The Curriculum for Excellence in Scotland aims to provide a coherent and flexible education for children and young people aged 3 to 18, focusing on developing key capacities like successful learners and responsible citizens. It emphasizes a broad general education that enhances literacy, numeracy, and life skills while offering tailored support and options for personalization. The curriculum encompasses interdisciplinary learning and is structured around eight core areas to foster connections across subjects.

2. Understanding the Curriculum as a
whole.

3. Understanding the Curriculum a whole
• Curriculum for excellence aims to achieve a transformation in
education in Scotland by providing a coherent, more flexible and
enriched curriculum from 3 to 18.
• The 3-18 curriculum aims to ensure that all children and young
people in Scotland develop the attributes, knowledge and skills
they will need to flourish in life, learning and work.
• These attributes will allow them to demonstrate four keys
capacities in order to be: successful learners, confident individuals,
responsible citizens and effective contributors.

4. The Key Capacities

5. What can learners expect?
A BROAD GENERAL EDUCATION
 SUPPORT
SENIOR PHASE

6. Learners A curriculum that includes a range
need and of features at the different stages
entitled of learning.

7. A BROAD GENERAL EDUCATION
The purpose of education in Scotland a broad general education
A broad general education means a curriculum that help learners to:
- Achieve the highest levels of literacy, numeracy and cognitive skills
- Develop skills for learning, skills for life and skills for work
- Develop knowledge and understanding of society
- Experience challenge and success

8.  SUPPORT
- The support involves a range of people: parents, teachers, nurses,
psychological services, college staff…
- The most important thing is to work in partnership.
- Every child should have a personalization and choice within their
curriculum.

9. SENIOR PHASE
Is the phase when the
young person will build up a
portfolio of qualifications
In this phase the education must to:
• Provides specialitation, depth and rigour to them
• Prepares them well for achieving qualifications
• Continues to develop skills for learning, skills for life and
skills for work
• Supports them to achieve a positive and sustained
destination

10. Principles for Curriculum design.
Curriculum areas and subjetcs.
Indisciplinary learning.

11. Principles for curriculum design
The curriculum should be designed on the bases of the following
principles:
– Challenge and enjoyment
– Breath
– Progression
– Depth
– Personalization and choice
– Coherence
– Relevance
– The principles must be taken into account for all children and young
people. And it must be applied where children and young people are
learners.

12. Curriculum areas and subjects
The eight curriculum areas are:
– Expressive arts
– Health and wellbeing
– Languages
– Mathematics
– Religious and moral education
– Sciences
– Social studies
– Technologies
““The curriculum areas are not structure in timetabling, they might be
organized and planned for in creative ways which sustained
learning.””

13. Indisciplinary learning
• The curriculum should include space for learning beyond subjects
boundaries, so that children and young people can make
connections between different areas of learning.
• Effective interdisciplinary learning:
– Is planned around clear points.
– Is based upon experiences and outcomes drawn from different
curriculum areas or subjects within them
– Ensure progression in skill and knowledge and understanding
– Can provide opportunities

14. Curriculum levels and qualifications.

15. Levels

16. National Courses and Grades