Understanding the framework for learning and teaching
'The word framework is absolutely critical in terms of understanding what the document is. Unlike like previous curriculum documents and curriculum reforms, 'Building the Curriculum 3' does not provide a centralised model that teachers can take out of the pages and apply across Scotland. What it does is it defines a new landscape for curriculum planning - it's now up the profession to use that framework to supply in the details.'
George Smuga, Professional Adviser, Scottish Government Curriculum Division'Building the Curriculum 3' provides the framework for planning a curriculum which meets the needs of all children and young people from 3 to 18, ensuring a focus on developing the four capacities at every stage.
PDF file: Building the Curriculum 3: A framework for learning and teaching (379 KB)
In these videos George Smuga introduces 'Building the Curriculum 3' and discusses its importance as a technical document for curriculum planners.
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PowerPoint file: George Smuga's presentation (926 KB)
Freedom and responsibility
Curriculum for Excellence allows for both professional autonomy and responsibility when planning and delivering the curriculum.
The framework provides flexibility to organise, schedule and deliver the experiences and outcomes in ways that meet the needs of all learners, but also provides reassurance about consistency where necessary.
Such flexibility will result in a more varied pattern of curriculum structures to reflect local needs and circumstances.
Related resources
Curriculum at a glance
A schematic guide which presents a summary of the components used to build the 3-18 curriculum, with the learner at the centre.
Pupil voice
The learner is at the centre of Curriculum for Excellence but what do pupils and students want from their 3-18 education? These videos explore their ideas.
Sharing practice
Supporting professional reflection
Professional reflection and discussion is key to engaging with Curriculum for Excellence. A selection of articles written by practitioners, as well as information on joining the nationwide discussion on National Glow Groups, supports this process.