Curriculum Areas and Subjects
We used Building the Curriculum 3 to help guide our discussions and ensure that we are working in line with the key principles and elements of CfE.
We acknowledge that;
- 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 develop within the 4 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 that is:
> coherent from 3 to 18
> a broad general education from Early years to S3
> a senior phase which provides opportunity to obtain qualifications
> developing skills for learning, skills for life and skills for work
> personal support
> positive and sustained destinations beyond school
In order to achieve this we have designed our broad general education curriculum based around the 7 key principles;
- To provide a relevant, broad curriculum that gives challenge to promote thinking and enjoyment and provides motivation
- To ensure coherence and continuity from nursery through to the transition into positive destinations
- To plan, ensuring depth of learning which allows for application of skills across contexts
- Progressive learning that is carefully planned for and builds on prior experiences
- Personalisation and choice; ensuring all activities are matched to the individual needs of our learners.
Rosslyn School Pedagogy
Our pedagogy is grounded in the belief that every learner can progress when teaching is responsive, meaningful and anchored in relationships. Teaching at Rosslyn School is intentional, evidence‑informed and designed to meet the diverse and complex needs of our learners from 3 to 18 years.
Core Learning Priorities
Central to our daily practice is a strong pedagogical focus on:
- Literacy and English Language
- Numeracy and Mathematics
- Health and Wellbeing
These areas form the foundation of all learning, ensuring that learners develop the communication, understanding, emotional literacy and life skills required for independence and participation.
Principles of Learning and Teaching
Our pedagogy is built on the following principles:
Learner‑Centred Design
Learning is personalised and rooted in the developmental stage, interests, communication needs and sensory profile of each learner. Teachers design learning experiences that meet individual needs while ensuring access to all curriculum areas in a planned experiential/progressive way.
Engagement Through Meaningful Contexts
We believe that engagement is achieved when learning is:
- relevant
- motivating
- purposeful
- new or challenging at an appropriate level
Staff work collaboratively to select and adapt experiences and outcomes that make sense for each learner, ensuring that activities are engaging, enjoyable and accessible.
Consistent, Predictable Structure
Predictability supports readiness to learn. Our pedagogy incorporates:
- clear routines
- visual structures
- communication supports
- sensory regulation opportunities
These elements help learners understand expectations and reduce anxiety, creating optimal conditions for participation.
High‑Quality Interactions
Professional interactions are a central component of teaching at Rosslyn. Staff:
- use attuned, warm, responsive communication
- scaffold learning through modelling, prompting and encouragement
- embed AAC, Signalong, gesture, objects of reference and other communication tools
- prioritise relational connection as a foundation for learning
These interactional strategies are essential to supporting understanding, reducing distress, and building trust.
Holistic and Multi‑Sensory Learning
Our teaching incorporates sensory experiences to support processing, understanding and engagement. Multi‑sensory pedagogy ensures learning is accessible, meaningful and developmentally appropriate for all learners.
Collaborative Planning and Reflective Practice
Teaching is strengthened through teamwork. Staff plan together, share expertise, reflect on learner progress and adjust approaches based on observation, evidence and professional dialogue.
Progression Across the Curriculum
While core areas anchor daily learning, all curriculum areas are delivered through planned, progressive experiences that broaden knowledge, promote curiosity and support the development of the four capacities—adapted meaningfully for our context.
Pedagogical Aim
Our pedagogy aims to ensure that every learner:
- experiences success
- develops essential skills for learning, life and work
- communicates in ways that are understood and respected
- feels safe, valued and motivated
- is supported to progress at their own pace
- engages in learning that is joyful, purposeful and appropriately challenging
