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1、How good is our school?SELF EVALUATION SERIES ECurriculum Flexibility Crown Copyright 2003 HM Inspectorate of Education This material may be copied without further permission by education authorities and education institutions in Scotland for use in school self-evaluation and planning. The report ma
2、y be produced in part, except for commercial purposes, or in connection with a prospectus or advertisement, provided that the source and date thereof are stated.ContentspageIntroduction1Background1Emerging Practice2Self-Evaluation in Practice4Quality Indicators7Sources of Support12Acknowledgements13
3、iiIntroduction The revised edition of How good is our school? (HM Inspectorate of Education, 2002) has been widely welcomed in schools and authorities. This document is one of a series of guides to self-evaluation which build on, but do not repeat, the advice on self-evaluation given in How good is
4、our school?. The introductory publication to the series, Planning for Improvement, outlines how you can use the outcomes of self-evaluation to plan effectively for improvement. This guide can be used when you are ready to evaluate the impact of curriculum flexibility in your school. It shows how you
5、 can select a cluster of quality indicators (QIs) that focus on key features which have a significant effect on the achievement and experience of pupils. A more flexible curriculum helps schools to provide learning experiences designed to meet the needs and wishes of each individual pupil, experienc
6、es which aim to ensure that all pupils have the opportunity to fulfil their full potential. Curriculum flexibility has an important role to play in supporting all of the Scottish Executives National Priorities NPs for education. Effective, flexible programmes of study will improve motivation and lea
7、d to raised attainment NP1, whilst also equipping pupils with the skills and attitudes to prosper in a changing society NP5. Background Increasing flexibility in the curriculum is a means of improving pupils overall school experiences and raising their attainment and achievement. The report of the D
8、iscipline Task Group published in June 2001 identified an inappropriate curriculum as one of a number of barriers to learning experienced by disaffected young people. It endorsed the use of more appropriate curriculum management to support not only some of the specific needs of pupils with social, e
9、motional and behavioural problems, but also the needs of a much broader range of pupils who experienced boredom and found school uninspiring. Learning and Teaching Scotland give the following definition of curriculum flexibility: Curriculum Flexibility can be defined as the strategies schools and lo
10、cal authorities implement when designing a customised curriculum that: takes account of schools local circumstances; recognises the requirements of students; meets the needs and expectations of learners; and meets the expectations of stakeholders and society in general. Emerging Practice Education A
11、uthorities and schools are beginning to audit their current curricular provision with a view to increasing its flexibility. As part of this exercise, particular emphasis is being placed on the extent to which the curriculum adequately meets the general and specific needs of all pupils. Some schools
12、are beginning to take advantage of the opportunities suggested within some of the documents and initiatives listed at the end of this guide. Emerging practice and proposed developments include: the disapplication of the modal structure, including the possibility of studying a reduced number of subje
13、cts at Standard Grade; the possibility of using non age-related groups at specific stages; the introduction and development of pre-vocational and vocational taster programmes in S3/S4, possibly in conjunction with further education (FE) colleges; introducing Standard Grade at the start of S2 for som
14、e or all pupils; introducing Standard Grade by December of S2 for some or all pupils; introducing Standard Grade at S2 in some subjects; certification in S3 at Credit level for the most able pupils; the replacement of Standard Grade with National Units and Courses in S3/S4; using National Units and
15、Courses in S3 and part of S4, with Intermediate 2/Higher starting in December of S4; offering Standard Grade at Foundation level in S3 followed by Intermediate level in S4; introducing National Units in S2 for some pupils; the introduction of open, flexible and distance learning, possibly in conjunction with institutions of higher education (HE) and FE colleges, and including online learning, school-to-school and school-to-college; and use of the Scottish Credit and Qualifications Framework (SCQF) to generate ScotCat credits through some study in conjunction with HE insti
