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Do you feel confident in being able to deliver the new courses?

Discussion in 'Scotland - education news' started by airy, Mar 9, 2012.

  1. kibosh

    kibosh Star commenter

    Exactly. And if only all the CFE work simply required doing twice - once at the outset and a quick re-jig or adjustment later on . . . . . . from as far as back as the dawn of CFE and the emergence of the shiny green folders from the primordial swamp we have had to take the formless beast and give it legs, then redesign it and give it lungs, then redesign it and give it sight, and wings and on and on . . . ..it's like working for an utterly insane client . . . . . the deadlines always being given, and passed, before the design spec for each new limb is issued and every school has done this differently.
    And what is going to happen in a few years time is that the winning 'model' is 'picked' and everybody else will have to scurry away and spend yet another year modifying their curriculum accordingly.
     
  2. Beautifully put!
     
  3. catmother

    catmother Star commenter

    Spot on. [​IMG]
     
  4. Précisement.
     
  5. kibosh

    kibosh Star commenter

    We were discussing this very issue today and plan to do the same as you. From discussion with colleagues it looks like there is going to be two curriculums - formal/official (broad and general education) and then some add on stuff for more able pupils (focussed on skills essential for taking the subject further); sort of educational moonlighting.

     
  6. <font size="2">I think the idea is that no-one should be presented past Level 4 in third year: that's simply to avoid the East Rens of the world force feeding pupils through their Highers in primary 6 like foi gras geese.</font> But it's daft to say that teachers are being told to limit what they teach. If you want a fantastic, rich, demanding course that goes way beyond the exam, go for it. This is the problem at the moment - teachers see the course and the exam as synonymous: they aren't, and pupils are suffering as a result.
     
  7. But Glasgow is saying that S3 pupils should accrue evidence for certain N4 units in S3. In terms of English, this means Literacy and Added Value. No matter how intelligent, talented, dynamic they might be, they have to stoop down to crawl through some very low hoops.
     
  8. But what's to prevent teachers making those hoops more difficult? They don't have to teach to the lowest level if they don't want to. Why not teach challenging and imaginative stuff that will provide the evidence to pass the units but also go way beyond them.
    Giving pupils material that will only pass very low hoops doesn't do them any good, and will only put them off the subject.
     
  9. In theory, that's fine, but when the old Higher English RPR/Personal Study went from being worth marks to being merely pass/fail, a lot of pupils decided to content themselves with doing enough to pass rather than doing their best work. This will be even more the case with Literacy and Added Value- people respond to demands being made upon them, and if the demands are very low (and completely pointless), they will respond accordingly.
     
  10. But why give them that feedback? Kids will only content themselves with doing just enough to pass if we tell them they've done just enough to pass.
     

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