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Curriculum for ExcellenceModern Languages : 

Curriculum for ExcellenceModern Languages BRIAN TEMPLETON ROSEMARY DELANEY

Slide 2: 

Purposes of this session To inform participants about aims of Curriculum for Excellence and update them on current progress To reflect on the implications for our learning and teaching To share information about the trialling of the draft modern languages experiences and outcomes To inform participants about key messages from feedback and next steps

Teachers are key… : 

Teachers are key… …to successful implementation of 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.

Aims of the programme : 

Aims of the programme Focus classroom practice upon the child and around the four capacities (successful learners; confident individuals; responsible citizens; effective contributors) Simplify and prioritise the current curriculum Emphasis on learning and teaching; encourage more learning through experiences (challenge & enjoyment; depth; personalisation & choice; relevance) Create a single framework for the curriculum and assessment 3-18

Slide 5: 

Curriculum Review Groups Common points from Review Groups Simplification and prioritisation More about how to teach than what to teach Strong emphasis on enjoyment and development of understanding Assessment must be fit for purpose – importance of Assessment is for Learning Importance of integrating CPD

Aspects of the curriculum which are to be carefully planned for: : 

Aspects of the curriculum which are to be carefully planned for: Aspects of Health and Wellbeing Literacy and numeracy Citizenship Enterprise Creativity Sustainable development

Slide 7: 

Realistic expectations – streamlining of existing guidelines 3-15 has provided the opportunity, particularly at the primary stages, to create more space for relevant, enjoyable and enriching linguistic and cultural learning experiences. Draws on what was seen as valuable in the 5-14 guidelines and also takes account of feedback from practitioners about the need for greater clarity in some of the learning outcomes and questions about the appropriateness of others. Extent of Change

Proposals: Progression and Levels of Achievement : 

Proposals: Progression and Levels of Achievement

Slide 9: 

Experiences and outcomes within each line of development are subdivided to group together similar skills as follows:

What is intended for Modern Languages? : 

What is intended for Modern Languages? View P6-S3 as a learning continuum Develop a teaching and learning experience that is relevant, progressive and enjoyable Identify levels of proficiency in key tasks and language skills from P6 to S3

Slide 11: 

Learning a new language encourages children and young people to broaden their horizons as they explore the language and its associated culture. Through my learning of a new language: I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages. I enhance my understanding and enjoyment of other cultures and of my own and gain insights into other ways of thinking and other views of the world. I develop skills that I can use and enjoy in work and leisure throughout my life. Overarching experiences for learning new languages

In Primary : 

In Primary Establish a solid basis for the lifelong learning of modern languages Ensure pupils experience success and retain initial enthusiasm Shift emphasis from coverage of language content to development of effective language learning skills Discuss similarities and differences of how pupils have acquired/learned L1 and how this impacts on the learning of L2 Investigate and report back on aspects of culture and geography

By the end of primary, pupils should be able to: : 

By the end of primary, pupils should be able to: give a short presentation about themselves take part in simple conversations and transactions understand classroom instructions and personal information enjoy listening to a story, song or poem read aloud a simple text read and understand a short text write a few sentences about themselves and others script a simple conversation or transaction HMIE

In Secondary : 

In Secondary Build not only on what has been covered but also on the teaching strategies used (AifL) Create meaningful relevant contexts for learning (ICT) Develop “cross-curricular” projects Establish an acceptable level of competence achievable by most pupils at end of S3

Teachers should create relevant, coherent, enjoyable and successful learning experiences which include the following four elements: : 

Teachers should create relevant, coherent, enjoyable and successful learning experiences which include the following four elements: awareness of the skills required to be an effective learner of languages awareness of social, cultural and geographical aspects of the countries where a particular language is spoken knowledge about the language structure that allows the learner to check the accuracy of her/his language use and to create new language the ability to communicate in relevant and realistic contexts

Feedback from Engagement by means of: : 

Feedback from Engagement by means of: Presentations and Workshops On-line Questionnaire Trialling Focus Groups

Feedback concerning... : 

Feedback concerning... Rationale / Direction of Changes Documentation / Experiences and Outcomes Support Needs / CPD

Examples of Feedback on Rationale / Direction of Changes : 

Examples of Feedback on Rationale / Direction of Changes Teachers are supportive of the contribution that they can make to achieving the aims of CfE and to promoting the permeating skills Many teachers identified that the reduction in content /topic coverage allows them to focus on teaching methodologies for skills development and for a deeper understanding “This gives teachers (especially in primary) [power] to bring more fun into lessons.” “There seems to be more learning the skills to learn a language at early stages, and I think it will have an immense impact.”

Examples of Feedback on Documentation : 

Examples of Feedback on Documentation The view has emerged that the outcomes at second level are clear and relatively easy to interpret                                          “Very little jargon - easy to understand” Need to make language pupil friendly “The outcomes and experiences have been written in the first person, but the language is not really accessible to pupils.” More detail required as to length of tasks e.g. how short a presentation?

