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What made an excellent outcome? i.e. how
they were created The draft
experiences and outcomes provide for progression and seek to convey the
values, principles and purposes of Curriculum for Excellence (CfE).
They build on the best of existing guidance while introducing areas of
change. They are designed to express an approach to learning that is
clear to the teacher, experiences that will enhance learning, and outcomes
that are meaningful to the young person. The new draft experiences and outcomes are designed to allow
teachers to ‘raise the bar’, permitting greater depth and challenging young
people to be ambitious in their learning, whilst ensuring that learning is
enjoyable. They are designed to encourage a range of learning and teaching
styles, whilst at the same time actively encouraging participation and the
development of a range of skills – particularly important given the
recognition given to schools’ contribution to skills development in the
Scottish Government’s recently published
Skills Strategy. Most importantly, the draft experiences and outcomes should
have an impact on classroom practice and learning. As a result,
practitioners should have the opportunity to engage with young people in
purposeful and worthwhile tasks, activities and events that contribute to
their personal development and learning.. The new
draft outcomes (September 2007) were neither written in the form of
assessment criteria, nor were they allowed to constrain learning. Outcomes
were also be related to the high level essential outcomes i.e. I am:- beginning to have a good understanding of the big ideas
of science learning how to make sense of evidence collected in a
scientific way able to talk about the impact science makes on my life
and the lives of others, the environment and on culture able to give my opinion and make decisions on difficult
issues using my knowledge and understanding of science Any outcome was tested against the following criteria. It
should :- express learning that is clear to the teacher, and where
possible the young person. This will promote the application of
formative assessment
strategies. indicate the purpose of the outcome and/or direct the
selection of learning activities for all children and young people. allow evaluation of the outcome. In other words, it
should be clear from the outcome what evidence might be observed to
demonstrate progress by the child or young person. Also bear in mind that there was no intention to produce an
elaborated curriculum. Outcomes should offer and support opportunities for
enrichment and development for those young people with additional support
needs who may not progress beyond the first levels. As blocks of work were completed further tests considered the extent to which the writers prioritised and simplified existing guidance and they asked themselves if any changes were robust and justifiable. As a general rule outcomes begin with the ‘I can’ stem. Experiences describe purposeful and worthwhile tasks, activities or events that contribute to motivation, personal development and learning. As a general rule they should be signalled using the ‘I have’ stem. See below for an illustration of how old-style outcomes have changed. |
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Moving from this ….. I can construct a food web and predict the consequences of change (2nd level)
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..... to this I can use my knowledge of food chains and webs to plan and protect a wildlife area.
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The following additional general parameters were used to help create the new style of outcomes :- |
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| Simplification and prioritisation should result in time and space being made to operate the seven principles of curriculum design. For example, teachers should have time for greater depth of study, to introduce topics or ideas in a relevant context or to respond to local events or circumstances and to ensure progression. | The outcomes were to be taught within the time allocations typically applied in schools at present. | ||||||||||||||||
| The assumption is that all pupils will be taught outcomes to Level 3. Some outcomes at this level should ask young people to draw together, consolidate and synthesise their earlier learning in some way e.g. by summarising, generalising or applying earlier learning. |
Level 4 experiences and outcomes represent an important
transition in two ways. For both of these reasons the involvement of the SQA
in shaping these was vital :-
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| Cross-curricular aspects, including skills, were embedded within the outcomes. A cross curricular skills set is being identified. The ‘Core Skills’ of Communication, Numeracy, Information Technology, Problem Solving and Working with Others are part of the National Qualifications framework. In due course the two sets will be assimilated. Skills will be embedded in the outcomes using the skills reference set. | |||||||||||||||||
| Progression within and between levels was indicated through the chosen content or context (based on research in specialists' curriculum area on what constitutes sound progression); by the use of particular outcome stems or by the use of particular action verbs. | |||||||||||||||||
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See also:-
Scientific
Enquiry Skills |
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