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1 curriculum for excellence building the curriculum 3 a framework for learning and teaching RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTIONS SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS

2 curriculum for excellence building the curriculum 3 a framework for learning and teaching The Scottish Government, Edinburgh 2008

3 Crown copyright 2008 ISBN: The Scottish Government St Andrew s House Edinburgh EH1 3DG Produced for the Scottish Government by RR Donnelley B /08 Published by the Scottish Government, June 2008 Further copies are available from Blackwell s Bookshop 53 South Bridge Edinburgh EH1 1YS The text pages of this document are printed on recycled paper and are 100% recyclable RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS

4 A FRAMEWORK FOR LEARNING AND TEACHING 1 contents setting the context 3 building the curriculum the case for change 8 building the curriculum framework summary 11 entitlements for all children and young people 14 building the framework looking at this in greater depth 20 the curriculum 20 the purpose of the curriculum 22 experiences and outcomes 23 principles for curriculum design 25 freedom and responsibility 25 learning, teaching and assessment 26 the framework at different stages of learning 28 qualifications 44 recognising personal achievement 45 conclusion 46 annexes 47 a key contextual legislation and national guidance 47 b references, publications and websites 50 SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS

5 2 BUILDING THE CURRICULUM 3 building the curriculum 3 a framework for learning and teaching This paper is relevant to all those involved in promoting effective learning for children and young people from 3 to 18. It particularly outlines important messages for those involved in planning the curriculum for children and young people. It builds on A Curriculum for Excellence: Progress and Proposals, provides guidance on a new framework and sets out considerations which are critical to the adoption of Curriculum for Excellence. RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS

6 A FRAMEWORK FOR LEARNING AND TEACHING 3 setting the context Curriculum for Excellence aims to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum from 3 18, firmly focused on the needs of the child and young person and designed to enable them to develop the four capacities. The changes brought about by Curriculum for Excellence should lead to improved quality of learning and teaching and increased attainment and achievement for all children and young people in Scotland, including those who need additional support in their learning. As the OECD said in its recent report, Quality and Equity of Schooling in Scotland, curriculum reform has to come from schools rather than waiting for central direction; this document is designed to help schools and other establishments plan that change. The transformation in education that Curriculum for Excellence aims to achieve extends beyond schools and this document will stimulate professional reflection by all those working with children and young people in Scotland. The existing guidance on the 3-5 curriculum, 5-14 curriculum and curriculum design in the secondary sector will be replaced by this document, which will be complemented by further advice, guidance and exemplification. This document provides the framework for planning a curriculum which meets the needs of all children and young people from 3-18, ensuring a focus on developing the four capacities at every stage. Planning should proceed on the basis that the school year will be spent on preparation for approaches based on this guidance from school year Meeting the ambitions for this curriculum involves pre-school centres and schools working in learning partnerships with colleges, universities, employers, partner agencies, youth work and the voluntary sector to provide a coherent package of learning and support based around the individual learner and in the context of local needs and circumstances. The Scottish Government has high ambitions for Scotland; ambitions which show our confidence in the potential talents of Scotland s people. Our principal purpose is to create a more successful Scotland with opportunities for all to flourish through increasing sustainable economic growth. To deliver this purpose five overarching strategic objectives have been identified to make Scotland smarter, safer and stronger, wealthier and fairer, greener and healthier. We believe that these objectives should be the focus of government and public services both nationally and locally. We believe that Curriculum for Excellence can play a significant role in achieving our principal purpose and strategic objectives. The aim of Curriculum for Excellence is to help prepare all young people in Scotland to take their place in a modern society and economy. The curriculum will provide a framework for all SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS

