Transcript Experiences and Outcomes

Exploring the skills signposted
within the Experiences and
Outcomes
Experiences and outcomes
E’s and O’s are part of the Broad General Education
(ages 3-15)
From the ages of 15-18 – young people are entitled to an
effective senior phase where they have the opportunity to
develop a portfolio of achievements.
Experiences and outcomes: Levels
Early (0) refers to the pre-school years and P1
First (1) refers to the end of P4
Second (2) refers to the end of P7
Third (3) refers to S1 to S3
Fourth (4) refers to S1 to S3
Note: these school years are to be used as rough
guides.
Experiences and outcomes: Curriculum
Areas
These are the eight curriculum areas:
Expressive Arts
Health and Wellbeing
Languages
Mathematics
Religious and Moral Education
Sciences
Social Studies
Technologies
Experiences and outcomes
Here is a snapshot of the Health and Wellbeing
document.
Note the five levels of the document: Early, First, Second,
Third and Fourth.
Experiences and outcomes
Notice there is a code attached to each statement. In this
case, the code is HWB 3-19a.
HWB indicates the code belongs
to the Health and Wellbeing
experiences and outcomes.
The 3 refers to the Level (Third).
19a refers to the particular
statement.
Key ideas to consider
• The learning for each context (knowledge and
skills) should be identified from the
Experiences and Outcomes
• There are many skills ‘signposted’ within the
Experiences and Outcomes
• http://www.ltscotland.org.uk/myexperiencesand
outcomes/index.asp
Key ideas to consider
• How practitioners group the Es and Os will
also support the development of skills
• To ensure manageability, consistency and
progression a clear focus on a small number
of skills is recommended
• Due to the complex nature of skills
development other skills will inevitably
feature during the planned learning
Research
Literacy
Communication
Working with others….
Analysing
Having explored the ways journeys are made, I can
consider the advantages and disadvantages of
different forms of transport, discussing their impact on
the environment.
SOC 2-09a
Evaluating
Through contributing my views , time and talents, I play
a part in bringing about positive change in my wider
community.
HWB 0-13a – 4-13a
Communication - Literacy
Problem solving
Thinking skills: Analysing,
evaluating, creating
Numeracy
Analysing and
applying
I can access, retrieve and use information from
electronic sources to support enrich or extend learning
in specific contexts
TCH 1-03b
Knowledge,
understanding,
application
Having gained knowledge of colour theory , I can apply it
to a food or textile item or when using computer aided
design/computer aided manufacture
TCH 4-11d
Working with others
Time management
Planning and
organising…….
When participating in a collaborative enterprise
activity, I can develop administrative and
entrepreneurial skills which contribute to the
success of the activity.
TCH 3-07a
Creativity
Communication
Presentation …
Literacy
Communication
Having reflected on my personal experiences,
including participation and engagement with
professionals, I can listen to a wide range of music
and identify and analyse technical aspects, make
informed judgments and express personal opinions on
my own and others' work.
EXA 4-19a
Evaluate
Analyse
Working with
others
I am aware of and able to express my feelings
and am developing the ability to talk about them.
HWB 0-01a / HWB 1-01a / HWB 2-01a / HWB 301a / HWB 4-01a
Literacy –
communication
Working with others
I can respond in ways appropriate to my
role and use contributions to reflect on,
clarify or adapt thinking.
LIT 3-02a
Working with others
Listening
Communicating
Analysing
Evaluating
Reflection
Case Study
• Split group into half
• While watching the video-clip
• Identify relevant curricular areas
• Identify skills explored
Case Study continued…..
• Now come together as a group again and share ideas
from the film clip.
• Using the large 2nd level Es’ and O’s sheets highlight
the relevant E’s and O’s.
• Now consider, no more than 5, KEY E’s and O’s.