Examples of Feedback on Documentation : 

Examples of Feedback on Documentation Some terms (particularly at 3rd/4th levels) open to differing interpretations “Clarification of terms such as 'simple', 'short', 'effectively', 'confidently' and 'straightforward' is needed, as they are too subjective and open to too wide a range of interpretations, although we recognise this allows flexiblility and success for all.” Some wording of tasks at 4th level more typical of S Grade Credit / Int 2 than S Grade General / Int 1

Examples of Feedback of Support Needs/CPD : 

Examples of Feedback of Support Needs/CPD Greater access to ICT and CPD on the use of ICT to enhance teaching and learning and to provide relevant and realistic contexts for learning Resources for Reading for enjoyment and cultural appreciation and further CPD for primary staff on the development of Reading and Writing in the Modern Language

Examples of Feedback of Support Needs/CPD : 

Examples of Feedback of Support Needs/CPD Exemplification PLANNING Collaboratively / relevant and realistic contexts IMPLEMENTATION More emphasis on “active learning” and AifL EVALUATION Samples of tasks / performances

Summary points : 

Summary points Participants were generally enthusiastic about the proposed changes and saw potential for stronger cross-curricular links, especially in terms of an integrated approach to literacy. The focus group was equally positive about the emphasis on motivation, enjoyment and the enhancement of wider learning relevant to real life contexts. This stance was reiterated by the Sustainable Development Education Liaison Group (SDELG) who emphasised the role of languages education in active international citizenship and advised that such links should be strengthened throughout the draft guidance

Summary points : 

Summary points Commitment to the development of a broader range of innovative approaches and methodologies Recognition of the possible role of technology in enhancing learning Participants’ comments suggest potentially fruitful links with media and culture organisations.

Summary points : 

Summary points Participants sought reassurance rather than substantial re-writing and were keen to ground developments within the context of the particular status and challenges of Modern Languages teaching Comments from the Modern Languages focus group were infused with a sense that this was a curriculum area that ‘is totally under threat’, ‘on the cusp’ and hence the draft experiences and outcomes were seen as an opportunity to revitalise this area and strengthen a foothold within the school curriculum The most prominent themes across data sources were a concern for elaboration and exemplification to ensure consistency in interpretation, and hence assessment, and to provide stronger cross-curricular links.

What’s next for US? : 

What’s next for US? Working together with our partners... Elaboration / Refine/ Edit Cover Paper Experiences and Outcomes By end of January 2009

What’s next for US? : 

What’s next for US? Working together with our partners... Plan for Exemplification and CPD Good Practice linked to Curriculum for Excellence ( National Conference Jan ’09) Emphasis on Transition from Primary to Secondary

What’s next for US? : 

What’s next for US? Working together with our partners... Plan for baseline Training and Post Training for Primary Teachers to deliver key aspects of Modern Languages in Curriculum for Excellence Links L1 and L2 Cultural Awareness Communicative Competence Reading and writing ICT

Next Steps for YOU? Continuous Trialling Period... : 

Next Steps for YOU? Continuous Trialling Period... Engage with experiences and outcomes and audit own practice How do the experiences and outcomes relate to current practice? How do we plan and deliver in ways more consistent with CfE Principles? (motivation/ relevance etc…)

Next Steps for YOU? : 

Next Steps for YOU? Concentrate on Transition 2nd Level – what skills? – what competence? (2008-9) 3rd Level – what skills? – what competence? (2010-11) 4th Level – what skills? – what competence? (2011-12) New Qualifications (2012 -13)

Slide 31: 

The Curriculum Review Group Nov 2004 March 2006 Nov 2006 March 2007 Sept 2007 – June 2008 April 2006 Progress & Proposals Starter and Reflective Tool Kits Building the Curriculum1 Building the Curriculum2 Draft Experiences and Outcomes Next Steps for YOU? Important background material Building the Curriculum 3 June 2008

BTC3 sets out the framework for learning and teaching in Scotland for the 21st Century : 

BTC3 sets out the framework for learning and teaching in Scotland for the 21st Century It emphasises the importance of : a coherent curriculum 3-18 entitlements for all children and young people, including a broad general education to S3 (p14) learning planned through the ethos and life of the school as a community, curriculum areas and subjects, interdisciplinary learning and opportunities for personal achievement skills for learning, life and work literacy, numeracy, health & wellbeing across the curriculum …There is a continuing need to ‘raise the bar’ to ensure that young people are challenged to achieve to their maximum potential. (p46)

Slide 33: 

Next Steps for YOU? http://www.ltscotland.org.uk/curriculumforexcellence/index.asp

Next Steps for YOU?http://www.hmie.gov.uk/ : 

Next Steps for YOU?http://www.hmie.gov.uk/

Next Steps for YOU? http://www.ltscotland.org.uk/journeytoexcellence/index.asp : 

Next Steps for YOU? http://www.ltscotland.org.uk/journeytoexcellence/index.asp

Next Steps for YOU?http://www.ltscotland.org.uk/mfle/index.asp : 

Next Steps for YOU?http://www.ltscotland.org.uk/mfle/index.asp

Next Steps for YOU?https://portal.glowscotland.org.uk/establishments/nationalsite/Languages/default.aspx : 

Next Steps for YOU?https://portal.glowscotland.org.uk/establishments/nationalsite/Languages/default.aspx

CONTACT DETAILS : 

CONTACT DETAILS Brian Templeton : b.templeton@educ.gla.ac.uk Rosemary Delaney : r.delaney@ltscotland.org.uk

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