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Curriculum for Excellence

Curriculum for Excellence 

Overview 

Curriculum for Excellence was introduced to raise standards of learning and teaching for all 3 to 18 year olds. It aims to help prepare children and young people with the knowledge and skills they need in a fast changing world.  As part of Curriculum for Excellence all children from pre-school to the end of S3 will receive a rounded education, known as a Broad General Education (BGE). Curriculum for Excellence is all about bringing real life into the classroom and taking lessons beyond it.

Through the experiences we provide at Saint Charles’ Primary & LCR we want our children to become Successful Learners, Confident Individuals, Responsible Citizens and Effective Contributors.   

Levels in Curriculum for Excellence

CfELevels-BGE

 

The Curriculum for Excellence framework extends across five Levels [see above diagram]. Note that some children and young people will start learning at these Levels earlier and others later, depending upon individual needs and aptitudes.

Themes 

Important themes permeate Curriculum for Excellence, such as global citizenship and sustainability, and learners are given opportunities to develop and apply skills for life, learning and work within its approach.

Building Our Curriculum 

“The curriculum must be inclusive, be a stimulus for personal achievement and, through broadening experience of the world, be an encouragement towards informed and responsible citizenship.” Building The Curriculum 3

Curriculum Areas 

There are 8 curriculum areas, each with their own experiences and outcomes.  The curriculum areas are: 

  • Expressive arts
  • Health and wellbeing
  • Languages (including English, Gàidhlig, Gaelic (Learners), modern languages and classical languages)
  • Mathematics
  • Religious and moral education (including Religious and moral education and Religious education in Roman Catholic schools)
  • Sciences
  • Social studies
  • Technologies.

Literacy, numeracy and health and wellbeing are recognised as being particularly important – these areas are seen as being the ‘responsibility of all’ staff.