{"id":364,"date":"2024-11-19T21:55:54","date_gmt":"2024-11-19T21:55:54","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/garnetbankps\/?page_id=364"},"modified":"2024-11-20T10:15:10","modified_gmt":"2024-11-20T10:15:10","slug":"curriculum-for-excellence","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/garnetbankps\/curriculum-for-excellence\/","title":{"rendered":"Curriculum for Excellence"},"content":{"rendered":"\n<h2 class=\"wp-block-heading has-medium-font-size\">Headteacher&#8217;s Presentation on The Curriculum &#8211; recording from recent Coffee Afternoon information session<\/h2>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Curriculum 2023\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/XO2SDeSzBRA?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"576\" height=\"472\" src=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215526\/narrative-1.jpeg\" alt=\"\" class=\"wp-image-368\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215526\/narrative-1.jpeg 576w, https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215526\/narrative-1-300x246.jpeg 300w\" sizes=\"auto, (max-width: 576px) 100vw, 576px\" \/><\/figure><\/div>\n\n\n<p>Information provided courtesy of Education Scotland Refreshed Narrative 2019.<\/p>\n\n\n\n<p>Please refer to Education Scotland website for futher information regarding Scotland&#8217;s Approach.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"765\" height=\"483\" src=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215543\/narrative-2.jpeg\" alt=\"\" class=\"wp-image-369\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215543\/narrative-2.jpeg 765w, https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215543\/narrative-2-300x189.jpeg 300w\" sizes=\"auto, (max-width: 765px) 100vw, 765px\" \/><\/figure><\/div>\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"570\" height=\"568\" src=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215128\/4-capacities.jpg\" alt=\"\" class=\"wp-image-365\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215128\/4-capacities.jpg 570w, https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215128\/4-capacities-300x300.jpg 300w, https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215128\/4-capacities-150x150.jpg 150w\" sizes=\"auto, (max-width: 570px) 100vw, 570px\" \/><\/figure><\/div>\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"772\" height=\"495\" src=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215257\/narrative-4.jpeg\" alt=\"\" class=\"wp-image-366\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215257\/narrative-4.jpeg 772w, https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215257\/narrative-4-300x192.jpeg 300w, https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215257\/narrative-4-768x492.jpeg 768w\" sizes=\"auto, (max-width: 772px) 100vw, 772px\" \/><\/figure><\/div>\n\n\n<p><strong>Individual settings and practitioners are empowered to make the decisions needed to provide a coherent, flexible and enriched curriculum that is adaptable and responsive to the diverse needs of individual learners and which reflects the uniqueness of their communities.&nbsp;&nbsp;<\/strong><\/p>\n\n\n\n<p><strong>Opportunities for personal achievement<\/strong><\/p>\n\n\n\n<p>Personal achievement provides children and young people with a sense of satisfaction and helps to build motivation, resilience and confidence. The experiences and outcomes include opportunities for a range of achievements in the learning setting and beyond. All establishments need to plan to offer opportunities for achievement and to provide the support and encouragement which will enable children and young people to step forward to undertake activities which they find challenging. This is one of the key areas where schools need to work closely with a wide range of partners to help young people access information and opportunities and make their voices heard.<\/p>\n\n\n\n<p><strong>Interdisciplinary learning<\/strong><\/p>\n\n\n\n<p>The curriculum should include space\/opportunities that enable children and young people to make connections between different areas of learning. Interdisciplinary learning should be stimulating, relevant and challenging. Revisiting a concept or skill from different perspectives deepens understanding and can make the curriculum more coherent and meaningful for learners. It can take advantage of opportunities to work with partners who are able to offer and support enriched learning experiences and opportunities for young people\u2019s wider involvement in society.<\/p>\n\n\n\n<p>&nbsp;Effective interdisciplinary learning:<\/p>\n\n\n\n<p>\u2022 can take the form of individual one-off projects or longer courses of study<\/p>\n\n\n\n<p>\u2022 is planned around clear purposes<\/p>\n\n\n\n<p>\u2022 is based upon experiences and outcomes drawn from different curriculum<\/p>\n\n\n\n<p>\u2022&nbsp;areas or subjects within them<\/p>\n\n\n\n<p>\u2022 ensures progression in skills and in knowledge and understanding<\/p>\n\n\n\n<p>\u2022 can provide opportunities for mixed stage learning which is interest based.<\/p>\n\n\n\n<p><strong>Ethos and life of school as a community<\/strong><\/p>\n\n\n\n<p>The starting point for learning is a positive ethos and climate of respect and trust based upon shared values across the school community. All practitioners should contribute through open, positive, supportive relationships where children and young people will feel that they are listened to; promoting a climate in which children and young people feel safe and secure; modelling behaviour which promotes effective learning and wellbeing within the school community; and by being sensitive and responsive to each young person\u2019s wellbeing.