cf e & btc 4 ite 2012
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CfE & BTC 4
Eric BurtonRural Connections Project Coordinator
Oatridge College, Ecclesmachan. West Lothian
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Presentation Outcomes
By the end of this presentation you will have ;
An insight into the underpinning that BTC 4 Skills for Learning, Life and Work gives to the Curriculum for Excellence.
An overview of some of the ideas and support that have been developed at present.
An opportunity for sharing, learning and fun.
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A Thought For Their Future
80% of the jobs…
that current Primary 1 pupils
will do in the future.
………………do not exist !
BT Futurologist 2006
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Today’s News
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www.johnconnell.co.uk/blog
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CfE & BTC 4
It’s in The Mix !
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A place where learning
is the focus rather than teaching
A hub for educational resources and facilitation
A place for social learning (and solitary learning)
A focus for collaborative learning
An immersive environment
An open-learning environment
built on negotation and mutual respect
An extended community resource
John ConnellJohn Connellwww.johnconnell.co.uk/blog
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The Scottish Education Weave
VALUESWisdom – Justice – Compassion - Integrity
PurposesSuccessful Learners – Confident Individuals – Responsible Citizens – Effective Contributors
Principles for Curriculum DesignChallenge & Enjoyment – Breadth – Progression – Depth – Personalisation & Choice – Coherence - Relevance
Focus for LearningTo Do – To Know & Understand – To be
Assessment is for Learning Eco Schools, Citizenship, Racial Equality etc
Context for LearningEthos & Life of the school – Curriculum areas & subjects – Interdiciplinary projects – Opp.for personal Achievement
Early First Second Third Fourth
PedagogyRange of learning & teaching methodologies – collaborative, critical, rich task,connected
Cross Cutting Citizenship – Enterprise – International – Sustainable Development
Skills for Learning, Life and Work Literacy – Numeracy – Aspects of Health & Well Being
Curriculum Areas
Health & Well Being – Language-Mathematics-Social Subjects-Sciences-Technology-Exp Arts- RME
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Challenge and enjoyment* Breadth Progression Depth Personalisation and choice* Coherence Relevance*
* Focus for HMIe Inspections
Principles of Curriculum for Excellence
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Curriculum Design & BTC 4
Challenge & Enjoyment Engaging in / out of the classroom, real-life, creativity, independence, appreciation of WOW
Breadth Variety of contexts and experiences, partnership working, developing understanding
Progression Quality & planning, effective transition, .building on earlier knowledge, PLP & tracking
Depth Individual opportunities for exploring, personal goals, increased responsibility.
Personalisation & Choice Wide scope at all levels, equality of choice, capitalise on strengths and needs.
Coherence Emphasis on connections, meaningful learning in different practical contexts, wider community.
Relevance Understanding of the present and the future, learn practice and develop skills, challenge disaffection, attainment and achievement.
Focusing on enteprise in education. A Paper for Professional Reflection
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BTC 4 Underpinning CfE
Successful LearnersAppreciate relevance of learning
Self motivatingGenerate ideas and act on them
Confident IndividualsHave a can do, will do attitude
Creative, resourcefulProblem solver & risk taker
Effective ContributorsAppreciation of world of work & entrepreneurship
Willing to take initiative & leadActively engage in school & community
Responsible CitizensUnderstand rights and rolesWilling to take responsibility
Knowledge of finance personal & economic
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Challenge (and CfE levels)Higher
orderlearning
skills
ConsolidatingApplying
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Thinking out of the box or maybe out of your silo…
Without lifting your pen off the paper draw 4 lines to join all the dots starting at 1
1
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The lesson of highperforming schools systems
such as Finland is that you have attract,
train and motivate good teachers
and provide them with good facilities
to work in !
Learning from Extremes – Leadbetter & Wong
The Fear of CfE & BTC4
Charles Leadbetter
Alex Honnod
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Innovation Grid ; Improve, Supplement, Reinvent and Transform
Formal Learning
Informal Learning
SustainingInnovation
DisruptiveInnovation*
IMPROVE
REINVENT
SUPPLEMENT
TRANSFORM
Improve schools through better facilities, teachers and leadershipSupplement schools by working with families and communities.Reinvent schools to create an education fit for the timesTransform learning and making it available in radically different ways
Learning from Extremes – Leadbetter & Wong
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Skills Teaching & Learning
Teaching Styles
Direct Facilitator
Works to set defined targets Sets realistic targets Tight rigid structure Natural process of developmentHeads down learning environment Supportive enabling Teacher centred Pupil centredTesting procedures process Pupil evaluation process.Creates dependency of teacher Creates independence in pupil
What is the role
of the teacher?
Envisioning – Energising - Enabling Creating vision – creating energy – creating opportunity
Curriculum for Excellence
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The Reflective Skills Teacher
How can I put this into a ‘real ‘ context for pupils? How can I make my topic relevant? How can I share responsibility with pupils? How can internal / external partners enhance learning? How can I build in formative assessment? How can I assess impact and record progression?
