Early The pre-school years and Primary 1 or later for some.
First To the end of Primary 4, but earlier or later for some.
Second To the end of Primary 7, but earlier or later for some.
We offer a curriculum that gives our children opportunities to develop their skills, knowledge
and experience in a variety of contexts. The ‘Four Capacities’ of Curriculum for Excellence
underpin all our learning and we are committed to encouraging each child to develop the
skills and attributes which make them:
We are currently reviewing and developing our programmes to ensure that we are taking
account of the ‘Principles of Curriculum Design’. These are outlined in the following pages below (taken from Curriculum for Excellence)
Children and young people should find their learningchallenging, engaging and motivating. The curriculum should encourage high aspirations and ambitions for all. At all stages, learners of all aptitudes and abilities should experience an appropriate level of challenge, to enable each individual to achieve his or her potential.
They should be active in their learning and have opportunities to develop and demonstrate
their creativity. There should be support to enable children and young people to sustain their
The curriculum should provide opportunity for learning within and beyond the
classroom, in a variety of learning contexts. Learning through a wide range of well-designed
activities will also offer relevance, coherence and breadth.
Children and young people should experience continuous progression in
their learning from 3 to 18 within a single curriculum framework provided by Curriculum for
Each stage should build upon prior knowledge and achievements and children should be
able to progress at a rate which meets their needs and aptitudes. Active learning will
promote the development of logical and creative thinking and encourage a problem-solving
The encouragement of depth of learning challenges us to think beyond the notion of
progression as moving quickly from one topic or level to the next. The time spent on
discussion of learning, explaining it to others, applying what has been learned in different
contexts, spending time to probe and research a particular issue adds depth to learning.
There should be opportunities for children to develop their full capacity for different types of
thinking and learning, applying increasing intellectual rigour and exploring and achieving
more advanced levels of understanding.
Personalisation and choice
The curriculum should respond to individual needs and
support particular aptitudes and talents. It should give each child and young person
increasing opportunities for exercising responsible personal choice as they move through
their school career. Approaches which involve children in planning and respond flexibly to
their interests and needs also contribute to personalisation and choice.
Taken as a whole, children and young people’s learning activities should
combine to form a coherent experience. There should be clear links between the different
aspects of children and young people’s learning, including opportunities for extended
activities which draw different strands of learning together. Activities planned in this way and
which build on what is familiar should enable children to make connections, give coherence
to their learning and enable them to understand enable them to understand the relevance of
what they are learning.
Children and young people should understand the purposes of their activities.
They should see the value of what they are learning and its relevance to their lives, present