Curriculum for Excellence

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Curriculum for Excellence Experiences and
Outcomes the curriculum for all learners from
3 to 15 Support for Reflection and Engagement
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Overview of Curriculum for Excellence
Why does Scotland need Curriculum for Excellence?
What is Curriculum for Excellence?
How did we reach this point?
Look across and within curriculum areas
Next steps?
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Overview of Curriculum for Excellence
Why does Scotland need Curriculum for Excellence?
What is Curriculum for Excellence?
How did we reach this point?
Next steps?
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Why does Scotland need Curriculum for Excellence?
Future economy and society each individual
needs the skills and attributes for life, work
and learning
To ensure the highest standards of attainment and
achievement
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Overview of Curriculum for Excellence
Why does Scotland need Curriculum for Excellence?
What is Curriculum for Excellence?
How did we reach this point?
Look across and within curriculum areas
Next steps?
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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

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The curriculum all that we plan for children
and young peoples learning
Values wisdom, justice, compassion, integrity
Effective teaching and active, sustained learning
Entitlements
Experiences and outcomes from early to fourth
levels in eight curriculum areas
Alignment of assessment, qualifications self-evalu
ation and accountability, professional
development with purposes
Principles challenge and enjoyment breadth,
progression, depth personalisation and
choice coherence, relevance
Personal support for learning through choices and
changes into positive and sustained destinations
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The curriculum frameworkwhat 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 childs 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.

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How is the guidance structured?
The curriculum areas
Literacy across learning
Health and wellbeing across learning
Numeracy across learning
Expressive arts
Health and wellbeing
Languages Literacy and English Literacy and
Gàidhlig Modern languages Gaelic
(learners) Classical languages
Mathematics
Religious and moral education Religious education
in Roman Catholic schools
Sciences
Social studies
Technologies
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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.

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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

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How can you see progression in the structure of
the curriculum framework?
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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
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The experiences and outcomes how did we move
from the drafts to the published versions?
1475 questionnaires 937 from groups
241 trialling reports
University of Glasgow analysis
20 focus groups
2012 other submissions
Plans to address issues raised edit - explain -
exemplify - CPD
Further consultation with teachers and others
Published version
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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

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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.

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Now find out about a particular curriculum
area.