Learning Through Play

Successful Learners…

Confident Individuals…

Responsible Citizens…

Effective Contributors…

The Curriculum for Excellence is for all children in Scotland from 3-18 years of age.  It is divided into levels.  When children start nursery age 3 they will start Early Level and will continue at early level into Primary 1 ensuring progression, breadth and depth in their learning from nursery to Primary School.

The learning experiences offered in our nursery will challenge and support children, provide them with personalisation and choice, be relevant and meaningful to them and most of all will be fun and enjoyable.

Active Learning Through Planned Purposeful Play

At Arthurlie Family Centre we aim to promote effective learning for all children by:

  • Providing a safe and stimulating environment in which children feel happy and secure.
  • Providing opportunities to engage the children’s interest and imagination.
  • Encouraging positive attitudes to self and others and by developing confidence and self esteem.
  • Extending the children’s abilities to communicate their ideas and feelings in a variety of ways.
  • Encouraging children to reach their full potential in each aspect of development and learning.
    • Health & Wellbeing
    • Languages
    • Mathematics
    • Technologies
    • Social Subjects
    • Science
    • Expressive Arts
    • Religious & Moral Education

“Our aspiration for all children and for every young person is that they should be successful learners, confident individuals, responsible citizens and effective contributors to society and at work. By providing structure, support and direction to young people’s learning, the curriculum should enable them to develop these four capacities. The curriculum should complement the important contributions of families and communities.”

Pre Birth to 3 Document

The main aim of Pre-Birth to Three: Postive Outcomes for Scotland’s Children and Families is to promote continuing professional development. It will also:
• Facilitate effective partnership working for the benefit of every
• Build confidence, capability and capacity across the current workforce
• Inform students engaged in pre-service training programmes
• Provide a common reference source to promote reflection, debate and discussion
• Share and inform ways in which staff support children and families
• Improve and enhance evidence-informed practice.

Many countries are looking with a renewed focus at the area of pre-birth to 3 years because
of a growing recognition of the importance of the earliest months and years. Drawing upon
national and international research, this guidance sets out four key principles for best starts and positive outcomes, through which effective support and learning opportunities for very young children can be promoted. The four key principles are:

Rights of the Child
• Relationships
• Responsive Care
• Respect.

Based on these key principles, the guidance proposes sensitive and respectful approaches and ways of interacting that are beneficial to children and families. Nine features have been identified to put the key principles into practice. All of the key principles and features of practice are interrelated and interdependent. How they are used to inform practice is a question for staff, children and families. Throughout this guidance, there is recognition of the various and complementary ways in which very young children are cared for in different settings. It is based on the fundamental understanding that relationships, environment, health, family and community all influence and shape children’s development. Whilst children’s early experiences play an important part in shaping their future attitudes and dispositions, very young children are capable individuals in their own right, and, with appropriate support, can develop resilience to deal with many of life’s challenges.

The Early Years Framework highlights the importance of prevention and early

‘The period between pregnancy and 3 years is increasingly seen as a critical period in shaping children’s life chances, based on evidence of brain formation, communication and language development, and the impact of relationships formed during this period on mental health. It is therefore also a critical opportunity to intervene and break cycles of poor outcomes.’