7 4 BUILDING THE CURRICULUM 3 young people in Scotland to gain the knowledge and skills for learning, skills for life and skills for work that they need. Curriculum for Excellence will offer better educational outcomes for all young people and will provide more choices and more chances for those young people who need them, helping us to meet the concerns raised in the recent Organization for Economic Co-operation and Development (OECD) report on Quality and Equity in Schooling in Scotland. This means: a coherent and inclusive curriculum from 3 to 18 wherever learning is taking place, whether in schools, colleges or other settings a focus on outcomes a broad general education time to take qualifications in ways best suited to the young person more opportunities to develop skills for learning, skills for life and skills for work for all young people at every stage a focus on literacy, numeracy and health and wellbeing at every stage appropriate pace and challenge for every child ensuring connections between all aspects of learning and support for learning We already have a great deal of excellent practice in Scotland. We need to build upon this to create more exciting, engaging, relevant learning and teaching in every pre-school centre, school and college, or wherever the child or young person is learning. Local authorities and schools will need to build strong partnerships with a range of organisations including colleges, universities, employers, Skills Development Scotland, community learning and development and the voluntary sector, youth work and other providers to deliver a personalised learning experience for every child and young person. General Education Every child and young person is entitled to expect their education to provide them with: a curriculum which is coherent from 3 to 18 a broad general education, including well planned experiences and outcomes across all the curriculum areas from early years through to S3 a senior phase of education after S3 which provides opportunity to obtain qualifications as well as to continue to develop the four capacities opportunities to develop skills for learning, skills for life and skills for work (including career planning skills) with a continuous focus on literacy, numeracy and health and wellbeing RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS

8 A FRAMEWORK FOR LEARNING AND TEACHING 5 personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide support in moving into positive and sustained destinations beyond school It is the responsibility of schools and their partners to bring the experiences and outcomes together and apply these entitlements to produce programmes for learning across a broad curriculum, covering science, languages, mathematics, social studies (including Scottish history), expressive arts, health and wellbeing, religious and moral education and technology. Throughout this broad curriculum it is expected there will be an emphasis on Scottish contexts, Scottish cultures and Scotland s history and place in the world. This planning should demonstrate the principles for curriculum design: challenge and enjoyment; breadth; progression; depth; personalisation and choice; coherence; relevance. Learning should be made available in a range of ways including interdisciplinary learning and a range of opportunities which ensure a broad approach, enabling, for example, a coherent understanding of environmental issues. The curriculum framework sets out what a child or young person should be able to do and the experiences that contribute to their learning, rather than detailed definitions of content or prescribed hours of study. The experiences and outcomes are grouped into five levels - early (in which most children will undertake learning to the end of P1); first (in which most children will undertake learning by the end of P4); second (in which most children will undertake learning by the end of P7); third (in which most young people will undertake learning during S1 S3) and fourth (in which most young people will have undertaken learning by the end of S3). For all young people, learning, at whatever level, will be managed in a manner that paves the way for work towards qualifications in the senior phase at the SCQF level appropriate to the needs and achievements of each young person. The intention must be to avoid driving young people through the levels as fast as possible. This arrangement of experiences and outcomes is intended to give teachers and other staff the flexibility and scope to follow issues through and to provide personalised and varying programmes of learning so that the young person is secure at a level before moving on. The experiences and outcomes can be packaged in different ways appropriate to the individual child or young person. For example, some young people might learn about modern language outcomes as part of learning about hospitality or business, or outcomes related to mathematics in the context of learning about geography, or outcomes related to geography in the context of SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS

9 6 BUILDING THE CURRICULUM 3 learning about science. Planning should be done in a way that enables all pupils to capitalise on the specialist expertise of subject teachers. In all cases from 3-18 the focus should be on good quality learning and teaching. Assessment will be an integral part of learning and teaching, helping to provide an emerging picture of a young person s learning and achievements as he or she develops across the four capacities. Up to the end of S3, assessment by teachers will be the main means of assessing each young person s achievements. Assessment should be planned and used in ways which reflect the principles for curriculum design. At the end of S3, a young person s progress within the outcomes should be recorded by their teachers. Teachers will be expected to assess the level and extent of achievement by reference to the young person s learning across curriculum areas, wherever the learning has taken place. This will be the opportunity to bring together the teachers judgements and the young person s own record of their achievements and skills by drawing on a range of evidence. Young people will have been learning how to evaluate and present their skills through personal learning planning from early years. We are aware that some schools and local authorities have sought to increase pace, challenge and achievement by entering cohorts of pupils for National Qualifications 1 before the end of S3. The Scottish Government has reaffirmed its commitment to the principles set out in the national guidance on early presentation 2. Decisions about early presentation must be made in the best interests of an individual pupil not classes, cohorts or year groups. The Scottish Government would not support early presentation other than in exceptional circumstances related to an individual young person. It is important that the full period to the end of S3 is used to provide a rich curriculum allowing young people to study and have experiences that provide both breadth and depth of learning. The expectation is that young people will reach a deeper and more secure level of attainment and achievement at the end of S3 than they do at present. If necessary, the Scottish Government will strengthen the existing guidance on when young people can be presented for National Qualifications and/or arrange for Age and Stage regulations to be introduced to reinforce this policy. Senior Phase As young people move into S4, they will continue to develop the four capacities to become 1 National Qualifications cover Standard Grade, Access 1, 2 and 3, Intermediate 1 and 2, Higher and Advanced Higher 2 Guidance on the appropriate age and stage when young people can be presented for externally assessed qualifications (Scottish Executive Education Department Circular 03/2005) RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS

