[PDF] Curriculum for Excellence: Experiences and outcomes

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Table of Contents

To make it easier to use this file, there are links in the table below. Hover your mouse over the

Introduction 3

Responsibility of all practitioners 6

Health and wellbeing across learning 7

Literacy across learning 19

Numeracy across learning 38

Curriculum areas 53

Expressive arts 54

Health and wellbeing 71

Languages 100

Classical languages 101

Gaelic (learners) 107

Literacy and English 123

Literacy and Gàidhlig 146

Modern languages 171

Mathematics 187

Religious and moral education 211

Religious and moral education 212

Religious education in Roman Catholic schools 229

Sciences 252

Social studies 278

Technologies 300

3 curriculum for excellence

Introduction

children and young people. The experiences and outcomes apply wherever learning is planned.

A broad general education

Every child and young person in Scotland is entitled to experience a broad general education. This broad

general education takes place from the early years to the end of S3 and is represented by learning across

all1 of the experiences and outcomes to the third curriculum level together with those selected for study at

entitlements can be found in Building the Curriculum 3: A framework for learning and teaching.

Understanding the curriculum as a whole

By exploring the entire set of experiences and outcomes, staff will be able to see the curriculum from the

early years to the end of S3 as a whole. Those who teach a particular stage will be able to see where their

also see where they can make contributions to experiences and outcomes from more than one curriculum area. Staff can the

learners in making connections in their learning. By doing this successfully, they will ensure that each learner

experiences a coherent curriculum, achieves the highest possible standards, and is prepared to move successfully into the senior phase and a positive and sustained destination.

The framework is less detailed and prescriptive than previous curriculum advice. It provides professional

space for teachers and other staff to use in order to meet the varied needs of all children and young people.

experience in developing attributes and capabilities and in achieving active engagement, motivation and

depth of learning. An outcome represents what is to be achieved. Taken as a whole, the experiences and outcomes embody the attributes and capabilities of the four capacities.

They apply to the totality of experiences which are planned for children and young people, including the

ethos and life of the school and interdisciplinary studies as well as learning within curriculum areas and

subjects. This means that they apply beyond timetabled classes and into, for example, enterprise and health

activities and special events.

1 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.

4

Curriculum areas

The guidance is structured under the headings of the eight curriculum areas:

Expressive arts Religious and moral education

Health and wellbeing Sciences

Languages Social studies

Mathematics Technologies

Some curriculum areas, for example languages, include more than one set of experiences and outcomes.

The guidance also includes separate sections for literacy, numeracy and aspects of health and wellbeing,

which are the responsibility of all staff.

Principles and practice

The principles and practice sections are essential reading for staff as they begin, and then develop, their

work with the experiences and outcomes. They describe, for example, the purposes of learning within the

curriculum area, how the experiences and outcomes are organised, features of effective learning and teaching, broad features of assessment, and connections with other areas of the curriculum.

Assessment is an integral part of learning and teaching. Further guidance on assessment at different stages

of the journey through learning will complement the principles and practice papers, emphasising the

importance of building on existing practice.

Introductory statements

The introductory statements within the frameworks of experiences and outcomes provide broad aims of

learning within the curriculum area and act as reference points for planning from the early to the fourth

levels.

Statements of experiences and outcomes

The statements of the experiences and outcomes themselves describe national expectations of learning and

progression from the early to the fourth curriculum level, during the period from the early years to the end of

S3. They do not have ceilings, to enable staff to extend the development of skills, attributes, knowledge and

understanding into more challenging areas and higher levels of performance.

The experiences and outcomes are set out in lines of development which describe progress in learning.

Progression is indicated through curriculum levels, which are explained in the table below.

Level Stage

Early The pre-school years and P1, or later for some. First To the end of P4, but earlier or later for some. Second To the end of P7, but earlier or later for some. Third and Fourth S1 to S3, but earlier for some. The fourth level broadly equates to SCQF level 4. Senior phase S4 to S6, and college or other means of study. 5

Appendices

In most areas of the curriculum there is an appendix which provides brief explanations to help readers as

they interpret the statements.

What do the codes mean?

The codes provide a unique identification for each statement, purely for ease of reference. As an example:

MNU 0-11a

MNU

0 11 a

is the three letter code for numeracy indicates that the statement is within early level indicates that the statement sits within the

11th line of development

in numeracy

The final letter

indicates the position of the statement within the line of development. In this is the first statement.

Why do some statements cross more than one level?

These describe learning which needs to be revisited, applied in new contexts and deepened over a more

extended period. In all of these cases, effective planning is needed to ensure that each learner is continuing

to make progress.

