The 3-18 curriculum
How does the review process work?
An initial rapid review, looking at the feasibility of change across the current curriculum for children and young people aged 3-15, was undertaken by small groups of individuals from various education sectors. This work, combined with the engagement process and a review of current research, led to the document Progress and Proposals.
In the next phases of work, it is envisaged that a range of articles will appear on different elements of work necessary for the implementation of Curriculum for Excellence. These will include statements of the outcomes and experiences appropriate for all children and young people at various stages of their school career, in each of the curriculum areas.
How will the curriculum be organised?
Progress and Proposals states that A Curriculum for Excellence will promote learning across a wide range of contexts. To provide a device for ensuring that learning takes place across this range of contexts, the following curriculum areas are proposed:
expressive arts
health and wellbeing
languages
mathematics
religious and moral education
sciences
social studies
technologies.
The curriculum areas above will provide a way of structuring the statements of experiences and outcomes; but it will be for schools to decide for themselves how they are organised on a day-to-day basis.
Further information on the contribution of the curriculum areas is offered on Learning and Teaching Scotland's Building the Curriculum section of the Curriculum for Excellence website.
What about achievement levels?
The Curriculum Review Programme Board, in Progress and Proposals, suggests a new achievement framework for all children aged 3-18. The proposed framework, outlined below, will allow children to progress through the curriculum at a rate that is appropriate for them.
| Level | Experiences and outcomes for most children or young people: |
| early | In pre-school and in Primary 1 |
| first | By end of P4, but earlier for some |
| second | By end of P7, but earlier for some |
| third | In S1-S3, but earlier for some |
| fourth | Fourth level broadly equates to SCQF level 4 |
| senior | In S4-S6, but earlier for some |
These levels will provide the framework for describing outcomes and experiences through ‘I can …’ and ‘I have …’ statements. There will be no need to speed through levels but no ceilings either, so the levels will provide scope for challenge and depth. The proposed levels framework does not imply testing at specific stages. Work has begun on writing the draft outcomes and experiences. Practitioners from across Scotland have been seconded by Learning and Teaching Scotland to undertake this work.