Curriculum excellence developing consolidating
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Such developments reveal a continued preoccupation with assessment, recording and reporting, which potentially both increases teacher workload and limits the aspirational scope of Cf E to broaden education through school-based innovation.
This means you can work with anything from buildings to bridges and canals, and the first step is obtaining a Master in Civil Engineering degree.There are several levels you can concentrate on as a graduate with a Master in Civil Engineering: you can work in the public sector, the private sector or even in a national government.Due to the high demand of competent professionals in this field, those with Master in Civil Engineering degrees have excellent career opportunities.Accompanying this media coverage of the bureaucratic demands of Cf E on teachers, was an interesting letter in the Herald, presumably from a teacher, saying that Cf E has also become a relentless paper chase for pupils (I agree wholeheartedly with these observations, and am saddened that such a promising policy is not yet living up to its potential. Instead we should be asking why we have come to such a situation, and how we might remedy it. We found, for example, that many primary teachers clearly perceived curriculum development to consist mainly of assessing, recording and reporting against outcomes.Such views are likely to derive from assessment driven philosophies encouraged under the former 5-14 system, but have clearly been magnified by the trajectory of Cf E as a policy.
I believe that part of this derives from a fundamental design fault in Cf E, highlighted in 2010 by Walter Humes and me.However, many schools are making great strides and developing cross-curricular topics, involving different subject departments.Individual schools have a lot of flexibility on how they implement Cf E and schools are developing different programmes of learning that they feel suit their pupils best.It has been fascinating to watch the recent media coverage of the debates about the increase in paperwork and bureaucratisation within Curriculum for Excellence.First, we saw a piece in Times Educational Supplement, reporting that Ken Muir of Education Scotland was suggesting that Cf E has become weighed down by excessive paperwork ( Now, Education Secretary Mike Russell has weighed into the debate, saying that Cf E should engender “clarity” and that schools, head teachers and councils should not distort the new curriculum with “a smokescreen of bureaucracy and unnecessary paperwork” (see the Scotsman ).This relates to the structure of Cf E, an inherently developmental curriculum framed initially around big ideas and an aspiration to encourage open practice, but then articulated as pre-specified outcomes.