This is where Scottish teachers go to let off some steam. Join the debate in the Scotland Opinion Group and chat about the key issues affecting education in Scotland.
The Scotland that this vile film portrays is not the one I'll be voting for in 2014. That one will be free from the fancypants Edinburgh Uni Edu-talk, and have none of the Es and Os of the CfE, noting that AifL, FFS! Enough already!
In my Scotland, the Heid Bummer will live (rent free, mind) on about £500 per month pocket money. 
My Scotland will let the banks go bust. 
It will have 80% of the financial sector controlled by small, community-owned banks. 
The banks, like transport, food and retail will be mutually owned by staff and customers. Think John Lewis and Waitrose. 
There will be free health care and education, and subsidised care for preschool children and the old. 
We can do this, colleagues. And don't say we can't afford to. We really, really can't afford not to.
1 - President Jose Mujica (Uruguay)
2 - Iceland.
3 - Germany
4 - Spain, eg, the Mondragon co-op.
(With respect and acknowledgements to Andrew Simms of the New Economics Foundation. Buy his new book on 28th Feb "Cancel the Apocalypse.")
From the posts so far, I know I don't want to watch this film.
*strange that, eh *
"CfE is about equipping people to deal with the challenges of the 21st century".
From my experience of Primary 8 and Primary 9 (or S1/S2 as they used to be!), many seem unable to deal with the challenge of sitting on their a*se!
socrates82many seem unable to deal with the challenge of sitting on their a*se!
socrates82"CfE is about equipping people to deal with the challenges of the 21st century".
I might just have to kill the next person who goes on about "training the pupils for jobs that have not as yet been invented". I don't think that's even true. As far as I can see,most modern jobs are a modified version of ones that already existed.
catmotherI don't think that's even true. As far as I can see,most modern jobs are a modified version of ones that already existed.
"With an increasing ageing population and increased leisure time for the majority, there may be an argument for teaching pupils basic manners and customer relation skills."
*I never said that, honestly*
airyI just think it's a shame that everybody in government or Education Scotland seems to secretly think that these "jobs that don't yet exist" will ALL involve presenting information via PowerPoint.
They know they wont, but are just covering their arses in the meanwhile. It's a convenient stop gap and nothing much more than that. Imo.
Edit: tongue in cheek, yeah? Soz
catmother "training the pupils for jobs that have not as yet been invented"
Regardless of how our economy changes you can guarantee in decades to come there will still be jobs for the boys at the GTC, Education Scotland and in SEED (or whatever it's called these days).
People who've never set foot in a classroom dreaming up more p*sh for teachers to get annoyed at and then blaming us when the whole system goes arse over elbow.
It's difficult to know where to begin to comment on Keir Bloomer's animated lecture on Curriculum for Excellence as it contains so many speculative assumptions.
Take, for example, the 'National Debate' on education in 2002 in which 25,000 people took part, mostly parents.
That would be the consultation questionnaires that were sent out to all schools and School Boards with a very tight timescale for their completion and return. Our School Board received their copy one week before the closing date.
"Most thought Scotland's schools were doing well but they also saw a need for change."
Whilst, no doubt, many will have suggested ideas for improvement, I wonder how many suggested anything remotely resembling a CfE?
"The world was changing rapidly in ways that would affect the lives of every person so education had to change too."
They've been saying that for fifty years or more and, yet, pupils have managed to adapt to the changes without too much difficulty provided they have a good basic, and balanced, educational grounding.
"As a country, we will be competitive globally only if we have a large, and ever-increasing, proportion of the workforce able to operate in the knowledge economy and at the highest level of skill."
Given that there is, and always has been, a wide range of academic ability in the population, how exactly can schools ensure that all, or most, pupils operate at the highest level of knowledge and skill - brain transplants?
"Curriculum for Excellence is badly named; it is not a curriculum. CfE is a mission statement; it sets out a vision and gives Scottish education a long term sense of direction."
Well, I'm glad we've got that one cleared up. So, who exactly was on the original Curriculum Review Group that, we now know, was actually a Mission Statement Review Group?
