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Proposals: looking at the curriculum differently
Our approach to the curriculum sees it as a single framework for development and learning from 3 to 18. The framework needs to allow different routes for progression from one stage of learning to the next, and promote learning across a wide range of contexts and experiences. It should equip young people with high levels of literacy, numeracy and thinking skills and support the development of their health and wellbeing. It should enable every child to develop his or her full potential through a broad range of challenging, well-planned experiences which help them develop qualities of citizenship, enterprise and creativity.
In particular, it should offer rich opportunities for development, progression and achievement for children who need additional support for their learning. Individualised educational programmes, co-ordinated support plans and any other plans which are used to support individual children should sit within the single framework.
As many schools recognise, the curriculum is more than curriculum areas and subjects: it is the totality of experiences which are planned for children and young people through their education - a canvas upon which their learning experiences are formed. At all stages from the early years to S6 the curriculum will include learning through:
- the ethos and life of the school as a community
- curriculum areas and subjects
- interdisciplinary projects and studies
- opportunities for personal achievement
The ethos and life of the school as a community
Teachers know that positive relationships and the climate for learning in a school - its values, its ethos and its life as a community - are essential starting points for successful learning.
The wider life of the school - activities such as assemblies, community events and school projects - makes an important contribution to the development of the four capacities, helping to enable all young people to become successful learners, confident individuals, responsible citizens and effective contributors. Schools also offer pupils opportunities to learn through such activities as peer mentoring, membership of school councils, undertaking responsibilities and playing a part in decision making.
Curriculum areas and subjects
Curriculum areas and subjects provide familiar and important vehicles for learning. We recognise their key role within the curriculum. With that in mind, curriculum areas and subjects will be refreshed and re-focused as part of the review process to take full account of the contributions they can make to developing the four capacities and preparing learners for the challenges of the future.
Interdisciplinary projects and studies
The curriculum needs to include space for learning beyond subject boundaries, so that learners can make connections between different areas of learning. Through interdisciplinary activities of this kind, young people can develop their organisational skills, creativity, teamwork and the ability to apply their learning in new and challenging contexts. To be successful, these activities need to be well planned with a clear purpose and outcomes in mind.
Opportunities for personal achievement
Opportunities for personal achievement, planned through the school, often enrich the life experience of learners. Taking part in activities such as performances, community or enterprise activities and trips plays an important part in widening a young person's horizons and developing confidence. Schools can also respond to the personal interests and aptitudes of learners through clubs, community, charitable and fund-raising activities. Many of these activities are voluntary for learners and have traditionally been organised as 'extra-curricular' opportunities. However, they play a major part in creating opportunities for individual growth, progress and achievement and we need to consider how they can be made available for all learners.
Reflective question 1
To what extent does the design of the current curriculum in your school reflect this model?
What contribution could you make now to adjusting the current balance?
What are the implications for your future planning?
Children will make progress from stage to stage through a combination of all of these curriculum components. We now move on to think about how the child will progress through different stages of learning.
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