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Main messages from the process so far
Some simple, but strong, messages have emerged consistently from this period of engagement and review.
The whole school has responsibility for developing the four capacities in every child and young person
This has implications for the contributions of each adult who supports children and young people, and for whole-school policies, planning and partnerships with other organisations. The revised curriculum framework needs to provide national guidance with clear parameters to enable every teacher to promote the four capacities within his or her classroom.
Learning and teaching are at the heart of an effective curriculum
Teachers have recognised and welcomed the professional challenges presented by the four capacities for their learning and teaching approaches. They are aware that it is the 'how' of classroom practice which will support successful learning and promote confidence, participation and responsibility.
Review work shows that space can be found for learning in depth and for wider experiences
The work has shown that this can be achieved by, for example, reducing the number of levels at which outcomes are described, defining targets for learning differently and removing duplication within and across curriculum areas.
A Curriculum for Excellence offers a way of unifying the curriculum
Activities such as enterprise, citizenship, sustainable development, health and creativity, which are often seen as add-ons, can be built into the curriculum framework.
All of this reinforces the view that we need to think about the curriculum in a different way. In the following section we set out our thinking on the structure of the curriculum based on the engagement and development process so far.
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