Curriculum for Excellence: Joined-up Thinking for the ... - WWF UK

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Linkingthinking Activity: Curriculum for Excellence at a GlanceValuesWisdom, justice, compassion,integrityThe curriculum must be inclusive,be a stimulus for personalachievement and, through thebroadening of experience of theworld, be an encouragementtowards informed and respomsiblecitizenship.The Curriculum‘the totality of all that is plannedfor children and young peoplethroughout their education’• Ethos and life of the school as acommunity• Curriculum areas and subjects• Interdisciplinary learning• Opportunities for personalachievementLearning and teaching• Engaging and active• Setting challenging goals• Shared expectations andstandards• Timely, accurate feedback• Learning intentions, successcriteria• Collaborative• Reflecting the ways differentlearners progressExperiences andoutcomes set outexpectations forlearnoing andddevelopment in:LiteracyAll children and youngpeople are entitled toexperience• A coherent curriculum from 3 to18• Expressive arts• Languages and literacy• Health and wellbeing• Mathematics and numeracy• Religious and moraleducation• Sciences• Social studies• TechnologiesCurriculum levels describeprogression and development.NumeracyResponsible citizens+Confident individualsOutcomesLearnerExperiencesSuccessful learnersskills for learning, skills for life and skills for work+Effective contributorHealth & Wellbeing• A broad general education,including well planned experiencesand outcomes across all thecurriculum areas. This shouldinclude understanding of theworld and Scotland’s placein it and understanding of theenvironment• Opportunities for developingskills for learning, skills for lifeand skills for work• Opportunities to achieve at thehighest levels they can throughappropriate personal support andchallenge• Opportunities to move intopositive and sustained destinationsbeyond schoolPersonal Support• Review of learning and planningof next steps• Gaining access to learningactivities which will mett their needs• Planning for opportunities forpersonal achievement• Preparing for changes andchoices and support throughchanges and choices• Pre-school centres and schoolsworking with partnersPrinciples ofcurriculum design• Challenge and enjoyment• Breadth• Progression• Depth• Personalisation and choice• Coherence• RelevanceArrangements for• Assessment• Qualifications• Self-evaluation and accountabliity• Professional developmentSupport the purposes of learning20
Curriculum for Excellence: Joined-up Thinking for the ClassroomObjectiveActivity 6Systems of Concern:Linkingthinking in theTeaching ContextTo identify what can actually be done in line withpriorities in relation to introducing Linkingthinkingmethodology to colleagues or into their ownteachingTimingAllow 45 minutesResourcesLarge sheets of paper (A3 should be sufficient) anddrawing materialsProcedure• Introduce the exercise by giving an example ofthe scale of the challenge currently confrontinggovernment, communities and individuals, notjust in an educational sense. Global issues such asclimate change and poverty can appear so dauntingthat it feels as if nothing can be done as an individualto help the situation. Thus 70% of people in UKare aware of environmental issues but our lifestylesare now more than twice as unsustainable as in the1960’s. When links with everyday life are seen, thethought of the amount of lifestyle changes neededcan provoke a great deal of anxiety. This activityaims to help focus in on what can realistically bedone, and how it might be possible to do more.• If the group is all from the same school breakinto small groups. Otherwise start this activityindividually.• Ask them to draw two concentric circles on thesheet of paper, leaving enough space to writebetween them and in the centre circle. The outercircle is the boundary of their System of concern.The inner circle is the boundary of their System ofinfluence.• Brainstorm and write in the outer circle all thosethings that they feel concerned about, howeverbig or small, in introducing this methodology tocolleagues or into their own teaching. This is theirSystem of concern.• Ask them to distinguish between those things theyfeel they have no control or influence over at all andthose they feel they have some degree of control orinfluence over, however small. Copy the latter intothe inner circle, the System of influence.• Invite them to think which of those items in theirSystem of Influence will be their first priority areato work on after the workshop.Discussion and Learning Points• Did participants find they had common concerns?Did they have the same level of influence overthem?• What kind of obstacles do we find in trying tochange our own behaviour or the behaviour ofothers?• Ask whether they spend more time and energyfocused on things within their System of concern orSystem of influence.• It is more energizing to focus on our Systemof Influence, putting energy into what can be donewhile being aware of the ‘big picture’.Evaluation• How useful would this exercise be in the schoolcontext?• Which objectives for the session does it help tomeet?• When and how could participants envisage usingthis exercise?21
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Curriculum for Excellence: Joined-up Thinking for the ... - WWF UK

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