Today (Thursday 19 December) Education Scotland has published the second of three discussion papers which have emerged from the findings, key messages and learning from a series of pilot curriculum reviews over session 2023/24.
‘Towards an Evolved Technical Framework’ aims to build on the findings identified in the first discussion paper by focusing on how we can evolve the technical framework* to help clarify the role and position of knowledge and skills in the curriculum.
The paper reflects on the use of a Big Ideas** approach within an evolved technical framework, makes the case for a ‘Know – Do – Understand’*** model, and explores how an evolved technical framework might help with issues such as the positioning of cross-curricular expectations and alignment between the Broad General Education and the senior phase.
Ollie Bray, Strategic Director at Education Scotland, said:
“We are still at an early stage of the planning process for the Curriculum Improvement Cycle. However, the key issues identified by practitioners during the pilot curriculum reviews over session 2023-24 have provided us with a set of useful criteria for the evolution of the technical framework for Curriculum for Excellence.
“This discussion paper suggests how the technical framework for Scotland’s Curriculum could evolve. While we feel comfortable with the general sense of direction and we have received positive feedback from early testing, one of the purposes of ‘Towards an Evolved Technical Framework’ is to support dialogue and gauge how others in the system feel about the proposed direction.
“We have published this discussion paper as part of our commitment to keeping the system updated on the process and progress being made, and we plan to publish a third discussion paper,‘Working Together to Make Change Happen’, in March 2025.”
Read the discussion paper ‘Towards an Evolved Technical Framework’ here.
* The technical framework for a curriculum is the set of guidance documents which educators use in order to plan learning for children, young people and adult learners.
** A Big Idea captures the core understanding children and young people will develop in a particular area of the curriculum from early years onwards. It will set out overarching ideas and concepts and have relevance and meaning for learners. It will support progression and guide the selection of content.
*** A Know-Do-Understand model offers a solution to making the position of knowledge more explicit as part of an evolved technical framework. It also offers a way to clarify the knowledge that learners should have.
Our Language Matters document provides a glossary with a short list of terms. You can now view this on our Curriculum Improvement Cycle blog (link).