10 A FRAMEWORK FOR LEARNING AND TEACHING 7 successful learners, confident individuals, effective contributors and responsible citizens. To do so, they must continue to have opportunities that reinforce their broader learning and achievements through a range of experiences including enhancing skills for life and skills for work, an active and healthy lifestyle and an appreciation of Scotland and its place in the world. There will be opportunities to maintain and enhance their literacy and numeracy skills. They will also start building their lifelong portfolio of qualifications. The qualifications young people aim for should be flexible and designed to offer pathways to the next stage, whether in further or higher education, employment or training. They should be able to be taken at school, college or other settings and they should provide credit for young people s attainment. SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS

11 8 BUILDING THE CURRICULUM 3 building the curriculum the case for change Recent developments in education and the economy, both locally and globally, provide powerful drivers for change in the way we organise young people s learning. Curriculum for Excellence is one of the most ambitious programmes of educational change ever undertaken in Scotland. For the first time, we are focusing on what the Scottish education system should be delivering for children and young people from ages 3 to 18. The aims of Curriculum for Excellence are that every child and young person should: know they are valued and will be supported to become a successful learner, an effective contributor, a confident individual and a responsible citizen experience a traditionally broad Scottish curriculum that develops skills for learning, skills for life and skills for work, with a sustained focus on literacy and numeracy, that encourages an active, healthy and environmentally sustainable lifestyle and builds an appreciation of Scotland and its place in the world benefit from learning and teaching that strikes a better balance between equipping them with the skills for passing exams and skills for learning, skills for life and skills for work. There should be no need for groups of young people to take examinations before the end of S3 has the benefits of an assessment system that supports the curriculum rather than leads it and ensures that their transition into qualifications is smooth The HMIE report Improving Scottish Education 3 said that inspection evidence shows that Scottish education does many things well and some things particularly well. Most learners are well supported and well taught In primary and secondary schools, young people generally make sound progress in their learning, behave well, have good relationships with their teachers and ultimately achieve an appropriate range of formal qualifications. However, HMIE identified areas for improvement. In particular while many of our young people perform well in school and beyond, too many do not develop sufficiently the competences, capabilities and values which are vital for the future success and wellbeing both of themselves and Scotland as a whole. The HMIE report suggested that Curriculum for Excellence was both necessary and timely in encouraging learning and teaching of the highest quality. The issues that HMIE recommended Curriculum for Excellence should address include: being clear about the elements that should form part of every young person s education, irrespective of perceived ability, social background or school attended 3 HM Inspectorate of Education, Improving Scottish Education (HMIE, 2006), Extracts quoted from pages iv-2 and 2-3. RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS

12 A FRAMEWORK FOR LEARNING AND TEACHING 9 being much more rigorous and explicit about the development and certification of essential skills, particularly literacy and numeracy. This requirement goes beyond pupils with specific difficulties to all pupils, including those entering higher education providing space for imaginative teaching that can capitalise on approaches which make learning relevant, lively and motivating Most recently, the OECD report, Quality and Equity of Schooling in Scotland 4 identified many strengths in Scottish education. The OECD suggested that Scotland performs at a consistently high standard in the Programme for International Student Assessment (PISA). Scotland also has one of the most equitable school systems among OECD countries. However, the report also identified some major challenges for Scottish education. There are still continuing issues of inequality. Children from poorer communities and low socio-economic status homes are more likely than others to underachieve, while the gap associated with poverty and deprivation in local government areas appears to be very wide. The OECD identified particular concerns over inequalities in staying-on rates, participation in different academic levels of national courses and pass rates in those courses. Like the HMIE report, the OECD report stressed that too many of Scotland s young people are leaving secondary education with minimal or no qualifications. The OECD report also suggested that the Scottish qualifications system contains complexities which have accumulated over time and that young people have an uneven quality of learning experience in compulsory secondary education. They recommended a bolder and broader approach to vocational studies in schools. In setting out the challenges for Scottish education, the OECD report also identified potential solutions. In particular, the OECD praised the breadth of vision and commitment to both high standards and social inclusiveness of the Curriculum for Excellence programme. The Scottish Government is determined to meet the challenges identified by the HMIE and OECD reports. A more successful Scotland can only be created by developing the talents of all Scotland s children and young people in this and future generations. This will help to achieve the Government s principal purpose of sustained economic growth and its strategic objective of a Scotland that is smarter, safer and stronger, wealthier and fairer, greener and healthier. The framework for the curriculum needs to provide scope for partners to plan appropriate learning and teaching to meet the challenges young people will encounter. Partnership working is an important element in curriculum planning. Partners are referred to at various points in this 4 Organisation for Economic Co-operation and Development, Quality and Equity of Schooling in Scotland (OECD, 2007). Extracts quoted from pages 16 and 86. SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS

