{"id":225,"date":"2024-04-20T15:25:24","date_gmt":"2024-04-20T15:25:24","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sl\/ballerupstaff\/?page_id=225"},"modified":"2026-04-17T12:47:54","modified_gmt":"2026-04-17T12:47:54","slug":"curriculum-for-excellence","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sl\/ballerupstaff\/curriculum-for-excellence\/","title":{"rendered":"Curriculum for Excellence"},"content":{"rendered":"

\u201cCurriculum for Excellence<\/a> <\/strong>aims to achieve a transformation in education by
\nproviding a coherent, more flexible and enriched curriculum for 3 to 18 year olds.
\nThe curriculum includes the totality of experiences which are planned for children
\nand young people through their education, wherever they are being educated.\u201d
\n(Learning & Teaching Scotland)
\nThe aims of Curriculum for Excellence are that every child should know they are
\nvalued and will be supported to become:
\n\u2022 Successful Learners<\/strong>
\n\u2022 Confident Individuals<\/strong>
\n\u2022 Responsible Citizens<\/strong>
\n\u2022 Effective Contr<\/strong>ibutors<\/strong><\/p>\n

 <\/p>\n

 <\/p>\n

All children at Ballerup Nursery will experience a curriculum which provides
\nopportunities for children to learn at the differing stages of their development.<\/span><\/p>\n

Principles of Curriculum for excellence
\nWe aim to provide children with;
\n\u27a2 A Coherent Curriculum<\/strong> – Taken as a whole, children\u2019s learning activities
\nshould combine to form a coherent experience
\n\u27a2 Challenge and Enjoyment-<\/strong> Children will find their learning challenging,
\nengaging and motivating. There will be appropriate support for active
\nlearning and learning opportunities will take account of previous
\nexperience to enable each individual to achieve his or her potential.
\nChildren are involved in planning and assessing their own learning and
\nare, as such, able to identify their own challenges and discuss with staff
\nwhich experiences they particularly wish to develop.
\n\u27a2 Breadth<\/strong> – Children will have opportunities to experience a broad and
\nbalanced range of learning experiences in a variety of contexts both
\nindoors and out.
\n\u27a2 Progression<\/strong> – Children will build upon previous knowledge and
\nachievements and highlight what they are capable of. Children\u2019s
\nachievements will be shared with parents informally and formally to
\nenhance learning opportunities, these achievements will also be shared
\nwith the receiving primary school during transitions.
\n\u27a2 Depth<\/strong> – Children will have opportunities to develop a variety of ways to
\nthink and learn according to their level of understanding. Staff will support
\nchildren in deepening their learning in their areas of particular interest.
\n\u27a2 Personalisation and Choice<\/strong> – Staff will support children\u2019s individual needs
\nand enable them to attain in a wide range of opportunities with increasing,
\nappropriate, responsibility for choice.
\n\u27a2 Relevance<\/strong> – Children should understand the purpose of their experiences.<\/p>\n

Natural Anchors\u00a0<\/strong><\/p>\n

https:\/\/canva.link\/20z2mo5olkaltgh<\/p>\n

What is Cont<\/span><\/strong>inuous Provision?<\/span><\/strong><\/p>\n

Continuous provision describes all of the different provision areas which are available for the children to use every day. Within each of these areas of provision there should be a core range of resources that children can use all of the time, throughout the whole year. Planning effectively for continuous provision is crucial and involves a consideration of playroom layout and resourcing that will enable staff to offer a breadth of learning possibilities.<\/span><\/p>\n

 <\/p>\n

They should see the value of what they are learning and its relevance to
\ntheir lives, both present and future.
\n\u27a2 Opportunities for developing skills for learning and skills for life with a
\ncontinuous focus on Literacy, Numeracy and Health and Well Being.
\n\u27a2 Personal support to enable them to gain as much as possible from the
\nopportunities which Curriculum for Excellence can provide.
\n\u27a2 Support in making successful transitions within Nursery to Primary School.<\/p>\n

Curriculum Areas<\/strong><\/p>\n

We will use the entitlements, in conjunction with the
\nexperiences and outcomes, to plan curriculum programmes, covering the
\ncurriculum areas. These are;
\n\u2022 Languages
\n\u2022 Mathematics
\n\u2022 Expressive arts
\n\u2022 Health and wellbeing
\n\u2022 Religious and moral education
\n\u2022 Sciences
\n\u2022 Social studies
\n\u2022 Technologies<\/p>\n

 <\/p>\n

 <\/p>\n

We will support children in all aspects of their emotional, social,
\ncognitive and physical development. We will provide opportunities to enable
\nchildren to become increasingly independent, responsible and eager to progress
\nin their learning. Staff will assist in the process through skilled interaction with
\neach child and by providing stimulating contexts for active learning. They will
\nrecognize each stage of development and build upon the child’s current
\nknowledge and skills. We will stimulate and utilise children’s enthusiasm,
\ninventiveness and creativity to plan learning experiences.<\/p>\n

Environment<\/strong>
\nActive learning is firmly in place at Ballerup, we believe in, and create an environment where:
\n\u2022 children are fully engaged in their learning, which is interactive, purposeful
\nand defined within the outcomes and experiences.
\n\u2022 the learning environment is relaxed and supportive with opportunity for
\nobservation, interaction and further exploration of interests and activities.
\n\u2022 the learning environment is imaginatively resourced and stimulating, with
\nopportunity for engagement in exploratory and spontaneous play.
\n\u2022 the imaginative use of space and resources creates opportunity for
\nchildren to work independently or collaboratively.<\/p>\n

 <\/p>\n

 <\/p>\n

Staff Team<\/strong><\/p>\n

All members of Staff strive to create the desired environment and contribute
\nthrough open, positive, supportive relationships in which children feel that they
\nare listened to, promoting a climate in which they feel safe and secure. Staff
\nmodel behaviour to promote effective learning and wellbeing, they are sensitive
\nand responsive to each individual child\u2019s wellbeing.
\nChildren will be encouraged to contribute to the life and work of the nursery
\nwhich includes opportunities to participate responsibly in decision making.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u201cCurriculum for Excellence aims to achieve a transformation in education by providing a coherent, more flexible and enriched curriculum for 3 to 18 year olds. The curriculum includes the totality of experiences which are planned for children and young people through their education, wherever they are being educated.\u201d (Learning & Teaching Scotland) The aims of … <\/p>\n

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