There were three members from the Scottish Education Department; one Chief Inspector from HMIe; one LA Chief Executive; one Director of Education; one Head of Children's Services; the Chief Executive of L&T S; the retired Chief Executive of L&T S; the Chief Executive of the SQA; one College Principal; the Head of a School of Education; one University Lecturer; the Director of the CBI; one Secondary HT; one Primary HT; the Development Manager of the SPTC; one secondary PT SfL; and one School Board Chair.
There was clearly a lot of experience in the Review Group, although perhaps not a lot of recent teaching experience.
"CfE will not be implemented over the next few years. It will go on for as long as any of us can envisage. CfE is a programme for improvement; there is a very long way to go; all learning has to become more ambitious."
So, where does that leave pupils, teachers and parents who are concerned about what happens right now in terms of basic learning and teaching, exam qualifications and job prospects?
"In the modern world, knowledge remains vital but it is not enough."
Isn't every new age, the 'modern world'. What's so different about the 21st century?
"In the modern world, the emphasis needs to be on advanced transferrable cognitive skills like problem solving, critical thinking and creativity."
That would be the same problem solving skills that teachers have to use every day to make teaching and learning work; the same critical thinking skills that teachers have to suspend every time they are asked to implement the latest daft initiative; the same creativity that teachers can no longer use because of pointless bureaucracy and centrally controlled lesson plans.
"CfE attaches increasing importance to inter-disciplinary learning. Subjects are still important; indeed the structure of knowledge is perhaps more important than ever but, at the same time, we have to remember that knowledge is joined up. The problems of life are rarely solved by using expertise from a single subject area alone; being able to draw on different areas of learning to apply them to real world contexts is a vital skill and, again, CLD (CfE & Community Learning Development) has real strengths here."
Again, these ideas are not new; they have been discussed for fifty years or more. With young children, it's not necessary to divide learning up into traditional subject areas. However, as they develop, there is an educational need for greater specialism if they are to pursue a subject area in greater depth. Indeed, I suspect every member of the Curriculum Review Group achieved their favourable employment position through subject specialism, and the development of individual interests and aptitudes.
"Every country in the developed world has produced its own version of CFE."
Really? Take a look at the National Curriculum in England, Framework document for consultation, February 2013:
It is extremely prescriptive in terms of curricular content.
Most primary aged children have difficulty remembering what happened last week because their concept of time is still fairly vague. Yet, in the framework document, it is proposed that they study a range of historical periods, in chronological order, that would be meaningless even to most adults.
Needless to say it is the product of political, ideological and economic interference, not a response to the educational needs of pupils.
So, how much is a CfE also the product of political, ideological and economic interference rather than a response to the educational needs of Scottish pupils? Is it really about improving the educational, work and life changes of children or just a thinly disguised excuse for cost-cutting in our schools?
My own belief is that the main purpose of a CfE is to maintain the power of the educational establishment over schools and teachers, through ever-increasing work demands, whilst, at the same time, preserving a large number of elite jobs in education, at a safe distance from the challenging realities of the classroom.
Such elite jobs have the added advantage of allowing a lucky few to continue to earn a good income, even after retirement, through becoming independent educational consultants.
Why, you don't even have to support schools; they'll even pay you to help close them down:
Another excellent post, fly.
Flyonthewall75 Whilst, no doubt, many will have suggested ideas for improvement, I wonder how many suggested anything remotely resembling a CfE?
Join the queue, please. I'm first.
Flyonthewall75it is not a curriculum. CfE is a mission statement; it sets out a vision and gives Scottish education a long term sense of direction."
Flyonthewall75 My own belief is that the main purpose of a CfE is to maintain the power of the educational establishment over schools and teachers, through ever-increasing work demands, whilst, at the same time, preserving a large number of elite jobs in education, at a safe distance from the challenging realities of the classroom.
I totally agree.
Flyonthewall75Take, for example, the 'National Debate' on education in 2002 in which 25,000 people took part, mostly parents.
Flyonthewall75My own belief is that the main purpose of a CfE is to maintain the power of the educational establishment over schools and teachers, through ever-increasing work demands, whilst, at the same time, preserving a large number of elite jobs in education, at a safe distance from the challenging realities of the classroom.Such elite jobs have the added advantage of allowing a lucky few to continue to earn a good income, even after retirement, through becoming independent educational consultants.
This is only one of several I have found on this site. These individuals are often way past retirement age but are quietly milking the system for all its worth.
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