Example: marketing

Table of Contents - Education Scotland

Table of Contents To make it easier to use this file, there are links in the Table below. Hover your mouse over the text and then select control' and click to follow the link. Introduction 3. Responsibility of all practitioners 6. Health and wellbeing across learning 7. Literacy across learning 19. Numeracy across learning 38. Curriculum areas 53. Expressive arts 54. Health and wellbeing 71. Languages 100. Classical languages 101. Gaelic (learners) 107. Literacy and English 123. Literacy and G idhlig 146. Modern languages 171. Mathematics 187. Religious and moral Education 211. Religious and moral Education 212. Religious Education in Roman Catholic schools 229. Sciences 252. Social studies 278. Technologies 300. 2. curriculum for excellence Introduction This material is for all who contribute to the Education of Scotland 's children and young people. The experiences and outcomes apply wherever learning is planned.

ethos and life of the school and interdisciplinary studies as well as learning within curriculum areas and subjects. This means that they apply beyond timetabled classes and into, for example, enterprise and health activities and special events. 1 The exceptions to this statement are where specific sets of experiences and outcomes are specialised:

Tags:

  Studies, Interdisciplinary, Interdisciplinary studies

Information

Domain:

Source:

Link to this page:

Please notify us if you found a problem with this document:

Other abuse

Transcription of Table of Contents - Education Scotland

1 Table of Contents To make it easier to use this file, there are links in the Table below. Hover your mouse over the text and then select control' and click to follow the link. Introduction 3. Responsibility of all practitioners 6. Health and wellbeing across learning 7. Literacy across learning 19. Numeracy across learning 38. Curriculum areas 53. Expressive arts 54. Health and wellbeing 71. Languages 100. Classical languages 101. Gaelic (learners) 107. Literacy and English 123. Literacy and G idhlig 146. Modern languages 171. Mathematics 187. Religious and moral Education 211. Religious and moral Education 212. Religious Education in Roman Catholic schools 229. Sciences 252. Social studies 278. Technologies 300. 2. curriculum for excellence Introduction This material is for all who contribute to the Education of Scotland 's children and young people. The experiences and outcomes apply wherever learning is planned.

2 A broad general Education Every child and young person in Scotland is entitled to experience a broad general Education . This broad general Education takes place from the early years to the end of S3 and is represented by learning across all1 of the experiences and outcomes to the third curriculum level together with those selected for study at the fourth, as far as is consistent with each child or young person's needs. Further information on all learner entitlements can be found in Building the Curriculum 3: A framework for learning and teaching. Understanding the curriculum as a whole By exploring the entire set of experiences and outcomes, staff will be able to see the curriculum from the early years to the end of S3 as a whole. Those who teach a particular stage will be able to see where their contributions to a child's learning and development sit in the span of progression. Secondary teachers will also see where they can make contributions to experiences and outcomes from more than one curriculum area.

3 Staff can then plan, with colleagues, their contributions to each learner's Education and also support learners in making connections in their learning. By doing this successfully, they will ensure that each learner experiences a coherent curriculum, achieves the highest possible standards, and is prepared to move successfully into the senior phase and a positive and sustained destination. The framework is less detailed and prescriptive than previous curriculum advice. It provides professional space for teachers and other staff to use in order to meet the varied needs of all children and young people. Why experiences and outcomes'? The title experiences and outcomes' recognises the importance of the quality and nature of the learning experience in developing attributes and capabilities and in achieving active engagement, motivation and depth of learning. An outcome represents what is to be achieved.

4 Taken as a whole, the experiences and outcomes embody the attributes and capabilities of the four capacities. They apply to the totality of experiences which are planned for children and young people, including the ethos and life of the school and interdisciplinary studies as well as learning within curriculum areas and subjects. This means that they apply beyond timetabled classes and into, for example, enterprise and health activities and special events. 1 The exceptions to this statement are where specific sets of experiences and outcomes are specialised: G idhlig, Gaelic (learners) and classical languages and religious Education in Roman Catholic schools. 3. Curriculum areas The guidance is structured under the headings of the eight curriculum areas: Expressive arts Religious and moral Education Health and wellbeing Sciences Languages Social studies Mathematics Technologies Some curriculum areas, for example languages, include more than one set of experiences and outcomes.

