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Section 2 The Principles of 5-14 2.1 Principles of the 5-14 curriculum The 5-14 curriculum is based on a set of principles applicable to all pupils: breadth, balance, coherence, continuity and progression. Breadth ensures the coverage of a sufficiently comprehensive range of areas of learning. Balance ensures that appropriate time is allocated to each area of curricular activity and that provision is made for a variety of learning experiences. Coherence emphasises links across the curriculum so that pupils make connections between one area of knowledge and skills and another. Continuity ensures that learning builds on pupils' previous experience and attainment and prepares them for further learning. Progression provides pupils with a series of challenging but attainable goals. 2.2 Application of principles These principles underpin the curriculum areas and provide a framework for planning, teaching and evaluating the curriculum in pre-school, primary, secondary and special schools. The principles apply to the implementation of the curriculum in different ways and in different contexts. These are: at an individual level where individual needs are identified and met through individual programmes,          and where teachers collaborate in providing appropriate support at class level where the teacher ensures that well-differentiated activities and programmes meet the          learning needs of groups supported by an appropriate range of approaches to learning, teaching and          assessment at department level where teachers ensure that programmes and courses are in line with appropriate          levels of national guidelines and that learning links are clearly identified at whole-school level where teachers and school managers ensure that pupils experience a broad and          balanced continuum of learning across all stages and that pupils' progress and learning needs are          shared with them, their parents and appropriate staff at school-cluster level where schools and support services ensure consistent approaches to effective          curricular and pastoral liaison to support pupils, especially at the point of transition at local authority level where schools and support services agree specific arrangements to address          local needs and priorities. 2.3 Principles and quality assurance The process of ongoing quality assurance, making use of the performance indicators in How Good is Our School? (SOEID, 1996), allows all staff to contribute to a review of how well curriculum programmes and approaches to learning and teaching match advice in national guidelines and the aims of the school. Development planning is an important process through which staff can ensure that the best school experience is provided for all pupils. Central to the process of review and planning should be an ongoing consideration of how the principles of breadth, balance, continuity, coherence and progression relate to an inclusive curriculum and children's learning. [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.