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Global Citizens Calendar
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BTC 4 Skills
Self ConfidenceIndependenceDeterminationFlexibilityRisk TakingDecision makingLeadershipCreativityProblem Solving
9 out of 10 companies believe thatSoft skills are as important as Academic qualifications
TES Nov 1997.
HOW DID THEY FEEL !
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To get what we’ve never had….
we must do……
…..what we have never done.
Anon.
212° The Extra Degree
http://www.youtube.com/watch?v=zDZFcDGpL4URSA Animate – Changing Education Paradigms
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Enterprise - Who Said ?
“We must enable their creativity, their enterprise..to find expression in as many ways as possible.
We have to put in place a policy framework which rewards entrepreneurship, innovation
and creativity”
Dr. Manmohan Singh Prime Minister of India
http://www.youtube.com/watch?v=YmwwrGV_aiE
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skills for ScotlandA LIFELONG LEARNING STRATEGY
“We can only build a Scotland that is wealthier and fairer, one that is healthier, safer, stronger and
greener, if people are equipped with the skills, expertise and knowledge for success.”
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Developing employability skills in young people
ensuring they have the skills, behaviours, attitudes and personal attributes necessary for an individual to seek, gain and sustain employment and function
effectively in the workplace and are transferable to a variety of contexts.
What’s it all about?
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Skills for Learning, Life & Work …..For Real…
Progression
Relevan
ce & D
epth
Ch
alleng
e &E
njo
ymen
t
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Real Role Risk Responsibility Relationships Reflect Revue
The 7 R’s of Enterprise
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Does make a difference?
Verbal Receiving
Visual Receiving
Receiving & Participating
Doing
PA
SS
IVE
AC
TIV
E
OUR LEVEL OF INVOLVEMENT TEND TO REMEMBER
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Higher-order thinking
Creating Designing
Constructing
Planning
Story
Project
Plan
Evaluating Judging
Testing
Monitoring
Debate
Evaluation
Report
Analysing Comparing
Organising
Outlining
Spreadsheet
Checklist
Chart
Lower-order thinking
Applying Implementing
Carrying out
Using
Interview
Performance
Diary
Understanding Interpreting
Exemplifying
Summarising
Explanation
Show and tell
Quiz
Remembering Naming
Locating
Finding
Fact
Worksheet
Test
Bloom’s Revised Taxonomy Planning Framework
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Where to now….who knows ?
Online learning and communities.
Supporting web development
Using Local Market Intelligence to help pupils / parents.
Engaging all teachers at all levels
Making learning fun – making teaching fun
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Education is being displaced from its traditional confines of institutions to a generalized form of learning that can
take place anytime and anyplace
http://www.ltc.arizona.edu/content/resources
Jarrod Robinson – Boort District School, Aust
Scotland’s Colleges Webinar - Web 2 Tools
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Knowledge is created...
Knowledge is grown...
Knowledge is personal...
Knowledge is socially mediated...
Knowledge is making connections....
Knowledge is recognizing patterns...
Knowledge is perception...
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Social NetworkingSocial Networking
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Paulo Freire
...learners are active participants
and co-constructorsof knowledge...
...learning should have a critical
focus...
...learning should be meaningful &
purposeful to the learners...
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Investigative learning
Problem-based learning
Community-based learning
Experiential learning
Self-directed learning
Dialogical Network-based learning
etc.........
HOW !
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Employability
At the age of 16 young adults can leave compulsory schooling and will be offered a “positive destination” as part of their 16+ Learning Choices education entitlement.
STEPSN2WORKMy M.E.T.R.O. RouteMaking Education & Training Relevant & Organised
There are several options for your to pick and My METRO Route allows you to organise your planning and decide what routes you can talk towards gaining employability .My METRO Route Instructions1. Using a coloured pen connect the boxes that will make up your first education and training route.2.Using a different coloured pen connect the boxes that will make up your second education and training route. 3. To aid your planning visit the
What job / what qualifications ?job –?
What qualifications / what job ?
ContinuingSenior Phase@ School
Further Education
HigherEducation
National / LocalTraining Programme
PersonalDevelopmentProgrammes
ScottishQualificationAuthority
SkillsDevelopmentScotland
Volunteering
Employability
Student Name………………………………………...16+Choices Destination……………………………..Form Class………………………….DoB……………
Pre - employability
Positive & sustained
destinations
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Our Challenge
Fortunate are the persons who in this life can findA purpose that can fill their days and goals to fill their mind
For in this world there is a need for those who’ll lead the restTo rise above the “ average” life by giving for their best
Will you be the one, who dares to try when challenged by the taskTo rise to heights you’ve never seen…
…..or is that too much to ask?
Eric BurtonRural Connections Project Coordinator
Oatridge College, Ecclesmachan. West Lothian
http://enteric.wordpress.com/