13 10 BUILDING THE CURRICULUM 3 document; the term should be interpreted widely to include all those who can contribute to delivery of the experiences and outcomes and development of the four capacities. It will include, for example, further education colleges, Careers Scotland within Skills Development Scotland, youth work staff, health professionals, voluntary sector providers, training providers, children s services staff, parents, employers and community learning staff. Those involved in planning the curriculum will need to integrate personal support with learning. There will be a significant but important challenge for schools, colleges and other agencies to work in partnership to achieve this. The changes proposed in this guidance will be supported by: the future arrangements for national qualifications future developments in assessment There will be a need for further guidance as the programme continues to develop and this is also signalled in the document. Case studies of emerging practice will follow, illustrating steps that schools and other establishments are taking now to adopt the values, purposes and principles of Curriculum for Excellence. It is also intended to provide examples of the wider opportunities and implications raised by this guidance and by the next generation of national qualifications. These will provide exemplification for planning and resourcing questions. RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS

14 A FRAMEWORK FOR LEARNING AND TEACHING 11 building the curriculum framework: summary The curriculum is the totality of experiences which are planned for children and young people through their education, wherever they are being educated. The purpose of the curriculum is to help children and young people to become successful learners, confident individuals, responsible citizens and effective contributors (the four capacities). The framework therefore puts the learner at the centre of the curriculum. Experiences and outcomes describe the expectations for learning and progression in all areas of the curriculum. Children and young people are entitled to a curriculum that includes a range of features at the different stages. The framework expands on these; in summary, children and young people are entitled to experience: a curriculum which is coherent from 3 to 18 a broad general education, including the experiences and outcomes well planned across all the curriculum areas, from early years through to S3 a senior phase of education after S3 which provides opportunity to obtain qualifications as well as to continue to develop the four capacities opportunities for developing skills for learning, skills for life and skills for work with a continuous focus on literacy, numeracy and health and wellbeing personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide support in moving into positive and sustained destinations beyond school It is the responsibility of schools and their partners to bring the experiences and outcomes together and apply the national entitlements to produce programmes for learning across a broad curriculum, covering science, languages, mathematics, social studies (including Scottish history), expressive arts, health and wellbeing, religious and moral education and technology. Throughout this broad curriculum it is expected there will be an emphasis on Scottish contexts, Scottish cultures and Scotland s history and place in the world. This planning should demonstrate the principles for curriculum design: challenge and enjoyment; breadth; progression; depth; personalisation and choice; coherence; relevance. Curriculum for Excellence allows for both professional autonomy and responsibility when planning and delivering the curriculum. There are no longer specific input requirements in terms of time allocations 5. The framework provides flexibility to organise, schedule and deliver the 5 There will, however, remain an expectation that young people are entitled to two hours of quality physical education per week, in order to meet the expectations set out in the experiences and outcomes for health and wellbeing SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS

15 12 BUILDING THE CURRICULUM 3 experiences and outcomes in ways that meet the needs of all learners, but also provides reassurance about consistency where necessary. Such flexibility will result in a more varied pattern of curriculum structures to reflect local needs and circumstances. The proposals in this guidance are part of a coherent whole which will include, as parts of Curriculum for Excellence, the framework for assessment and qualifications; self-evaluation and accountability; and developments to address the needs of young people at risk. RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS

