Curriculum Flexibility - Word version - Education Scotland课程的灵活性-字版-苏格兰教育.docVIP

Curriculum Flexibility - Word version - Education Scotland课程的灵活性-字版-苏格兰教育.doc

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Curriculum Flexibility - Word version - Education Scotland课程的灵活性-字版-苏格兰教育.doc

How good is our school? SELF EVALUATION SERIES E Curriculum Flexibility Crown Copyright 2003 HM Inspectorate of Education This material may be copied without further permission by education authorities and education institutions in Scotland for use in school self-evaluation and planning. The report may be produced in part, except for commercial purposes, or in connection with a prospectus or advertisement, provided that the source and date thereof are stated. Contents page Introduction 1 Background 1 Emerging Practice 2 Self-Evaluation in Practice 4 Quality Indicators 7 Sources of Support 12 Acknowledgements 13 Introduction The revised edition of How good is our school? (HM Inspectorate of Education, 2002) has been widely welcomed in schools and authorities. This document is one of a series of guides to self-evaluation which build on, but do not repeat, the advice on self-evaluation given in How good is our school?. The introductory publication to the series, Planning for Improvement, outlines how you can use the outcomes of self-evaluation to plan effectively for improvement. This guide can be used when you are ready to evaluate the impact of curriculum flexibility in your school. It shows how you can select a cluster of quality indicators (QIs) that focus on key features which have a significant effect on the achievement and experience of pupils. A more flexible curriculum helps schools to provide learning experiences designed to meet the needs and wishes of each individual pupil, experiences which aim to ensure that all pupils have the opportunity to fulfil their full potential. Curriculum flexibility has an important role to play in supporting all of the Scottish Executives National Priorities [NPs] for education. Effective, flexible programmes of study will improve motivation and lead to raised attainment [NP1], whilst also equipping pupils with the skills and attitudes to prosper in a changing society [NP5]. Background Increasing flexib

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