A Brief Overview of Curriculum

for Excellence
Views from both primary and secondary perspectives

Definitions of curriculum
The Curriculum
Formal what is taught (knowledge,
understanding, skills etc.)
Informal school ethos (e.g. activities beyond
formal learning situations sport, clubs, service)
Hidden the messages conveyed to pupils from
all of their school experiences (may be intended/
unintended and conflicting e.g. between society/
the schools aims and teachers values/attitudes)

What then is the curriculum as a

whole?

All the learning experiences set up be a

school to achieve specified learning
objectives
Kyriacou 1997

The elements of the curriculum

Educational aims and objectives

Content (KU, Skills & attitudes)
Teaching methodologies
Outcomes and Assessment practices
see Kyriacou 1997 Chapters 3 and 9

The formal curriculum

A selection of knowledge, skills and
understanding from our culture involves
asking the following questions: What is chosen?
Why?
By whom?
What change are we coping with?

Broad principles for curriculum

Structure
Breadth
Balance
Progression
Relevance
Differentiation
Choice
Varied learning experiences that stimulate learning

Read
pp 3-7 Rationale in Structure and Balance in the 5-14 Curriculum LTS

The Scottish system by tradition

Ages, schools and curriculum stages:
3-5 Nursery National Framework
5-12 Primary 1-7
National Guidelines 5-14
National Assessments (local moderation)

12-18 Secondary
1-2 National Guidelines 5-14
3-6 SQA National Qualifications
Age 16 Standard Grade/Intermediate
Ages 16-18 Intermediate/ Higher /Advanced Higher

Historical perspective
Development of the Primary Curriculum
1965 Memorandum for Primary Education in
Scotland emphasised child centredness
avoids prescriptionencourages variety rather
than conformity
(Classic read: Mr Togs the Tailor COPE)

Issues: P/S transfer, the narrow curriculum,

lack of challenge in upper primary, attainment/
overall standards, population movements
1986 Education 10-14 in Scotland report
1987 Curriculum and Assessment: A policy for
the 90s which led to 5-14 National Guidelines

Historical perspective
Development of the Secondary Curriculum
1960s Comprehensive education for secondary schools
pastoral care and new subjects (Economics, Bus. St)
Was the curriculum appropriate?
(1972 ROSLA need for wider range of subjects/courses)

Were qualifications appropriate? (many pupils failed O

grades and Highers)
Munn and Dunning Reports
Modes of Learning
SG assessment

S3/4: Munn - 8 Learning Modes

Language/communication
Mathematical studies
Scientific Studies
Social and Environmental
Technological studies
Creative and aesthetic activities
Physical Education
Religious and moral education

Getting the curriculum right

OECD 1994
The curriculum refined: teaching for the 21 st
century

Opportunity for all

Critical transitions
Decision making
Areas of knowledge and experience

1990s: secondary curriculum

1980s/1990s tensions over political control vs teacher
autonomy and role of HMI in developments
More pupils staying on into S5 and S6 but many failing to
get SEB qualifications.
Reliance on ScotVec modules lacked credibility

Howie Committee then 1994 SEED Opportunity for all

Higher Still and National Qualifications
from Access 1 - Advanced Higher

Devolution and after

In 2000 the Scottish Executive identified
5 National Priorities for Education:
1. Achievement and Attainment
2. Framework for Learning
3. Inclusion and Equality
4. Values and Citizenship
5. Learning for Life
www.nationalpriorities.org.uk

Curriculum Review
Origins in the The National Debate
People see education as important, have pride in schools and respect for
teachers Educating for Excellence: Choice and Opportunity 2003
Support for:
flexibility, breadth and balance
the comprehensive principle
the high quality and commitment of teachers
Desire to address:
overcrowding
progression
balance between vocational and academic
preparing young people better for lifelong learning and employment
ensuring that assessment supports learning
increasing choice

National Context for curriculum review

Aspirational agenda
- to improve attainment, particularly of those with lowest levels of
attainment
- to increase economic performance, improve health, reduce poverty,
reflect diversity
Need for young people to develop adaptability, creativity, thinking and
learning skills
Childrens services agenda: much wider range of adults involved; holistic
view of children
Partnerships: between sectors and services, with parents, employers, sport
and culture organisations, community
New understanding of learning processes (AfL and AifL)
Potential of ICT

The National Agenda

Making Scotland Smarter The agenda for the future was spelled
out by Education and Lifelong Learning Secretary Fiona Hyslop in
the Parlaiment on June 20th 2007
Learning is at the heart of the government's agenda and will drive
the objective of achieving a smarter Scotland Lifelong Learning
Skills Strategy
Good quality early education and childcare services are considered
to be vital in helping children to develop and grow, and in supporting
their families in moving into sustaining employment, training of
education
The main focus is on improving the learning experiences, with an
emphasis on early years, and building on the existing curriculum
reform programme

ACfE Programme timetable

2005-06 Year of Communication
2006-07 Year of Development
2007-08 Year of Engagement
2008-09 Year of Preparation
2009-10 Year of Adoption
2010 onwards moving to full implementation of
national curriculum reform.

