Scottish Curriculum

Topics: Education, Learning, Educational psychology Pages: 4 (1360 words) Published: September 25, 2013
The word ‘curriculum’ is derived from the Latin word ‘curer’ meaning ‘to run’; thus, in an early years context, a curriculum is course of study or learning offered by an educational establishment. (Oxford Dictionaries, 2013) In Scotland, through educational guidelines, a curriculum helps ‘maintain high quality care and education for children’ (Scott, F., Anderson, E., Johnston, L., MacMillan, M., Paterson, M. and Sayers, S. 2008:100). Curriculum for Excellence (2009) is the Scottish curriculum applying to learners aged three to eighteen years. The purpose of the curriculum is to support children and young people to become successful learners, confident individuals, responsible citizens and effective contributors (Appendix A); with aims to ensure that ‘all children and young people in Scotland develop the knowledge, skills and attributes they will need if they are to flourish in life, learning and work, now and in the future.’ (Education Scotland, 2010) The framework was designed around the following principles: Challenge and enjoyment; breadth; progression; depth; personalisation and choice; coherence and relevance, with focus on opportunity for learners to access personal support in order that they ‘gain as much as possible from the opportunities provided’ (Scottish Government, 2008:17). As such, the content describes development and learning through experiences and outcomes from early level through to fourth level. The experiences and outcomes detail activities which promote learning and development and describe knowledge and understanding which children and young people will achieve, all of which are organised under the curricular areas of expressive arts; languages and literacy; health and wellbeing; mathematics and numeracy; religious and moral education; sciences; social studies and technologies. Further areas outlined within the framework are opportunities for interdisciplinary learning, including ‘space for learning beyond subject boundaries’...
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