Curriculum for Excellence gives advice on the content of a curriculum for all children in Scotland.\u00a0 We aim to provide a broad, balanced curriculum in line with this guidance. We use the experiences & outcomes of CfE to plan the content of learning & teaching.\u00a0 We fully utilise the principles of curriculum design to ensure this content is delivered in a flexible, dynamic way to enhance the learning experiences of our pupils.<\/p>\n
Curricular Areas: <\/strong> Principles of Curricular Design: <\/strong> In all curricular areas, experiences and outcomes describe content and suggest methodology.\u00a0 The experiences and outcomes are organised in levels to ensure progression.\u00a0 In Sgoil nan Loch, the pertinent levels are:<\/p>\n Early <\/strong>\u2013 Pre school years & P1 or later for some. <\/p>\n","protected":false},"excerpt":{"rendered":" Curriculum for Excellence gives advice on the content of a curriculum for all children in Scotland.\u00a0 We aim to provide a broad, balanced curriculum in line with this guidance. We use the experiences & outcomes of CfE to plan the content of learning & teaching.\u00a0 We fully utilise the principles of curriculum design to ensure … Continue reading Poileasaidhean\/Policies<\/span>
\nLiteracy & English\/Gaidhlig: Literacy Programme and Policy<\/a>
\nNumeracy & Mathematics: Maths Programme and Policy<\/a>
\nHealth & Well-being: HWB Policy & Programme<\/a>
\nSocial Studies: Social Studies Programme and Policy<\/a>
\nExpressive Arts: Exp Arts Programme and Policy<\/a>
\nRME: Policy under review and development<\/em>
\nScience: Science Programme and Policy<\/a>
\nTechnologies: Policy under review and development<\/em><\/p>\n
\nChallenge & Enjoyment
\nBreadth
\nProgression
\nDepth
\nPersonalisation & choice
\nCoherence
\nRelevance<\/p>\n
\nFirst<\/strong> \u2013 to the end of P4, but earlier or later for some.
\nSecond <\/strong>\u2013 to the end of P7, <\/strong>but earlier or later for some.
\nThird & Fourth <\/strong>\u2013 S1 \u2013 S3, but earlier for some.<\/p>\n