Events Session 2007- 08

Phased publication of draft outcomes and experiences in
all curricular areas
Curriculum architecture still in the early discussion
stages
Publication of the Skills Strategy
Consultation re SCQF Levels 4 and 5 with the SQA
Promotion of recognition of achievement
Roll out of GLOW ICT strategy
BIG initiative trialling across Scotland of draft
outcomes and experiences

Events Session 2008-09

Creating a values based inspirational curriculum for ALL
learners
Giving freedom and responsibility to teachers an
emphasis on outcomes rather than inputs
Placing the learner firmly at the centre
Ensuring active, engaging, enterprising learning and
teaching informed by assessment
Focusing strongly on partnerships in learning
Emphasising the key areas of leadership, assessment,
CPD, evaluation against ACfE (both internal and
external) and effective communication

ACfE: Principles for Curriculum Design

Challenge and enjoyment
Breadth
Progression
Depth
Personalisation and choice
Coherence
Relevance

A Curriculum for Excellence 3-18:

Values, Purposes and Principles
to make young people aware of the values on which
Scottish society is based.
Our aspiration for all children and for every young person
is that they should be successful learners, confident
individuals, responsible citizens and effective
contributors to society and at work.
These principles will apply to the curriculum at national,
education authority, school and individual levels.

successful learners

confident individuals

with
enthusiasm and motivation for learning
determination to reach high standards of achievement
openness to new thinking and ideas

with
self respect
a sense of physical, mental and emotional wellbeing
secure values and beliefs
ambition

and able to
use literacy, communication and numeracy skills
use technology for learning
think creatively and independently
learn independently and as part of a group
make reasoned evaluations
link and apply different kinds of learning in
new situations

and able to
relate to others and manage themselves
pursue a healthy and active lifestyle
be self aware
develop and communicate their own beliefs
and view of the world
live as independently as they can
assess risk and take informed decisions
achieve success in different areas of activity

To enable all young

people to become

responsible citizens

effective contributors

with
respect for others
commitment to participate responsibly in
political, economic, social and cultural life

with
an enterprising attitude
resilience
self-reliance

and able to
develop knowledge and understanding of
the world and Scotlands place in it
understand different beliefs and cultures
make informed choices and decisions
evaluate environmental, scientific and
technological issues
develop informed, ethical views of complex
issues

and able to
communicate in different ways and in
different settings
work in partnership and in teams
take the initiative and lead
apply critical thinking in new contexts
create and develop
solve problems

ACfE means more flexibility in Schools

Local needs and circumstances

Focus on needs of individual
Inclusion
Pace and challenge
Attainment and achievement
Discipline and motivation
Determined to succeed

Schools: Emerging Approaches 3-18

Considering change in the light of ACE 3-18

More choice / early subject choice
Fast tracking & early presentation
Innovative learning & teaching approaches
Mixed economy
Inclusion: individual & group programmes
Enterprise in education and vocational education
Partnerships (e.g.with other schools and/or FE)

Priorities for secondary stage of 3 - 18

Overhaul of the curriculum S1-S3
Find news ways of recognising achievement S1-S3
Review relationship between S Grade/new NQs
(statement to be published on minimum lifetime of
current portfolio)
Introduce skills-for-work courses for 14-16 year-olds
Review curriculum content, starting with science

TASK
Review your experience and understanding of how A Curriculum for
Excellence is being implemented in Secondary schools and how
you envisage it being implemented in Primary schools.
Identify three key areas of impact that you consider to be the MOST
important for you as a prospective primary teacher.
Share your thoughts in the Discussion area.

As curriculum reform takes place, cross curricular

issues will be of increasing importance. This will mean: evaluating the learning which each child would experience at each
stage against the values, purposes and principles of A Curriculum
for Excellence
testing consistency of expectations across the curriculum
considering curriculum-wide themes such as problem-solving and
enterprise
adjusting and carrying out further rounds of refinement as necessary
developing models for the organisation and management of the
curriculum.

Communication and engagement has involved the

following:

Education authorities: HTs; QIOs; PTs; schools, professional associations

Class teachers involved in review and development groups
Materials and activities for CPD being developed
Parents, children and young people becoming informed
Newsletters being circulated
Website (Starter Kit; comments etc)
NOW VISIT www.acurriculumforexcellencescotland.gov.uk

Task: Consider how you would develop the 4 capacities

in the primary classroom. What evidence might you be
able to show by way of outcomes in one topic area?

Final thought .whats curriculum for?

Our job is to turn out young people who
love learning so much and who learn so
well that they will be able to learn
whatever needs to be learned.
John Holt How children fail 1964