16 A FRAMEWORK FOR LEARNING AND TEACHING 13 A curriculum framework to meet the needs of all learners 3 18 A schematic guide for curriculum planners Values Wisdom, justice, compassion, integrity The curriculum must be inclusive, be a stimulus for personal achievement and, through the broadening of experience of the world, be an encouragement towards informed and responsible citizenship. The curriculum: the totality of all that is planned for children and young people throughout their education Ethos and life of the school as a community Curriculum areas and subjects Interdisciplinary learning Opportunities for personal achievement Learning and teaching Engaging and active Setting challenging goals Shared expectations and standards Timely, accurage feedback Learning intentions, success criteria, personal learning planning Collaborative Reflecting the ways different learners progress Experiences and outcomes set out expectations for learning and development in: Expressive arts Languages and literacy Health and wellbeing Mathematics and numeracy Religious and moral education Sciences Social studies Technologies Curriculum levels describe progression and development. numeracy citizens outcomes Learner + + responsible literacy confident individuals experiences successful learners skills effective health & wellbeing for learning, skills for contributor for work skills life and All children and young people are entitled to experience a coherent curriculum from 3 to 18 a broad general education, including well planned experiences and outcomes across all the curriculum areas. This should include understanding of the world and Scotland s place in it and understanding of the environment a senior phase which provides opportunities for study for qualifications and other planned opportunities for developing the four capacities opportunities for developing skills for learning, skills for life and skllls for work opportunities to achieve to the highest levels they can through appropriate personal support and challenge Opportunities to move into positive and sustained destinations beyond school Personal Support review of learning and planning of next steps gaining access to learning activities which will meet their needs planning for opportunities for personal achievement preparing for changes and choices and support through changes and choices pre-school centres and schools working with partners Principles of curriculum design: Challenge and enjoyment Breadth Progression Depth Personalisation and choice Coherence Relevance Arrangements for Assessment Qualifications Self-evaluation and accountability Professional development support the purposes of learning SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS

17 14 BUILDING THE CURRICULUM 3 entitlements for all children and young people 1. Every child and young person is entitled to experience a curriculum which is coherent from 3 to 18 All children and young people have an entitlement to a curriculum which they experience as a coherent whole, with smooth and well-paced progression through the experiences and outcomes, particularly across transitions, for example from pre-school to primary or from secondary school to college. Those planning the curriculum have a responsibility to plan, in partnership with others involved in learning, how they will jointly enable children to move smoothly between establishments, building on prior learning and achievement in a manner appropriate to the learning needs of the individual. This includes liaison between establishments where children and young people change schools at times other than the standard transitions. The transition from the period of compulsory education to positive and sustained destinations needs very careful planning in conjunction with appropriate partners for each individual young person. The health and wellbeing experiences and outcomes address more fully the theme of planning for the changes which a young person may experience and support for making choices. 2. Every child and young person is entitled to experience a broad general education All children and young people in Scotland have an entitlement to a curriculum which will support them in developing their values and beliefs and enable them to: achieve the highest possible levels of literacy and numeracy and cognitive skills develop skills for life and skills for work develop knowledge and understanding of society, the world and Scotland s place in it experience challenge and success so that they can develop well-informed views and act responsibly. They should be encouraged to adopt an active and healthy lifestyle and be equipped with the skills needed for planning their future lives and careers. The period of education from pre-school to the end of S3 has the particular purpose of providing each young person in Scotland with this broad general education. Those involved in planning the curriculum, including partners, should be conscious of the positive role which experiences and learning connected with culture, art, music and drama can have in providing a basis for developing the four capacities and for providing innovative approaches to learning across other areas of the curriculum. A broad general education will include all 6 of the experiences and outcomes across all curriculum areas to and including the third level. These should be experienced by all pupils, as 6 Exceptions to the phrase all outcomes will include areas where specific sets of experiences and outcomes are specialised, e.g. in Gàidhlig, Classics or denominational RE. RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS

