Formal learning and museums
Formal learning is structured education provision such as that provided by primary, secondary, further and higher institutions.
The Education and Arts, Culture and Creativity Action Plan presents the Scottish Government's approach to developing links between the education and culture sectors. It provides a plan for strengthening the skills base, developing mutual understanding and foster new collaborations by educational and creative practitioners.
HIME's The Journey to Excellence provides some useful information about key aims of the education sector. Sections on the promotion of active learning and working in partnership are particularly useful to MGS members.
The Curriculum for Excellence (CforE) has been introduced in Scotland to guide the education of people aged 3 – 18. The new Curriculum aims to be a stimulus for personal achievement and, through the broadening of pupils' experience of the world, an encouragement towards informed and responsible citizenship. It also complements the important contributions of families and communities to learning.
The CforE emphasies learning processes and student development, concentrating on what children do, rather than what they know. It encourages cross-curricular and partnership work, offering greater opportunities for museums and galleries to engage with the education sector. As a guide to how our members can get involved, we have produced a Guide to the Curriculum for Excellence for museums and galleries, accessible through the right hand menu on this page. The Curriculum for Excellence website and notes from 'A practitioners guide to a CforE', a Learning Teaching Scotland and Youthlink Scotland conference held on 19 November 2009, are additional sources of good information.
http://www.scotland.gov.uk/Topics/Education/Schools/curriculum/ACE/expactionplan
the Education and Arts, Culture and Creativity Action Plan.
During the joint Education and Culture seminar which you were invited to attend in December 2009 at Edinburgh University, we discussed how we could strengthen the skills base, develop mutual understanding and foster new collaborations by educational and creative practitioners. We also focused on spreading good practice and finding new ways to increase awareness of high quality cultural and creative activity that could enhance teaching of the curriculum, and supportCurriculum for Excellence. At the seminar we stated that we would issue a report summarising the comments/views of the assembled audience and then develop a plan to demonstrate the actions being undertaken to realise our aspirations.
HIME's The Journey to Excellence provides some useful information about key aims of the education sector. Sections on the promotion of active learning and working in partnership are particularly useful to MGS members.
Aimed at primary and early years teachers, ‘Hands On – Learning from objects and paintings: A Teachers Guide' provides frameworks to support teachers to explore objects and paintings, to deliver the Curriculum for Excellence. The Hands On training pack, a one-day training session, to increase the confidence of teachers in working with museum objects is also available at the Hands On link.
'Museums and the Curriculum for Excellence: How We Can Help', together with three accompanying case studies, can be accessed through the right hand menu of this page, and explains to teachers how museums can support the delivery of the Curriculum for Excellence. It gives practical guidance on working with museums.
In the right hand panel of this page is Lasting Impressions. Although based on the former Curriculum, it contains useful advice to schools on how museums and galleries can support learning.
