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The science of good CPD
By Margaret Orr, National CPD Team
The knowledge base which underpins the science and technology areas of the curriculum has its own requirements in terms of relevant CPD for the specialist staff who have a lead responsibility to deliver subject content. As always, it is in the determination of the individual practitioner as to the range and depth of professional development they will require to ensure that learners overtake the outcomes related to specific technical skill and knowledge.
However, CfE frameworks for both areas also emphasise the generic skills which students have to acquire in terms of, for example, communication, enquiry, investigation, responsible citizenship, acquiring confidence, making informed choices, lifelong learning, analysing of data, skills transfer, problem solving, creativity, collaborative working, self and peer evaluation. These do not differ from the skills mapped out across all subject areas.
The skills' framework highlights the need to ensure that all learners have the opportunity to develop these approaches and to see them as the foundation stone for their own learning - led, supported and challenged by teachers and peers in all settings. To achieve this we as colleagues may need to consciously consider how well established the development of these generic skills is within our education settings and how they inform our daily practice. There may even be a case for some explicit skills development training for pupils. While it may seem to intrude on the time to acquire 'content', it could lead to accelerated learning in the longer term.
The teaching of generic skills is not new but there may be an opportunity in the context of CfE to make the explicit links to all areas of the curriculum. As always the National CPD Team would be delighted to have your response to this perspective and to hear of any examples of related CPD.