curriculum for excellencebuilding the curriculum 4

skills for learning, skills for life and skills for work

…replacing the concepts of academic and vocational learning with that of an appropriate education for all (HMIe)

…a skilled and educated workforce is essential to productivity and sustainable economic growth ( Skills for Scotland)

• Young generally fare badly because outside labour market trying to get in

– Employers cut back on recruitment

– Employees sit tight leading to many fewer turnover vacancies

• Young people suffer most damage from unemployment

– Increases probability of future unemployment

– Reduces long-term earning power

• Long-standing concerns about ‘lost generation’ in labour market terms

– Big issue in 1930s

– Again in late 1970s/early 1980s

YOUNG PEOPLE AND RECESSIONS PEOPLE AND RECESSIONS

Employment in Scotland 2008-2019

2,560,000

2,580,000

2,600,000

2,620,000

2,640,000

2,660,000

2,680,000

2,700,000

2,720,000

2,740,000

2,760,000

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

Nu

mb

er

em

plo

ye

d

Size of youth cohort, 2008Size of youth cohort, 2008

What skills are we talking about?

Across learning:

Literacy, numeracy, thinking skills and health andwell being.Personal learning planning and Career managementWorking with othersLeadershipPhysical coordination and movementEnterprise and employability

> recognising need and opportunity and influencing and negotiating with others to take ideas forward

> evaluating risk to inform decision making> taking the initiative, working with and leading others> being creative, flexible and resourceful with a positive attitude to

change> self awareness, optimism and having an open mindset> having a modern world view and showing resilience, adaptability

and a determination to succeed> discussing, setting and meeting roles and expectations within a

working environment

Enterprise and employability skills embrace:

Key MessagesSkills developed across all aspects of curriculumInclusive of all young people 3-18-appropriate to their needsActive, practical, enterprising learningInter-disciplinary tasksAwareness of and understanding of the value of skill development – assessment process crucialProgression – signposted through experiences and outcomes and into the Senior Phase

Key Messages

PARTNERSHIPSHMIe: “Working in partnership with others is a

fundamental way for educational establishments and services to help practitioners to act in ways that make positive differences for children, young people

and adult learners”

Reflective Question

How do you demonstrate and model the range of skills which children and young

people need to develop to thrive in a modern society and economy?

A broad general education 3 to 15

• Every child and young person in Scotland is entitled to experience a broad general education.

• This broad general education takes place from the early years to the end of S3.

• It is represented by learning across all of the experiences and outcomes to the third curriculum level together with those selected for study at the fourth, as far as is consistent with each child or young person’s needs.

• ‘Not expected that qualifications will feature at this stage’

• Providing a strong platform for later learning and qualifications

Emerging ideas to implement the broad general education

2nd Level

P5-P7

3rd Level

S1

3rd/4th

Level

S2

4th Level

S3

5th to 7th Levels

S4 to S6

Post School

2nd Level

P5-P7

3rd Level

S1

3rd/4thLevel

S2-S3

5th to 7th Levels

S4 to S6

Post School

Transition Year

Transition Year

S3 Statement? Senior Phase

2nd Level

P5-P7

5th to 7th Levels

S4 to S6

Post School

Transition Year

3rd/4thLevel

S1-S3

Senior Phase – The EntitlementsDiscussion Document published September ’09 –

(Available on CfE Website)All young people can expect a coherent curriculum with theopportunity to:• obtain qualifications• continue to develop within the four capacities• develop skills for learning, skills for life and skills for work• continue to develop literacy, numeracy and health and

wellbeing• receive personal support and • support in moving into positive and sustained destinations

Reflective Question

What opportunities do your learners have to engage with the world of work including with

employers and entrepreneurs?How do you relate this to their future

learning and career options?