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