The school developed its curriculum through extensive consultation to ensure it provides students with the skills needed for their post-school destinations. A broad education is offered in the early years with flexible options introduced in the senior phase. Learning is made relevant and motivating and promotes health and wellbeing. Partnerships provide enriching experiences and interdisciplinary learning is emphasized through a progressive framework. Student choice and personalization are incorporated to support all learners.

2. THE RATIONALE AND DESIGN OF THE CURRICULUM
• The school has a clear rationale based on the school’s shared vision of working
together to inspire learning and help to shape the future.
• A broad and general education is provided for all young people from S1-S3 and
there is range of flexible progression routes into the senior phase to meet the needs
of all young people.
• High priority is given to providing enjoyable and challenging learning in a range of
RELEVANT and MOTIVATING contexts which develop the skills for the 21st century.
• Young people have an extensive range of opportunities to learn across the four
contexts of the curriculum including curriculum areas and subjects, interdisciplinary
approaches, the local community and rich opportunities for personal achievement
for young people across all stages.

3. THE RATIONALE AND DESIGN OF THE CURRICULUM
• The promotion of Health and Wellbeing underpins much of the curriculum to
provide a SUPPORTIVE and INCLUSIVE learning environment.
• A key strength of the school’s curriculum is the extensive range and high quality of
contributions from partners which provide inspirational learning experiences for
young people.
• The school has developed a comprehensive and strategic approach to providing a
progressive IDL framework across the school.

4. WHERE DID WE START? HOW DID WE BUILD THE CURRICULUM?
We carried out an extensive exercise answering key questions in the following order:
• Where do our learners go post school?
• What skills do they need to gain these positive destinations?
• What courses and programmes would help develop these
skills?
• How will this impact the design of our Senior Phase:
choices, accreditation?
• What will our BGE look like in order to impact our Senior
Phase?
• What does transition into secondary look like?

5. BROAD AND GENERAL EDUCATION.
• The LEARNING GROUPS.
• Whole school Literacy, Numeracy and Health and
Wellbeing focus.
• Personalisation and choice.
• 3rd year profiles.
• Tracking
• Reflective practice
• Active learning: planning folders.

6. THE LEARNING LADDERS.
• Map the totality of our curriculum
• Helped the whole school community have a deep understanding
of curriculum for excellence.
• Visual resource in a school full of visual learners.
• Used by the whole school community.
• Progressive pathways chartered across all subjects in all
curricular areas.
• Facilitated the development of staffs approaches to assessment
and moderation.
• Exciting to watch our learners make connections across
curricular areas.

8. SENIOR PHASE.
Choices around skills for life and work
Salon. Hub. Café. Gardening. Childcare
Parallel certification
Transition pathways
Work experience
Independent travel
Partnership

9. LEARNERS JOURNEY
IMPACT: 100% POSITIVE DESTINATIONS.