Technologies: Experiences and Outcomes

Technologies

Source

The technologies framework has six organisers:

  • Technological developments in society
  • ICT to enhance learning
  • Business
  • Computing Science
  • Food and textiles
  • Craft, design, engineering and graphics

The final four organisers are contexts for developing technological skills and knowledge.

Advertisements

Senior Phase

Education Scotland

CfE Briefing: Progression from the Broad General Education to the Senior Phase Part 2

…learning which drives motivation will be furthered in the Senior Phase…

  • learning independently
  • taking responsibility for learning
  • active learning
  • collaborative learning
  • applying learning and skills development

…features of new qualifications…

  • depth and application of learning
  • developing skills, including higher order thinking skills
  • real-life contexts
  • personalisation and choice

CfE Briefing: Progression from the Broad General Education to the Senior Phase Part 3

…flexible achievement pathways at the Senior Phase…

…an achievement pathway describes an individuals progress through successes, awards and qualifications…

What we Assess in the Senior Phase

Fact File: CfE The Senior Phase

Achievements Pathways

Senior Phase Benchmarking Tool

The Scottish Government, Education Scotland and their partners are developing a new benchmarking tool to help local authorities and secondary schools to analyse, compare and improve the performance of pupils in the senior phase.

Broad General Education

Education Scotland

CfE Briefing 1: Broad general education in the secondary school

Schools are expected to ensure that all children have the opportunitues to experience all the Es and Os, across all curriculum areas, up to and including the third curriculum level.

…effective learning depends upon personalisation…

The cumulative outcomes of all the learning pupils have undertaken throughout the broad general education phase will be recognised in the S3 profile.

…the planned early presentation of whole cohorts or class groups…is not therefore compatible with the principles of the broad general education…

CfE Briefing 2: Assessing progress and achievement in the 3-15 broad general education

…progress and achievement in learning is the substance of what learners gain in knowledge and undestanding, skills (including higher order thinking skills), attributes and capabilities.

  • breadth: the number and range of experiences and outcomes
  • challenge: embedded attributes, capabilities and skills
  • application: use of abilities in new and unfamiliar contexts

Assessment is ongoing, periodic, and transitional.

The Principles and Practice papers, together with the experiences and outcomes, provide the framework for an appropriate focus on the range of knowledge and understanding, skills, attributes and capabilities.

Monitoring and tracking progress and achievement in the broad general education

CfE Briefing 3: Profiling and the S3 profile

CfE Briefing 6: Progression from the Broad General Education to the Senior Phase Part 1

…S3…some National 4/5 Unit Outcomes or Assessment Standards may well have been overtaken and the evidence required for qualifications gathered…

Further reading on Building the Curriculum can be viewed at:

Building the Curriculum 3
Building the Curriculum 5
Developing Your Secondary Curriculum
Curriculum Planning

Technological Developments in Society

Source

Experiences and Outcomes for Technological developments in society within Curriculum for Excellence.

Early First Second Third Fourth
I enjoy playing with and exploring technologies to discover what they can do and how they can help us.

By exploring and using technologies in the wider world, I can consider the ways in which they help.

I can compare traditional with contemporary production methods to assess their contribution in the world around me and explain the impact of related technological changes.

I can work with others to generate, discuss and develop imaginative ideas to create a product of the future.

When exploring technologies in the world around me, I can use what I learn to help to design or improve my ideas or products.

From my studies of technologies in the world around me, I can begin to understand the relationship between key scientific principles and technological developments.

Having investigated a current trend of technological advance in Scotland or beyond, I can debate the short- and long-term possibilities of the technological development becoming a reality.

By exploring current news items of technological interest, I have raised questions on the issues and can share my thoughts.

I can investigate how an everyday product has changed over time to gain an awareness of the link between scientific and technological developments.

I can debate the possible future impact of new and emerging technologies on economic prosperity and the environment.

Within and beyond my place of learning, I can reduce, re-use and recycle resources I use, to help care for the environment.

Throughout all my learning, I take appropriate action to ensure conservation of materials and resources, considering the impact of my actions on the environment.

Having analysed how lifestyle can impact on the environment and Earth’s resources, I can make suggestions about how to live in a more sustainable way.

From my studies of sustainable development, I can reflect on the implications and ethical issues arising from technological developments for individuals and societies.

I can examine a range of materials, processes or designs in my local community to consider and discuss their environmental, social and economic impact, discussing the possible lifetime cost to the environment in Scotland or beyond.

I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland or beyond.

Computing Science Contexts for Developing Technological Skills and Knowledge

Source

Experiences and Outcomes for Computing Science within Curriculum for Excellence.

Early First Second Third Fourth
I am developing my knowledge and use of safe and acceptable conduct as I use different technologies to interact and share experiences, ideas and information with others.

I am developing my knowledge and use of safe and acceptable conduct as I use different technologies to interact and share experiences, ideas and information with others.

By considering ways to protect technological devices, I can act safely and responsibly when selecting and using different technologies to communicate and collaborate.

I can work with others to plan and use a learning group for sharing experiences, ideas and information within a secure online environment.

I can compare different forms of security software to gain knowledge and understanding of their functions in protecting contemporary technologies.

I can build a digital solution which includes some aspects of multimedia to communicate information to others.

I can integrate different media to create a digital solution which allows interaction and collaboration with others.

Having gained knowledge and understanding of the components of a computer, I can make an informed choice when deciding on the system required for a specific purpose.

Through research, I can gain knowledge of computer systems or emerging technologies to understand their differing features and consider their suitability for the world of work.

I am developing problem-solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable toys.

I am developing problem-solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable toys.

Using appropriate software, I can work collaboratively to design an interesting and entertaining game which incorporates a form of control technology or interactive multimedia.

Using appropriate software, I can work individually or collaboratively to design and implement a game, animation or other application.

By learning the basic principles of a programming language or control technology, I can design a solution to a scenario, implement it and evaluate its success.

I can create graphics and animations using appropriate software which utilise my skills and knowledge of the application.

I can use features of software to create my own animation which can then be used to create an animated sequence.