My Saved Experiences and Outcomes - Find out more
You have no outcomes saved.
Experiences and outcomes: getting started
Curriculum areas
The guidance is structured under the headings of the eight curriculum areas:
Some curriculum areas, for example languages, include more than one set of experiences and outcomes. 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.
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.
Curriculum levels
| 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 Scottish Credit and Qualifications Framework level 4. |
| Senior phase | S4 to S6, and college or other means of study. |
Appendices
In most areas of the curriculum there is an appendix which provides brief explanations to help readers as they interpret the statements.