Curriculum for ExcellenceExperiences and Outcomes:

the curriculum for all learners from 3 to 15

Support for Reflection and Engagement

Overview of Curriculum for Excellence

Why does Scotland need Why does Scotland need Curriculum for Excellence?Curriculum for Excellence?

What is What is Curriculum for Excellence?Curriculum for Excellence?

How did we reach How did we reach this point? this point?

Next steps?Next steps?

Look across Look across and within and within

curriculum areascurriculum areas

Overview of Curriculum for Excellence

Why does Scotland need Why does Scotland need Curriculum for Excellence?Curriculum for Excellence?

What is What is Curriculum for Excellence?Curriculum for Excellence?

How did we reach How did we reach this point? this point?

Next steps?Next steps?

Why does Scotland need Why does Scotland need Curriculum for Excellence?Curriculum for Excellence?

Future economy and society: each individual needs the skills and attributes for life, work and learning

To ensure the higheststandards of attainmentand achievement

Overview of Curriculum for Excellence

Why does Scotland need Why does Scotland need Curriculum for Excellence?Curriculum for Excellence?

What is What is Curriculum for Excellence?Curriculum for Excellence?

How did we reach How did we reach this point? this point?

Next steps?Next steps?

Look across Look across and within and within

curriculum areascurriculum areas

Entitlements

• A coherent curriculum from 3 to 18

• A broad general education from age 3 to the end of S3 or equivalent

• A senior phase: opportunities for qualifications and other planned opportunities to develop the four capacities

• Learning through the experiences and outcomes across all curriculum areas

- Breadth achieved through learning across all the experiences and outcomes in the eight curriculum areas up to the third curriculum level

- Most learners will progress towards fourth level in chosen areas at appropriate points during S1 to S3

• Opportunities to develop skills for learning, skills for life and skills for work, literacy, numeracy and health and wellbeing

• The best personal support to allow high levels of achievement

• Opportunities and support to move into positive and sustained destinations post school

The curriculum: all that we plan for children and young people’s learning

Principles:challenge and enjoyment

breadth, progression, depthpersonalisation and choice

coherence, relevance

Experiences and outcomes

from early to fourth levels

in eight curriculum areas

Entitlements

Values: wisdom, justice,

compassion, integrity

Effective teaching and active,

sustained learning

Personal supportfor learning

through choices and changesinto positive and sustained

destinations

Alignment ofassessment, qualifications

self-evaluation andaccountability,

professional development with purposes

The curriculum framework:what are the experiences and outcomes for?

•They describe national expectations for learning from the early years to the end of S3 (age 3-15).

•Together, they embody the attributes and capabilities of the four capacities.

•They apply to the totality of experiences which are planned for during a child’s education.

•All the experiences and outcomes to the third level and those selected for study at the fourth make up the broad general education to which all children are entitled.

How is the guidance structured?

The curriculum areas

Literacy across learning

Health and wellbeing across learning

Numeracy across learning

Expressive artsHealth and wellbeing

Languages:Literacy and

EnglishLiteracy and

GàidhligModern languagesGaelic (learners)

Classical languages

Mathematics

Religious and moral education

Religious education in Roman Catholic

schoolsSciences Social studies Technologies

What does the guidance include?

•Principles and practice section for each curriculum area

•Experiences and outcomes for each curriculum area to the third level and those selected for study at the fourth

•The broad general education to which all children are entitled from pre-school to S3*

*The exceptions to this statement are where specific sets of experiences and outcomes are specialised: Gàidhlig, Gaelic

(learners) and classical languages and religious education in Roman Catholic schools.

How are the experiences and outcomes structured?

•Principles and practice sections: essential information

•Introductory statements

•Presented across early, first, second, third and fourth levels to indicate progression

•Organised into lines of development

•Some explanations

How can you see progression in the structure of the curriculum framework?

What do the ‘codes’ mean?

LIT 1-01a

Curriculum area code

LIT – literacy

Level code Line of development

code

Code denoting number of outcomes within line of

development at that level

The codes are purely for ease of reference

The experiences and outcomes: how did we move from the drafts to the published versions?

1475 questionnaires937 from groups

2012 other submissions20 focus groups

241 trialling reports

University of Glasgow

analysis

Plans to address issues raised:edit - explain - exemplify - CPD

Further consultation with teachers and others

Published version

What happened in response to feedback?

•Editing and sometimes restructuring of the sets of experiences and outcomes

•Provision of further explanations where needed

•Plans for exemplification of how the experiences and outcomes can work in practice – this will be published over the coming months

•Specific technical and other points addressed

Next steps?

Teachers can usefully:

•look across the entire set to see where their contributions will be

•understand their responsibilities within health and wellbeing; literacy; numeracy

•familiarise themselves with the framework which relates to a particular stage/subject.

Now find out about a particular curriculum area.