There is no doubt that the attributes of the Learner’s Profile and the four capacities of the Curriculum for Excellence (CfE) are very similar. The four capacities of the CfE are much broader than that of the Learner Profile Attributes, yet aim to develop a similar set of skills to the Learner Profile Attributes.
I began to categorise the Learner Attributes using the four capacities as subheadings but quickly found that a lot seem to overlap, and be interchangeable between the four. What was meant to be a sleek and well-presented note page quickly turned into a spaghetti looking thing which you’d likely discourage your class from doing.
In order for our pupils to become a responsible citizen, the CfE states that they should “show respect” for others, which aligns with the Attributes of ‘caring’ and ‘principled’. If a child is a risk taker, an enquirer, open-minded and learns to be reflective then they are taking steps in the correct direction to become a confident individual. Whilst this is possibly the most obvious capacity to link it to, I believe them to also fall under the capacity of Responsible Citizens, giving them the skills to make effective and appropriate decisions and to understand the world around them. These are just a few examples of clear cross overs.
Though very similar there is a difference in characteristics between the two. As previously touched on, the layout of these are in a different format. With the IB Learner Profile having ten attributes whilst the CfE has only four. Additionally, the CfE teaches us to be enthusiastic, motivated and resilient; three attributes which seem to be absent from the IB Learner Profile. It appears that the CfE is very much focused on Scotland and educating our pupils about the country in which we live. This differs from an IB education as they are very diverse and focus on the whole world around them.
As there are many similar skills and attributes, I did see many of the Learner Attributes coming through within my placement class. They were encouraged to be open minded and accept new ideas, especially whilst completing group work. I also prompted them to be reflective; reflecting on their strengths and weaknesses of that particular piece of work, whether it be in the form of two stars and a wish, verbal discussion or a traffic light system.
Ultimately, both the attributes and capacities aim to aid children in becoming successful, life-long learners by providing the best possible education.
