Curriculum for Excellence aims to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum from 3 to 18.
The 3-18 curriculum aims to ensure that all children and young people in Scotland develop the attributes, knowledge and skills they will need to flourish in life, learning and work.
The knowledge, skills and attributes learners will develop will allow them to demonstrate four key capacities – to be successful learners, confident individuals, responsible citizens and effective contributors.
The following subjects make up Curriculum for Excellence-
- Health & Well Being
- Religious & Moral Education
- Languages
- Mathematics
- Science
- Social Studies
- Expressive Arts
- Technologies
7 Principles for Curriculum Design
- Challenge and enjoyment – Learning opportunities should provide both challenge and enjoyment. Children and young people should be active in their learning and have opportunities to develop and demonstrate their creativity. But it should also be fun.
- Breadth– All children and young people should have opportunities for a wide range of activities so that they can learn and develop in a variety of ways. There should be sufficient breadth in each young person’s overall experience to help them make choices as they move through school.
- Progression – Children and young people’s learning should be progressive building on earlier knowledge and achievements.
- Depth – As well as having a broad range of experiences, children and young people should also have opportunities to work in depth. As they progress they should be able to draw different strands of learning together and explore and achieve more advanced levels of understanding.
- Personalisation and choice – The curriculum should respond to individual needs and support particular aptitudes and talents. Children and young people have opportunities to exercises responsible personal choice as they move through their school career.
- Coherence – Taken as a whole, children and young people’s leaning activities should combine to form a coherent whole. There should be clear links between the different aspects of children and young people’s learning.
- Relevance – Children and young people should understand the purposes of their activities. They should be able to see the value of what they are learning and its relevance to their lives, in the present and the future.