<\/p>\n\n\n\n<p>&nbsp;Children and young people should be encouraged to contribute to the life and work of the school and to exercise their responsibilities as members of a community. This includes opportunities to participate responsibly in decision-making, to contribute as leaders and role models, offer support and service to others and play an active part<br>in putting the values of the school community into practice.<\/p>\n\n\n\n<p><strong>Curriculum areas and subjects<\/strong><\/p>\n\n\n\n<p>The curriculum areas are the organisers for setting out the experiences and outcomes and contribute to developing the four capacities. There are eight curriculum areas. Curriculum areas are not structures for timetabling: establishments and partnerships have the freedom to think creatively about how they can organise and plan for deep, sustained learning which meet the needs of their children and young people.<\/p>\n\n\n\n<p>&nbsp;Subjects are drawn from the curriculum areas and provide a familiar structure for organising knowledge and skills. As young people move through the broad general education and into the senior phase they will experience increasing specialisation and greater depth, with a wide variety of subjects increasingly being the principal means of structuring learning and delivering outcomes.<\/p>\n\n\n\n<p><strong>Curriculum Entitlements<\/strong><\/p>\n\n\n\n<p>Children and young people\u2019s rights and entitlements are central to Scotland\u2019s curriculum and every child and young person is entitled to experience:<\/p>\n\n\n\n<p><a href=\"https:\/\/education.gov.scot\/Documents\/btc3.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">\u2022&nbsp;<strong>a curriculum which is coherent from 3 to 18<\/strong><\/a><\/p>\n\n\n\n<p>\u2022&nbsp;<a href=\"https:\/\/education.gov.scot\/education-scotland\/scottish-education-system\/broad-general-education\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>a broad general education<\/strong><\/a>, including well planned&nbsp;<a href=\"https:\/\/education.gov.scot\/education-scotland\/scottish-education-system\/policy-for-scottish-education\/policy-drivers\/cfe-building-from-the-statement-appendix-incl-btc1-5\/experiences-and-outcomes\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>experiences and outcomes<\/strong><\/a><\/p>\n\n\n\n<p>across all the curriculum areas from early years through to S3. This includes understanding the world, Scotland\u2019s place in it and the environment, referred<\/p>\n\n\n\n<p>to as Learning for Sustainability<\/p>\n\n\n\n<p>\u2022 a&nbsp;<a href=\"https:\/\/education.gov.scot\/education-scotland\/scottish-education-system\/senior-phase-and-beyond\/senior-phase\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>senior phase<\/strong><\/a>&nbsp;after S3, which provides opportunities to attain and achieve,<\/p>\n\n\n\n<p>including to study for qualifications, awards and other planned activities to<\/p>\n\n\n\n<p>develop the four capacities<\/p>\n\n\n\n<p>\u2022 opportunities for developing&nbsp;<a href=\"https:\/\/education.gov.scot\/education-scotland\/scottish-education-system\/policy-for-scottish-education\/policy-drivers\/developing-the-young-workforce-dyw\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>skills for learning, skills for life and skills for work<\/strong><\/a><\/p>\n\n\n\n<p>\u2022 opportunities to maximise their individual potential, benefitting from appropriate<\/p>\n\n\n\n<p><a href=\"https:\/\/education.gov.scot\/education-scotland\/scottish-education-system\/support-for-all\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>personal support<\/strong><\/a>&nbsp;and challenge<\/p>\n\n\n\n<p>\u2022 support to help them move into positive and sustained destinations<\/p>\n\n\n\n<p>beyond school<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"781\" height=\"512\" src=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215357\/narrative-5.jpeg\" alt=\"\" class=\"wp-image-367\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215357\/narrative-5.jpeg 781w, https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215357\/narrative-5-300x197.jpeg 300w, https:\/\/blogs.glowscotland.org.uk\/gc\/public\/garnetbankps\/uploads\/sites\/11891\/2024\/11\/19215357\/narrative-5-768x503.jpeg 768w\" sizes=\"auto, (max-width: 781px) 100vw, 781px\" \/><\/figure><\/div>\n\n\n<p><strong>Taking curricular aims and translating them into practice is a continuous process. Getting this right is critical and this section sets out key considerations, activities and ways of working to support the process of curriculum making.