Putting CLD into CfE: A training resource supporting community learning and development with delivery of Curriculum for Excellence Curricular areas and responsibility of all Objective: To explore the role of CLD in the delivery of BGE and the senior phase. Time: 20 minutes Resources: laptop (with internet access) projector speakers. Method: The curriculum areas are the organisers for ensuring that learning takes place across a broad range of contexts, and offer a way of grouping experiences and outcomes under recognisable headings. The experiences and outcomes describe the expectations for learning. Taken together, experiences and outcomes across the curriculum areas sum up national aspirations for every young person: the knowledge and understanding, skills, capabilities and attributes we hope they will develop. Building the Curriculum 1 focuses on the curriculum areas, each of which makes its own unique contribution to developing the four capacities. Each does so both within its own disciplinary contexts and through connections with other areas of learning. The eight curriculum areas are: expressive arts health and wellbeing languages mathematics religious and moral education sciences social studies technologies. Curriculum areas are not structures for timetabling: establishments and partnerships have the freedom to think imaginatively about how the experiences and outcomes might be organised and planned for in creative ways which encourage deep, sustained learning and which meet the needs of their children and young people. It is the responsibility of all practitioners to support children and young people as they develop literacy and numeracy skills, and as they learn about looking after their own health and wellbeing. There are separate experiences and outcomes for these three core Curriculum for Excellence themes which are described as being the ‘responsibility of all’. Reflective questions How do you embed literacy, numeracy and health and wellbeing into your work? How well do you record learners' progress and achievements and share this information with learners, parents and other teachers/adults involved in learning? How well do learning experiences build on prior learning and use assessment information to help inform progression? How well do you share information with partners on the achievements of children and young people in your programmes?