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.