Curriculum for Excellence
We will ensure that the principles of A Curriculum for Excellence – challenge and enjoyment; breadth; progression; depth; personalisation and choice; coherence and relevance underpin all of our curriculum developments.
The curriculum is made up of four key contexts for learning:
1 – The ethos and life of the school as a community, where:
A positive climate of respect and trust is established within the school based on the vision and shared values of the school
Children are encouraged to contribute to the life of the school to take on responsibilities.
2 – Experiences and outcomes through learning in the 8 curriculum areas:
Languages, Mathematics, Expressive Arts, Religious and Moral Education, Sciences, Social Studies, Technologies and Health and Wellbeing.
3 – Interdisciplinary learning
Projects where children can apply skills, knowledge and understanding from more than one curriculum area to promote deeper understanding and relevance in their learning.
4 – Personal achievement
Opportunities to recognise and share achieve beyond the classroom
All of the above support the development of The Four Capacities to enable children to become:
The path most children are expected to follow through the levels reflects the stages of maturation of children and young people and the changing ways in which they engage with learning as they develop. Some children and young people will start learning at these levels earlier and others later, depending upon individual needs and aptitudes. The framework is designed to be flexible in order to permit careful planning for those with additional support needs, including those who, for example, have a learning difficulty and those who are particularly able or talented.
The Curriculum for Excellence framework is divided into levels:
The pre-school years and P1, or later for some
|To the end of P4, but earlier or later for some|
|To the end of P7, but earlier or later for some|
Pupils from P1 to P7 will be taught across the different curricular areas using a variety of different approaches. We recognise the varied learning styles of our pupils and appreciate the need to provide a balanced and motivating curriculum.
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