18 A FRAMEWORK FOR LEARNING AND TEACHING 15 far as this is consistent with their learning needs and prior achievements. The arrangements for assessment should enable and motivate learners to develop to their fullest across the four capacities. Most learners will progress into the fourth level in many aspects of their learning before the end of S3, laying strong foundations for more specialised learning, qualifications and lifelong learning. For those learners whose needs are best met through learning at levels below the fourth level, the framework provides the opportunity to build on their prior learning and provide breadth, depth and enrichment. 3. Every young person is entitled to experience a senior phase where he or she can continue to develop the four capacities and also obtain qualifications All young people in Scotland have an entitlement to a senior phase of education which: provides specialisation, depth and rigour prepares them well for achieving qualifications to the highest level of which they are capable continues to develop skills for learning, skills for life and skills for work continues to provide a range of activities which develop the four capacities supports them to achieve a positive and sustained destination The senior phase, which takes place from S4 to S6 in schools and includes ages 16 to 18 out of school, is the phase when the young person will build up a portfolio of qualifications. It is the stage of education at which the relationship between the curriculum and National Qualifications becomes of key significance. The curriculum framework and the qualifications system will provide a range of opportunities to meet the needs of all learners, whether aspiring to achievements at SCQF level 1 or at SCQF level 7. The curriculum in the senior phase comprises more than programmes which lead to qualifications. There is a continuing emphasis, for example, on health and wellbeing appropriate to this phase, including physical activity and opportunities for personal achievement, service to others and practical experience of the world of work. 4. Every child and young person is entitled to develop skills for learning, skills for life and skills for work, with a continuous focus on literacy and numeracy and health and wellbeing Curriculum for Excellence will support all children and young people in developing skills which they will use throughout their life and in their work, including the development of pre-vocational, enterprising and employability skills, personal skills, high levels of cognitive skills and the opportunity to put learning into a practical context. These skills for life and skills for work are SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS

19 16 BUILDING THE CURRICULUM 3 embedded across all curriculum areas and include learning which falls within a broad definition of vocational : that is learning which is generally about the development of pre-vocational and employability skills which will be made use of in future working life. A strong focus on literacy and numeracy is essential: all children and young people require these skills to gain access to learning and to succeed in life. Confidence and competence in literacy and numeracy provides the foundations for lifelong learning. Numeracy across the Curriculum and Literacy across the Curriculum explore how staff might review and develop approaches to learning and teaching in numeracy and literacy across the curriculum. The health and wellbeing experiences and outcomes include a range of opportunities to develop skills for life and skills for work, including working effectively with other people and career planning. These experiences and outcomes also include opportunities to develop a range of skills and attributes that will enable children and young people to pursue a healthy and active lifestyle. The health and wellbeing experiences and outcomes include guidance (Health and wellbeing for all) that explores how all staff might review and develop these skills across the curriculum. Making the link between the classroom and workplace can help young people to see the relevance of their learning and understand the contribution that they can make to their schools and colleges, to their community and to the economy. They can feel valued and involved and experience challenge and enjoyment; their confidence can increase with, potentially, a positive impact on their levels of attainment and achievement. Children and young people should have opportunities to: build knowledge and understanding of the workplace, what employers may expect of them and what they should expect from employment experience enterprising activities and an enterprising culture have access to more specific opportunities for learning through Skills for Work courses or other vocationally relevant qualifications and so enable them to develop the skills, confidence and abilities to become the employees, employers and entrepreneurs of the future. All young people can benefit from such learning and this should be reflected in the planning of the curriculum. This planning should involve all partners and ensure that these activities are not bolted on but are part of a coherent whole. RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS

20 A FRAMEWORK FOR LEARNING AND TEACHING Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide Supporting children and young people in their learning involves a range of people parents and carers, nursery teachers and nurses, primary teachers, secondary teachers, support staff, college staff, psychological services, Skills Development Scotland, volunteers and workers from voluntary organisations and local authority youth work provision. It is important to work in partnership to get it right for every child. Children and young people are entitled to personal support to enable them to review their learning and plan for next steps gain access to learning activities which will meet their needs plan for opportunities for personal achievement prepare for changes and choices and be supported through changes and choices All children and young people should have frequent and regular opportunities to discuss their learning with an adult who knows them well and can act as a mentor, helping them to set appropriate goals for the next stages in learning. This provides opportunities to challenge young people s choices, which may be based on stereotypes. Young people themselves should be at the centre of this planning, as active participants in their learning and development. To ensure that Curriculum for Excellence is a curriculum for all children and young people, it is essential that support is provided to remove barriers that might restrict their access to the curriculum because of their circumstances or short or longer term needs. For children who need additional support for their learning, this may involve interpretation of the curriculum in ways which address their particular needs and enable them to achieve to the highest levels of which they are capable. This may include planning for enrichment of learning within a particular level, rather than applying pressure to progress to a new level of cognitive development where this is inappropriate. Enrichment of learning through exploration of different contexts may, in some circumstances, also be an effective way of meeting very able pupils needs at some points. All children and young people should experience personalisation and choice within their curriculum, including identifying and planning for opportunities for personal achievement in a range of different contexts. This implies taking an interest in learners as individuals, with their own talents and interests. SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS

