioners share and develop ideas.
There have been three main strands of activity:
- engagement
- review
- development of skills for work courses.
This work has been carried out through close partnership between the Scottish Executive, Learning and Teaching Scotland ( LTS), The Scottish Qualifications Authority ( SQA) and HM Inspectorate of Education ( HMIE), with involvement by education authorities, schools, colleges, professional associations and members of the research community.
Engagement
From the start, Ministers were clear about the importance they attach to an approach to change which draws on professional and public dialogue. The first phase of engagement focused on professional reflection on the values, purposes and principles of A Curriculum for Excellence, stimulating discussion and debate about our aspirations for children and young people in Scotland, the shape of a curriculum that will meet the needs of the next generation, and the approaches to learning and teaching that will be needed to achieve our aspirations. These discussions have revealed a very high level of consensus about the values, purposes and principles set out in A Curriculum for Excellence.
- The engagement process included a major programme of conferences and professional development events in each of the 32 education authorities and with independent schools.
- We now have a network of education authority contacts who will lead change within their authority.
- We have had useful dialogue with colleagues involved in related programmes such as Assessment is for Learning and Determined to Succeed, to promote coherence.
- More than 600 centres have enrolled in the register of interest, which is designed to identify examples of good practice, and to test and develop innovative approaches.
Review
Our task is to develop a curriculum framework which will support all children and young people from 3 to 18 to develop as successful learners, confident individuals, responsible citizens and effective contributors, ready to play a full part in society now and in the future. As part of the review process we need to develop clear guidance which sets out expectations of what children and young people should learn and also promotes flexibility and space so that teachers can use their professional judgement creatively to meet children's needs.
- Working with partners, we have considered the implications of A Curriculum for Excellence for the overall structure of a curriculum which will span all stages from 3 to 18. We have also explored and advised on the implications for assessment, continuing professional development ( CPD) and resources.
- Groups carried out initial reviews of existing curriculum guidance using evaluative questions based on the values, purposes and principles of A Curriculum for Excellence. They prepared outlines of suggested changes to guidance.
- The groups concentrated on the 3 to 15 stages. This was to enable future changes to the 15 to 18 curriculum, including qualifications, to build upon the revised 3 to 15 curriculum.
- Research was commissioned to make sure that, where possible, proposals for change were supported by research or other evidence. The research papers are available on the website.
Skills for work courses
One of the proposals in Scottish Ministers' response to A Curriculum for Excellence was to extend the range of qualifications for all young people through developing Skills for Work courses. New courses are being piloted in session 2005-06 in: construction crafts; early education and childcare; financial services; and sport and recreation. The courses focus on the skills, knowledge and attitudes which are important not only for employment but also for lifelong learning. Learning is mainly practical and takes place in schools, colleges and other work-related settings.
- 1300 young people (mainly in S3 and S4), 28 colleges and 145 schools across 21 education authorities have been involved in the first year. The schools have been in partnerships with colleges and other providers.
- The courses are being closely monitored and evaluated. The range of courses will be extended in Session 2006-07 to cover hairdressing, rural skills and construction engineering. We expect that many more young people will enrol for the courses next session.
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