5 The guidance also includes separate sections for literacy, numeracy and aspects of health and wellbeing, which are the responsibility of all staff. Principles and practice The principles and practice sections are essential reading for staff as they begin, and then develop, their work with the experiences and outcomes. They describe, for example, the purposes of learning within the curriculum area, how the experiences and outcomes are organised, features of effective learning and teaching, broad features of assessment, and connections with other areas of the curriculum. Assessment is an integral part of learning and teaching. Further guidance on assessment at different stages of the journey through learning will complement the principles and practice papers, emphasising the importance of building on existing practice. Introductory statements The introductory statements within the frameworks of experiences and outcomes provide broad aims of learning within the curriculum area and act as reference points for planning from the early to the fourth levels.

6 Statements of experiences and outcomes The statements of the experiences and outcomes themselves describe national expectations of learning and progression from the early to the fourth curriculum level, during the period from the early years to the end of S3. They do not have ceilings, to enable staff to extend the development of skills, attributes, knowledge and understanding into more challenging areas and higher levels of performance. The experiences and outcomes are set out in lines of development which describe progress in learning. Progression is indicated through curriculum levels, which are explained in the Table below. Level Stage Early The pre-school years and P1, or later for some. First To the end of P4, but earlier or later for some. Second To the end of P7, but earlier or later for some. Third and Fourth S1 to S3, but earlier for some. The fourth level broadly equates to SCQF. level 4.

7 Senior phase S4 to S6, and college or other means of study. 4. Appendices In most areas of the curriculum there is an appendix which provides brief explanations to help readers as they interpret the statements. What do the codes mean? The codes provide a unique identification for each statement, purely for ease of reference. As an example: MNU 0-11a MNU 0 11 a is the three letter code indicates that the indicates that the The final letter for numeracy statement is within early statement sits within the indicates the position level 11th line of development of the statement in numeracy within the line of development. In this case a' shows that it is the first statement. Why do some statements cross more than one level? These describe learning which needs to be revisited, applied in new contexts and deepened over a more extended period. In all of these cases, effective planning is needed to ensure that each learner is continuing to make progress.

8 Why are some statements shown in italics? All staff have a responsibility to contribute to these. They include particular experiences and outcomes within health and wellbeing and all of those for literacy and numeracy. A further group of experiences and outcomes, relating to the use of information and communications technology to enhance learning, are to be found within the technologies framework. Why are some statements shown in lighter text? These are experiences and outcomes which are essential building blocks for a particular aspect of learning and development but which are to be found in a different curriculum area. To keep the frameworks as simple as possible these have been kept to a minimum. Why are there sometimes fewer statements at third level than in second and fourth? This happens because of the particular significance of the third level as part of the entitlement for all young people. They represent a drawing together of a number of aspects of learning within that curriculum area.

9 Terms used within the guidance The term teacher' is used within the guidance to refer to those adults in teaching situations in all sectors and settings, and staff' or practitioners' to include professionals from the broader range of services to children. 5. curriculum for excellence: responsibility of all practitioners Health and wellbeing across learning Literacy across learning Numeracy across learning 6. curriculum for excellence: health and wellbeing across learning 7. Health and wellbeing across learning: responsibilities of all Principles and practice Learning through health and wellbeing promotes confidence, independent thinking and positive attitudes and dispositions. Because of this, it is the responsibility of every teacher to contribute to learning and development in this area. Building the Curriculum 1. What are the main purposes of learning in health and wellbeing? Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future.

10 Learning through health and wellbeing enables children and young people to: make informed decisions in order to improve their mental, emotional, social and physical wellbeing experience challenge and enjoyment experience positive aspects of healthy living and activity for themselves apply their mental, emotional, social and physical skills to pursue a healthy lifestyle make a successful move to the next stage of Education or work establish a pattern of health and wellbeing which will be sustained into adult life, and which will help to promote the health and wellbeing of the next generation of Scottish children. What are practitioners' roles and responsibilities for health and wellbeing? Children and young people should feel happy, safe, respected and included in the school environment and all staff should be proactive in promoting positive behaviour in the classroom, playground and the wider school community.


Related search queries