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Introduction Progress in 5-14 Since the introduction of the 5-14 curriculum in 1991, Scottish schools have been steadily undertaking its implementation. Considerable progress has been made through the effective and committed work of schools and local authorities to ensure that pupils experience a quality curriculum based on the principles of breadth, balance, continuity, coherence and progression. Local authority quality assurance arrangements and national standards and quality reports have identified key features of successful development of the 5-14 curriculum. These include: whole-school and departmental programmes of study based on national guidelines that progressively build on pupils' prior learning planning that identifies clear learning outcomes as a focus for assessing pupils' progress and attainment support for all learners that is based on a clear assessment of their needs, and which motivates and offers challenge a wide range of approaches to promote effective learning and teaching, including direct interactive teaching, flexible arrangements for organising teaching groups for different teaching purposes and the use of a range of assessment strategies strengthened liaison within school clusters with regard to curriculum planning and the smooth transition of pupils from one stage to another improved communication between schools and parents, including better reporting on pupils' progress. New educational context As the implementation of 5-14 has continued, so the educational context surrounding it has changed, bringing new opportunity, challenge and potential benefit. Significant aspects of this new educational context include: a culture of self-evaluation in schools and local authorities the national strategy to raise standards of literacy and numeracy across 5-14 with early intervention as a cornerstone development planning, including the setting of targets at school, local authority and national level to raise standards of pupil attainment the need to be responsive to the impact of information and communications technology (ICT) on learning and teaching, supported by the National Grid for Learning initiative an expansion of pre-school provision and an increased commitment to partnerships with parents to support early learning a revised curriculum framework for children aged 3-5 and revised curriculum guidelines for secondary schools, both offering fresh statements of purpose and content a strengthened commitment to ensure for pupils aged 3-18 a continuum of learning that prepares them for the world of work and is based on an inclusive ethos of achievement for all. Review of The Structure and Balance of the Curriculum These guidelines recognise the need for necessary but not major changes in advice in relation to the structure and balance of the 5-14 curriculum. They offer: a rationale (Section 1) that recognises the distinctive contribution of the 5-14 curriculum within a continuum of learning for pupils aged 3-18 guidance on key principles of 5-14 (Section 2) to support effective learning and teaching in all areas of the curriculum information about minimum recommended time allocations to secure a basic pupil entitlement to a broad and balanced curriculum in primary schools, secondary schools and for pupils with special needs (paragraphs 3.1-3.6) advice about the flexible use of time as a local resource (paragraphs 3.7-3.15) allowing all schools and authorities to address local needs and implement national priorities advice about developing the principles of continuity, coherence and progression (paragraphs 3.16-3.28) to help primary, secondary and special schools manage in a systematic manner the development of the curriculum, especially at key transition stages. It is hoped that teachers and managers will find the advice contained in these guidelines clear, useful and manageable. Some illustrations of good practice are included in the Guide for Teachers and Managers and appear on the Learning and Teaching Scotland and SVTC websites. These guidelines endorse the need for schools and local authorities to continue the successful implementation of 5-14 by responding creatively and flexibly to national and local priorities within a framework of national guidelines on the curriculum. [RETURN TO 5-14 ONLINE] [BACK] [INDEX] [NEXT] © The 5-14 Curriculum (Scotland) Guidelines were produced by the Scottish Executive and Learning and Teaching Scotland and are reproduced with permission from the Queen's Printer for Scotland.