Curriculum for Excellence
Experiences 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
Curriculum for Excellence?
What is
Curriculum for Excellence?
How did we reach
this point?
Next steps?
Look across
and within
curriculum areas
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?
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
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?
Look across
and within
curriculum 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
Values:
wisdom, justice,
compassion, integrity
Effective teaching
and active,
sustained learning
Experiences
and outcomes
from early to fourth
levels
in eight curriculum
areas
Personal support
for learning
through choices and changes
into positive and sustained
destinations
Entitlements
Principles:
challenge and enjoyment
breadth, progression, depth
personalisation and choice
coherence, relevance
Alignment of
assessment, qualifications
self-evaluation and
accountability,
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
Health and wellbeing
across learning
Expressive arts
Religious and moral
education
Religious education
in Roman Catholic
schools
Literacy across
learning
Health and
wellbeing
Sciences
Languages:
Literacy and
English
Literacy and
Gàidhlig
Modern languages
Gaelic (learners)
Classical
languages
Social studies
Numeracy across
learning
Mathematics
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
Level code
Line of
development
code
Code denoting number of
outcomes within line of
development at that level
LIT – literacy
The codes are purely for ease of reference
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
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.