<\/strong><\/p>\n\n\n\n<p><strong>Understanding the learners<\/strong><\/p>\n\n\n\n<p>\u2022 Knowing children and young people and where they are on their individual learner journeys<\/p>\n\n\n\n<p>\u2022 Listening to learners and being informed by their motivations and aspirations<\/p>\n\n\n\n<p>\u2022 Empowering learners to have&nbsp;agency&nbsp;in their learning with opportunities for personalisation<\/p>\n\n\n\n<p>\u2022 Using observations, assessments and feedback to design and develop the learning<\/p>\n\n\n\n<p><strong>Knowing the big ideas<\/strong><\/p>\n\n\n\n<p>\u2022 Maximising opportunities that develop the four capacities for learners, making clear links to future skills, for example&nbsp;<a href=\"https:\/\/www.skillsdevelopmentscotland.co.uk\/what-we-do\/skills-planning\/skills4-0\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>meta-skills<\/strong><\/a><br>\u2022 Understanding and sharing the pleasure and benefits that come from learning<\/p>\n\n\n\n<p>\u2022 Being clear on the knowledge and skills that underpin individual&nbsp;<a href=\"https:\/\/education.gov.scot\/scottish-education-system\/policy-for-scottish-education\/policy-drivers\/CfE-(building-from-the-statement-appendix-incl-btc1-5)\/Curriculum-areas\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>curriculum areas<\/strong><\/a><br>\u2022 Being informed by shared vision,&nbsp;values&nbsp;and aims, locally and nationally<\/p>\n\n\n\n<p>\u2022 Understanding drivers for improvement and how they align at national<\/p>\n\n\n\n<p>and local levels<\/p>\n\n\n\n<p>\u2022 Being responsible for the development of literacy, numeracy and health<\/p>\n\n\n\n<p>and wellbeing across the whole curriculum for all learners. This includes<\/p>\n\n\n\n<p>digital literacy skills<\/p>\n\n\n\n<p><strong>Being clear on practical approaches<\/strong><\/p>\n\n\n\n<p>\u2022 Having clear strategies for delivering excellence and equity for learners<\/p>\n\n\n\n<p>\u2022 Agreeing the pedagogies that are best for purpose and the development needs of learners<\/p>\n\n\n\n<p>\u2022 Reviewing and refining the curriculum against the&nbsp;seven design principles.<\/p>\n\n\n\n<p>\u2022 Ensuring learners have clear progression pathways<\/p>\n\n\n\n<p>\u2022 Making clear links between learning and the world of work<\/p>\n\n\n\n<p>\u2022 Embedding&nbsp;<a href=\"https:\/\/education.gov.scot\/improvement\/learning-resources\/what-are-creativity-skills\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Creativity<\/strong><\/a>&nbsp;and&nbsp;<a href=\"https:\/\/education.gov.scot\/improvement\/learning-resources\/a-summary-of-learning-for-sustainability-resources\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Learning for Sustainability<\/strong><\/a>&nbsp;in curriculum design<\/p>\n\n\n\n<p>\u2022 Using knowledge of the local community and robust data to inform the curriculum offer<\/p>\n\n\n\n<p>\u2022 Articulating and sharing curriculum rationale and narrative<\/p>\n\n\n\n<p><strong>Using meaningful learning networks<\/strong><\/p>\n\n\n\n<p>\u2022 Planning, enquiring and reflecting with other practitioners to optimise impact<\/p>\n\n\n\n<p>\u2022 Collaborating with parents, carers, families and the community<\/p>\n\n\n\n<p>\u2022 Developing and maximising the opportunities derived from partnerships across<\/p>\n\n\n\n<p>clusters, local authorities and&nbsp;Regional Improvement Collaboratives<\/p>\n\n\n\n<p>\u2022 Building partnerships with colleges, employers, universities, the third sector and others to co-design the curriculum<\/p>\n\n\n\n<p>\u2022 Using the outdoors and our built and cultural heritage to support learning<\/p>\n\n\n\n<p>\u2022 Sharing, celebrating and reflecting on successes<\/p>\n\n\n\n<p><strong>Knowing your own learning and support needs<\/strong><\/p>\n\n\n\n<p>\u2022 Committing to career-long professional learning based around high quality, rigorous&nbsp;professional standards<br>\u2022 Committing to meaningful professional review and development<\/p>\n\n\n\n<p>\u2022 Belonging to communities of practice and enquiry<\/p>\n\n\n\n<p>\u2022 Developing collaborative practice locally, nationally and globally<\/p>\n\n\n\n<p><strong>The design principles:<\/strong><\/p>\n\n\n\n<p><strong>\u2022 Challenge and enjoyment \u2022 Breadth \u2022 Progression \u2022 Depth&nbsp; \u2022 Personalisation and choice \u2022 Coherence \u2022 Relevance<\/strong><\/p>\n\n\n\n<p>Regional Improvement Collaboratives bring local authorities together, alongside Education Scotland, to secure excellence and equity in education. They facilitate collaborative working across the region, developing different ways of working together to build excellence and equity in the Scottish education system.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Headteacher&#8217;s Presentation on The Curriculum &#8211; recording from recent Coffee Afternoon information session Information provided courtesy of Education Scotland Refreshed Narrative 2019. Please refer to Education Scotland website for futher information regarding Scotland&#8217;s Approach. Individual settings and practitioners are empowered to make the decisions needed to provide a coherent, flexible and enriched curriculum that is &hellip; <a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/garnetbankps\/curriculum-for-excellence\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Curriculum for Excellence<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":14435,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-364","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/garnetbankps\/wp-json\/wp\/v2\/pages\/364","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/garnetbankps\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/garnetbankps\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/garnetbankps\/wp-json\/wp\/v2\/users\/14435"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/garnetbankps\/wp-json\/wp\/v2\/comments?post=364"}],"version-history":[{"count":3,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/garnetbankps\/wp-json\/wp\/v2\/pages\/364\/revisions"}],"predecessor-version":[{"id":459,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/garnetbankps\/wp-json\/wp\/v2\/pages\/364\/revisions\/459"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/garnetbankps\/wp-json\/wp\/v2\/media?parent=364"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}