The 's Curriculum For Excellence

In Scotland there is the Curriculum for Excellence which aims to achieve a transformation in education by providing a coherent, more flexible and enriched curriculum from 3 to 18.

Andrew Simmons published his article for The Atlantic, “The Danger of Telling Poor Kids that College is the Key to Social Mobility” on January 16, 2014, which raises his concerns that higher education is only being promoted as an opportunity to increase their economic status, when it should be an opportunity to experience an education (Simmons). Through the use of students such as Isabella, Simmons disagrees with the way students now look at higher education and blames the educators through the students’ lives for this view. Instead, Simmons views education as an intellectual opportunity rather than a way to elevate ones economic class which is all people see when they see “higher education.” He believes that education, ambition and work ethic is how you have a satisfying life, not with how much you make. He makes the point that when economics becomes the main goal of education it’s all children begin to think about and they might not pursue something that they are truly passionate about or what they want to learn about, which then does not create an intellectually awakening experience (Simmons).

Early childhood education curriculums are becoming a national curriculum in most countries. With more governments and society thinking about education of under-fives we are seeing shifts in thinking and education to meet the changing world. We are developing children skills for the future to create a society where children feel they belong and can contribute to society. Curriculums are being influenced my social, political, cultural, historical and theoretical issues that are impacting different curriculums in the world. I am going to explore and develop my understanding about three different curriculums to recognise the different influences affecting curriculums. I am going to explore the curriculums of Te Whāriki: New Zealand, Belonging, Being and Becoming: The Early Years Learning Framework for Australia and Curriculum for Excellence: Scotland. This will allow me to develop an understanding of other curriculums which I have not heard about to discover other way to education that I have not been taught in teacher’s college.

The idea of a universal education system is criticized by many, because the idea of giving everyone a chance to prosper, has a detrimental effect on government resources; and the value placed on a post- secondary education, is somewhat diluted. This is wrong though, as people be judged on their academic skills, character and drive above their economic restrictions. The finances which a young person is born into, should not determine the life and career which they have. It has been shown that a college education increases a person’s earning power, but this education is contingent on money, which dictates your chance of achieving a recognized education. This is against the ‘education gospel’ which supports the idea that schooling should be for everyone, and that the more people who are educated, the less prejudices there will be in society. Education is universal, but post-secondary education, and one which leads people to positions of power and influence, is not. It is for the select few, of whom have the finances and opportunities to prosper that other, more underprivileged people do not, and that needs to change.

Recently there has been a lot of debate about the importance of college education. Students are asking if it’s worth the debt to attend a four year university or community college. Some are thinking what are the benefits of a degree is in the workforce. With college tuition increasing and state fundings lowering, low income students are struggling to attain a higher education. College institutions should have a role to provide students higher education and equal opportunity to students to increase social mobility yet intergenerational reproduction of privilege has produced inequality in education.

The Curriculum for Excellence, introduced in 2014, aims to transform education in Scotland for ages 3-18. It intends to progress the standards of education and learning in the country by moving away from more traditional methods of teaching. This strategy, developed by the Scottish Government, recognises that learning is a lifelong process, beginning at birth, and therefore it is important to employ methods which prepare children from a young age for a life of work. In order to do so, the curriculum is based on seven key principles which are designed to provide young people with the knowledge and skills for life in the 21st century. This knowledge and skill is learnt through experiences and opportunities which are carefully planned for each age group, encouraging space for learning out with the standard school subject boundaries. The programme has four main outcomes prompting children to become successful learners, confident individuals, responsible citizens and effective contributors. Once an individual has completed the education programme, reflections of the curriculum’s purpose can be assessed in the child or young person to see if they have met the proposed outcomes and therefore determining the overall success.

A study conducted in 2003 by Ofsted that involved England, Denmark and Finland, showed England’s national curriculum compared to the other two countries was:

In this documentary students are depicted as not having a chance to move onto higher education because of their background. Faculty and staff in

Though this policy attempts to achieve a support of diversity and an increase of equity among the Victorian community, its affects are hindered by an education system that favours the middle class and above. As stated by Reid (2013, p. 13), the equity espoused within policy ‘is produced by policy processes which are counterproductive to the achievement of equity.’ This means that, in order to really achieve equity for all students, the education system needs to

In this report I will explain the purpose and design of the curriculum proposal. I will then review the feedback obtained from the validating panel and the changes made. Professional values will also be explained and the importance they have in the lifelong learning sector. In addition, I will explain how the course will be evaluated providing a summary of how records are currently being used. Finally, I will create an action plan highlighting development needs to the course design.

Scotland’s Curriculum for Excellence was published in 2004 following the National Debate on Education: AifL in 2002 and the establishment of a curriculum review group in 2003. Since 2004, Curriculum for Excellence has been tried, tested and modified and in 2010 Scottish schools experienced the full implementation of Curriculum for Excellence. Curriculum for Excellence was designed in order to transform Scottish education and according to Education Scotland, the main aim of Curriculum for Excellence is helping children and young people aged 3-18 years gain the necessary knowledge, skills and attributes for life outside of school. This was put into practise in all learning environments by providing a more flexible and enriched education.

Nowadays its said that a student from a low/working class have the same opportunities in obtaining a degree or even graduating from university just like a student from a higher class. Low/ working class is used to define a person who works to sustain themselves and don’t have luxurious objects. While a person from a higher class is classified as being financially stable and having a life more free of stress. However some people might argue that the opportunities don’t always favored those who need it the most and in some cases they’re restricted. During the last decade education have been advancing and innovating by creating different programs. These programs such as financial aid and students’ loans were made with the purpose of helping those with financial problems and scarcity of resources; which are a great helper in walking a student on their way through college. I personally believe that the working class have to face multiple phases in order to graduate, obtain a bachelors, master or a doctorate degree, and in becoming a more independent student, however feeling like an outsider in their learning environment should not be considered.

In Australia, New Zealand, the United States and the United Kingdom, a student’s chances of academic success are greatly influenced by factors such as ‘ parental wealth, occupational status, education and aspirations’ (Argy, 2007:para3,

Education admission, Education institution are part of a very important process in selection, certification and maintain or reducing social inequalities. For example in the last centuries Scotland was the case study of a significant change in education system from selective to comprehensive system (Ianelli & Paterson, 2005). This has received a very optimistic positive result. Moreover the comprehensive system in Scotland education was decreasing social inequalities in education.

Prospective student teachers were required to choose a curriculum document from either the primary or secondary school sector for evaluation. They were required to conduct such an evaluation using the Daniel Stufflebeam’s CIPP (Context, Input, Process and Product) Model. The CIPP Model would be used to determine the usefulness of the curriculum in meeting the needs of the Trinidad and Tobago society. Based on possible weaknesses found in the document, prospective teachers were to offer appropriate alternatives to improve the document’s content and implementation.