Why are some statements shown in italics?

All staff have a responsibility to contribute to these. They include particular experiences and outcomes within

health and wellbeing and all of those for literacy and numeracy. A further group of experiences and

outcomes, relating to the use of information and communications technology to enhance learning, are to be

found within the technologies framework.

Why are some statements shown in lighter text?

These are experiences and outcomes which are essential building blocks for a particular aspect of learning

and development but which are to be found in a different curriculum area. To keep the frameworks as simple

as possible these have been kept to a minimum. Why are there sometimes fewer statements at third level than in second and fourth?

This happens because of the particular significance of the third level as part of the entitlement for all young

people. They represent a drawing together of a number of aspects of learning within that curriculum area.

Terms used within the guidance

curriculum for excellence: responsibility of all practitioners

Health and wellbeing across learning

Literacy across learning

Numeracy across learning

6 7 curriculum for excellence: health and wellbeing across learning Health and wellbeing across learning: responsibilities of all: principles and practice 8 Health and wellbeing across learning: responsibilities of all

Principles and practice

Learning through health and wellbeing promotes confidence, independent thinking and positive

attitudes and dispositions. Because of this, it is the responsibility of every teacher to contribute to

learning and development in this area.

Building the Curriculum 1

What are the main purposes of learning in health and wellbeing? Learning in health and wellbeing ensures that children and young people develop the knowledge and

understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical

wellbeing now and in the future. Learning through health and wellbeing enables children and young people

to: make informed decisions in order to improve their mental, emotional, social and physical wellbeing experience challenge and enjoyment experience positive aspects of healthy living and activity for themselves apply their mental, emotional, social and physical skills to pursue a healthy lifestyle make a successful move to the next stage of education or work

establish a pattern of health and wellbeing which will be sustained into adult life, and which will help

to promote the health and wellbeing of the next generation of Scottish children.

Children and young people should feel happy, safe, respected and included in the school environment and

all staff should be proactive in promoting positive behaviour in the classroom, playground and the wider

school community. Robust policies and practice which ensure the safety and wellbeing of children should

already be in place.

Good health and wellbeing is central to effective learning and preparation for successful independent living.

This aspiration for every child and young person can only be met through a concerted approach; schools and

their partners working together closely to plan their programmes for health and wellbeing explicitly, taking

account of local circumstances and individual needs. The diagram on page 11 illustrates this shared vision

and common goal.

The framework begins by describing features of the environment for learning which will support and nurture

the health and wellbeing of children and young people, including a positive ethos and relationships, and

participation in activities which promote a healthy lifestyle. These statements are intended to help to inform

planning and practice within establishments or clusters and also by individual practitioners. In the version which summarises those aspects which are the responsibility of all practitioners, the

framework continues with experiences and outcomes which include those in mental, emotional, social and

physical wellbeing, aspects of planning for choices and changes, and relationships. Many of the experiences and outcomes span two or more levels; some are written to span from early to

fourth because they are applicable throughout life. All of these should be revisited regularly in ways which

take account of the stage of development and understanding of each child and young person and are relevant and realistic for them. Health and wellbeing across learning: responsibilities of all: principles and practice 9 Health and wellbeing across learning: the responsibility of all practitioners

Everyone within each learning community, whatever their contact with children and young people may be,

shares the responsibility for creating a positive ethos and climate of respect and trust one in which

everyone can make a positive contribution to the wellbeing of each individual within the school and the wider

community. There are many ways in which establishments can assist young people. These include peer

support, buddies, breakfast or lunch clubs, safe areas, mentors, pupil support staff, and extended support

teams.

The responsibilities of all

relationships across the school community, where children and young people will feel that they are listened

to, and where they feel secure in their ability to discuss sensitive aspects of their lives; in promoting a climate

in which children and young people feel safe and secure; in modelling behaviour which promotes health and

wellbeing and encouraging it in others; through using learning and teaching methodologies which promote

effective learning; and by being sensitive and responsive to the wellbeing of each child and young person.

Practical responsibilities include understanding of anti-discriminatory, anti-bullying and child protection

policies by all staff and knowledge of the steps to be taken in any given situation, including appropriate

referral.

Partnership working

with

children and young people and their parents or carers and partnership between teachers and colleagues

such as home link staff, health professionals, educational psychologists and sports coaches. Partners can

make complementary contributions through their specialist expertise and knowledge. Effective partnership

working: engages the active support of parents and carers reinforces work across transitions and planning across sectors maximises the contributions of the wider community draws upon specialist expertisequotesdbs_dbs28.pdfusesText_34

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