21 18 BUILDING THE CURRICULUM 3 All establishments will work with a range of partners to address the needs of all children and young people and provide motivating and challenging opportunities, particularly for those who may require more choices, more chances. Action to address the needs of learners requires an integrated approach across children s and young people s services with strong links to community learning and development and community regeneration. Wherever a child or young person of compulsory school age may be undertaking learning activities, the school retains the responsibility for planning, with its partners, the most appropriate educational provision for that child or young person and for ensuring that his or her development and progress are regularly reviewed. Partner organisations will need to share an understanding of the experiences and outcomes to which they are contributing. All staff share a responsibility for identifying the needs, including care and welfare needs, of children and young people and working in partnership to put support in place to meet those needs. With this in mind, the health and wellbeing framework identifies experiences and outcomes which are the responsibility of all practitioners. Happy, Safe and Achieving their Potential described standards of support for children and young people in Scottish schools. These standards continue to be important and establishments will need to plan to ensure that all children and young people receive the personal support which they require to become successful learners, confident individuals, responsible citizens and effective contributors. Key pieces of legislation and national guidance that seek to identify and help to meet support needs of children and young people are referenced in Annex A. 6. Every young person is entitled to support in moving into a positive and sustained destination The success of the education system will be judged on the extent to which it contributes to the national indicator on positive and sustained destinations. Skills for Scotland makes clear the Scottish Government s desire for all young people to stay in learning after 16. It makes a clear commitment to young people about the routes on offer to education, employment and training (and the support they can expect) and recognises the need to focus on particularly vulnerable groups of young people. The OECD Review recognised that for higher attaining young people the post school transition to further or higher education is fairly straightforward but that for weaker learners there were more complex and uncertain pathways. 16+ Learning Choices is the new model for taking forward the Skills for Scotland commitment. This model will ensure that there are clear, robust processes in place for ensuring that all young people completing compulsory education have an offer of a suitable place in post-16 learning, with a particular focus on providing more choices and chances for those who RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS

22 A FRAMEWORK FOR LEARNING AND TEACHING 19 need them. As such it will support the planning and delivery of a coherent and inclusive curriculum in the senior phase, irrespective of the setting. There are three crucial elements to ensure that this happens: young people must have access to the right learning provision which includes opportunities to continue to develop the four capacities through staying on at school, entering further or higher education, taking part in a national training programme, volunteering, participating in community learning and development, or following a more tailored programme of personal and social development. Young people must also have the right information, advice and guidance from Skills Development Scotland and other support agencies to help them make the right choices. Some may need ongoing support to help them sustain and progress their learning. Young people must also be able to access financial support so that staying in learning is a viable option. The aim is to have the model in place across Scotland for all young people by December A number of early implementers have been identified who will start to implement 16+ Learning Choices from December Local authorities and schools are responsible for planning and supporting young people to make successful transitions to young adulthood and the world of work. This includes ensuring that transition arrangements for young people with specific additional support needs comply with the appropriate code of practice. Within Skills Development Scotland, Careers Scotland also plays a crucial role by providing information, advice and guidance and focussed, sustained support for targeted young people, including those making the transition from children s to adult services. Reflective Questions What challenges do you face in adapting your current curriculum structures to meeting the entitlements detailed in this section? How can you best work with other sectors and other partner agencies to develop a coherent and inclusive curriculum? What initiatives have you undertaken to develop skills in the curriculum and what barriers need to be overcome to embed and extend these? How might you develop your existing structures to provide the personal support that will help young people plan their learning in the most appropriate way? What additional support might vulnerable young people, including looked after children and young people and care leavers, need? How could you involve other learning partners e.g. Community Learning and Development, voluntary agencies etc. in supporting your young people? What are the planning and delivery implications of providing young people with opportunities and support to stay in learning after 16? SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS

