• Front Cover
• Introduction
• Context for Learning & Teaching
• Learning & Teaching:
  Principles for Design and Implementation
• Appendix 1
• Download this document

CONTEXT for LEARNING & TEACHING

Context for Change

There are significant new influences and challenges facing young people today.

These arise from:

• social, political and economic change
• the growing diversity of our society
• better understanding of the ways in which children and young people learn
• new technologies
• the potential of partnerships.

In order to prepare our children and young people to meet these challenges we must look differently at the way we educate them to:

• understand the world they are living in
• reach the highest possible level of achievement
• equip them for work and learning throughout their lives
• engage positively with learning which is well matched to individual need.

Education Service

AIMS

Fife Council is committed to equality of education for all children and young people in Fife. All children and young people have an enormous capacity for learning and potential to achieve. Our schools, and all those engaged in the education partnership, are encouraged to provide meaningful learning opportunities in rich environments which support the development of young people as lifelong learners who are able to become:

• successful learners
• confident individuals
• responsible citizens
• effective contributors to society and work.

PRIORITIES

Fife Education Service has adopted the aim of providing "Excellence for All" described by six key priorities.

• Raising attainment
• Promoting achievement and inclusion
• Developing our staff
• Focusing on customers
• Providing high quality schools
• Building partnerships

Successful Schools

ETHOS & THE LEARNING ENVIRONMENT

Research evidence supports the view that the ethos of a school and the learning environment bear directly on pupils' achievements and attainment. A successful school approach will take into consideration a number of significant factors which are:

• high expectations by all staff regarding effective learning and teaching
• a strong collaborative partnership of staff, pupils and parents
• an emphasis on finding individuals' strengths and building on them in order to raise and nurture self-esteem
• a continuing commitment to the provision and maintenance of stimulating, well resourced learning environments.

INCLUSION & EQUALITY

All pupils, whatever their culture or language, should be considered as active learners. There should be no barrier to participation on the grounds of any of the following:

• disability
• gender
• race
• religion
• sexual orientation.

Positive steps should be taken to ensure that pupils, parents and staff are treated equally, with respect and in a fair and just manner.

THE CURRICULUM: 3-18

Fife Council endorses the view that the purpose of the curriculum is to provide structure, support and direction, which will enable children and young people to develop in the four capacities, which are described in 'A Curriculum for Excellence'.

To enable all young people to become:

Successful Learners with enthusiasm and motivation for learning determination to reach high standards openness to new thinking and ideas and able to use literacy, communication and numeracy skills use technology for learning think creatively and independently learn independently and as part of a group make reasoned evaluations link and apply different kinds of learning in new situations

Confident Individuals with self respect a sense of physical, mental and emotional well-being secure values and beliefs ambition and able to relate to others and manage themselves pursue a healthy and active lifestyle be self aware develop and communicate their own beliefs and view of the world live as independently as they can assess risk and take informed decisions in new situations achieve success in different areas of activity

Responsible Citizens with respect for others commitment to participate responsibly in political, economic, social and cultural life and able to develop knowledge and understanding of the world and Scotland's place in it understand different beliefs and cultures make informed choices and decisions evaluate environment, scientific and technological issues develop informed, ethical views of complex issues

Effective Contributors with an enterprising attitude resilience self-reliance and able to communicate in different ways and in different settings work in partnership and in teams take the initiative and lead apply critical thinking in new contexts create and develop solve problems

Schools are required to take these aspirations and the National Priorities (Appendix 1) into account in the design and implementation of the curriculum. They should also recognise the important influence of families and communities.