A Curriculum for Excellence – nuts and bolts

 

 We had a meeting this afternoon where we were considering our Curriculum for Excellence strategy.

One of the concerns voiced by teachers, parents and pupils is what does ACFE actually mean?  There are concerns that it’s too woolly and won’t actually change people’s practice.

 Perhaps there’s something to be said for the government’s outcome agreement approach – which focusses on outcomes as opposed to processes. Here are some possible examples:

All teachers can identify aspects of their practice which they have developed in response to A Curriculum for Excellence;

Every child (without additional support for learning needs) reaches a functional level of literacy and numeracy by the age of 9;

All schools will have revised their curriculum to take account of the principles of co-creation of the curriculum, personalisation and flexibility;

90% of children will engage in extra-curricular activities; communty activities or vuluntary activities.

The point being that schools woukld be free to develop the processes to achieve these outcomes. The additional beneift would be that parents, teachers and pupils would gain a clear insight into the purpose of ACfE which is perhaps difficult to gain from a mantra like recitation of the four capacities.