23 20 BUILDING THE CURRICULUM 3 building the framework: looking at this in greater depth The Curriculum The curriculum is the totality of experiences which are planned for children and young people through their education, wherever they are being educated. It includes the ethos and life of the school as a community; curriculum areas and subjects; interdisciplinary learning; and opportunities for personal achievement. Ethos and life of school as a community The starting point for learning is a positive ethos and climate of respect and trust based upon shared values across the school community, including parents, whether for young people in school or those not in school. All members of staff should contribute through open, positive, supportive relationships where children and young people will feel that they are listened to; promoting a climate in which children and young people feel safe and secure; modelling behaviour which promotes effective learning and wellbeing within the school community; and by being sensitive and responsive to each young person s wellbeing. Children and young people should be encouraged to contribute to the life and work of the school and, from the earliest stages, to exercise their responsibilities as members of a community. This includes opportunities to participate responsibly in decision-making, to contribute as leaders and role models, offer support and service to others and play an active part in putting the values of the school community into practice. Curriculum areas and subjects The curriculum areas are the organisers for setting out the experiences and outcomes. In drawing up the experiences and outcomes, learning in each curriculum area has been reviewed and updated to emphasise the contributions it can make to developing the four capacities. Building the Curriculum 1 the Contribution of Curriculum Areas outlines these contributions and also explores opportunities for connections between curriculum areas. 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. Subjects are an essential feature of the curriculum, particularly in secondary school. They provide an important and familiar structure for knowledge, offering a context for specialists to inspire, stretch and motivate. Throughout a young person s learning there will be increasing specialisation and greater depth, which will lead to subjects increasingly being the principal means of structuring learning and delivering outcomes. RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS

24 A FRAMEWORK FOR LEARNING AND TEACHING 21 Interdisciplinary Learning Effective interdisciplinary learning: can take the form of individual one-off projects or longer courses of study is planned around clear purposes is based upon experiences and outcomes drawn from different curriculum areas or subjects within them ensures progression in skills and in knowledge and understanding can provide opportunities for mixed stage learning which is interest based The curriculum should include space for learning beyond subject boundaries, so that children and young people can make connections between different areas of learning. Interdisciplinary studies, based upon groupings of experiences and outcomes from within and across curriculum areas, can provide relevant, challenging and enjoyable learning experiences and stimulating contexts to meet the varied needs of children and young people. Revisiting a concept or skill from different perspectives deepens understanding and can also makes the curriculum more coherent and meaningful from the learner s point of view. Interdisciplinary studies can also take advantage of opportunities to work with partners who are able to offer and support enriched learning experiences and opportunities for young people s wider involvement in society. Opportunities for personal achievement Personal achievement provides children and young people with a sense of satisfaction and helps to build motivation, resilience and confidence. The experiences and outcomes include opportunities for a range of achievements in the classroom and beyond. All establishments need to plan to offer opportunities for achievement and to provide the support and encouragement which will enable young people to step forward to undertake activities which they find challenging. This is one of the key areas where schools need to work closely with voluntary youth organisations to help young people access information and opportunities and make their voices heard. Reflective Question How well do your current curriculum structures meet the four contexts for learning detailed in this section? Which area will require most development? SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS

25 22 BUILDING THE CURRICULUM 3 The purpose of the curriculum: the four capacities The child or young person is at the centre of learning provision. The purpose of the curriculum is to enable the child or young person to develop the four capacities. The headings of the four capacities serve well as a memorable statement of purpose for the curriculum, but the indicative descriptions underneath the headings are probably even more important in terms of understanding the attributes and capabilities which contribute to the capacities. successful learners with enthusiasm and motivation for learning determination to reach high standards of achievement openness to new thinking and ideas confident individuals with self respect a sense of physical, mental and emotional wellbing secure values and beliefs and able to use literacy, communication and numeracy skills use technology for learning think creatively and independently learn idenpendently and as part of a group make reasoned evaluations link and apply different kinds of learning in new situations To enable all young people to become and able to relate to others and manage themselves persue a healthy and active lifestyle be self aware develop and communicate their own beliefs and view of the world live as independently as they can assess risk and take informed decisions achieve success in different areas of activity responsible citizens with respect for others commitment to participate responsiblity in political, economic, social and cultural life and able to develop knowledge and understanding of the world and Scotland s place in it understand different beliefs and cultures make informed choices and decisions evaluate environmental, scientific and technological issues develop informed, ethical views of complex issues effective contributors with an enterprising attitude resilience self-reliance and able to communicate in different ways and in different settings work in partnership and in terms take the initiative and lead apply critical thinking in new contexts create and develop solve problems The experiences and outcomes in the range of curriculum areas build in relevant attributes and capabilities which support the development of the four capacities. This means that, taken together in appropriate combinations across curriculum areas, experiences and outcomes will contribute to the attributes and capabilities leading to the four capacities. The expanded statements of the four capacities can also form a very useful focus for planning choices and next steps in learning. RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS

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