Following the publication of the PISA results yesterday (you can see Scotland’s summary here) the OECD has published a number of videos giving an insight into the education systems of the top performers. We’re hearing a lot about education in Finland these days, but few of us have been there to see for ourselves which is why I thought it was worth sharing this video.
If you’re interested in the CfE National Qualifications Development Programme you will have hopefully already seen the document below which sets out the key dates for the current and new NQs.
As a member of the CfE Qualification Design Team for Biology, I was given a different diagram which showed the key stages for the development of the new NQs in more detail. I thought that this was worth sharing here so you can see it by clicking on the image below:
The latest version of the LTS Research Round-Up has been published and there are some interesting sections from the point of view of CfE, such as…
- When exploring the reasons for high performance in science in Finland and Korea as demonstrated by the PISA 2003 international assessment of scientific literacy, they said that the reasons for Finland’s success included a culture of trust towards teachers. Kim M, Lavonen J and Ogawa M (2009)
- In a study of a shift from ‘Professional Development’ to ‘Professional Learning’ in Tasmania the researchers concluded that “it was the teachers themselves, working within the department and the science education community, who were making the shift from professional development to professional learning“. Melville W and Yaxley B (2009)
- An Ofsted report on using creative approaches to raise standards concludes “pupils who were supported by good teaching, which encouraged questioning, debate, experimentation and critical reflection, enjoyed the challenge and indicated a sense of personal achievement. They became more confident and their increased confidence encouraged them to be imaginative, to develop and confidently present their own ideas.” Ofsted (2010)
- In a review of curriclum implementation in New Zealand school leaders agreed “that the implementation of the new curriculum should be carried out as an urgent, but gradual, process that avoided doing too much at one time. In addition, it was important for staff to develop a shared understanding of the curriculum and how to implement it“. Cowie B, Hipkins R et al (2009)
- In a literature review of ICT CPD for teachers the report concludes that “in order for ICT CPD to be effective…skills training was not enough, teachers need to appreciate how technology could enhance learning“. Daly C, Pachler N and Pelletier C (2009)
Lots of teachers seem to be discussing the lack of guidance in the Curriculum for Excellence folder regarding development and progression. Are you aware that there are a number of documents available on this for Mathematics, Literacy & English and the Sciences? Unfortunately, these did not make it into the big folder, but they are available on the LTS website. You can download each of them directly below:
- Development and progression in mathematics: Estimation and rounding; Number and number processes
- Development and progression in mathematics: Data and analysis; and ideas of chance and uncertainty
- Development and progression in mathematics: Algebraic thinking
Literacy & English
- Development and progression in listening and talking
- Development and progression in reading
- Development and progression in writing
You can also access these, and many other documents, through our documents page.