Curriculum For Excellence Pdf

The needs and abilities of the learner should dictate the pace and nature of their progress through the experiences and outcomes. Users should note the increased limitations to Fourth Level data. The information included in this publication is the third set of Achievement of CfE Level data to be gathered and published under CfE. It does not provide as broad a view on pupil performance as teacher judgements, nor does it provide data on whether a CfE level has been achieved or not. They will be able to process new information more easily and apply knowledge in different contexts from those in which the knowledge was acquired.

Scottish Government

The curriculum is defined as all the experiences that are planned for learners wherever they are being educated. As a result, sociology by richard t.schaefer pdf Education Scotland published draft Curriculum for Excellence Benchmarks for literacy and numeracy in August in order to provide a more explicit and clear statement of standards. Planning the curriculum for learners must consistently take account of the need to develop wider skills in all subjects and courses. Every learner is entitled to personal support to enable them to gain as much as possible from the opportunities that Curriculum for Excellence offers. Curriculum for Excellence defines five levels of learning.

Achievement of curriculum for excellence levels results

The Scottish Government releases experimental statistics to engage with users and understand their needs. Supporting files Download. As a result, Education Scotland published new Benchmarks for Achievement of CfE levels in literacy and numeracy in August in order to provide a more explicit and clear statement of standards. The information gathered as part of this return does not include a specific stage for these pupils i. This suggests that further attention should be paid to assessment of progress at this level.

They will be more confident in tackling new and more challenging tasks and dealing with new situations, and will have a better understanding of their responsibilities within society. This site uses cookies to make the site simpler. The expected standards under CfE were embedded in the Experiences and Outcomes from the outset. Teachers need to report to each other on the progress that learners are making and ensure that they are building on the progress that learners have made.

It requires support for all learners in developing skills for learning, life and work with a continuous focus on literacy, numeracy and health and wellbeing. Classes do not need to be based on age cohorts.

They will be more able to control their own lives and to be active in society, particularly in contributing to the economy, but also in their awareness of wider issues that affect them. For users to become familiar with the new statistics and methodology. It encourages learning to take place in the outside world, including through work experience, not only in the formal classroom.

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This means more appropriately paced progress through levels, allowing broader and deeper learning. Achievement of CfE Level data continue to be data under development and caution should be applied when making comparisons to previous Achievement of CfE Level results. Figures in this report are generally rounded to zero decimal places.

It allows learning to be organised more flexibly. The data in this publication do not provide detail on the factors which may impact on the accuracy of the data. The main commitment for many will be to joint planning and this must be taken into account in improvement plans.

Therefore, it is not possible to calculate the percentage of pupils who have achieved the CfE level relevant to their stage. This should be reassuring to those already committed to self-evaluation and development.

All teachers have a responsibility to develop, reinforce and extend learning in these areas. This is expected to have an impact on the consistency of data in future years. This is intended to make personalisation and choice easier rather than to allow streaming. There should be no early presentation for examinations unless in exceptional individual circumstances. There are good examples of interdisciplinary learning available based on strong subject themes, as well as project-based approaches.

The purpose of the curriculum - the four capacities. The curriculum must include the sciences, languages and literacy, mathematics and numeracy, social studies, expressive arts, health and wellbeing, religious and moral education and technologies. Experimental statistics are Official Statistics that are undergoing development.

Further work will be required to explore this and may require changes to the guidance issued for data providers in advance of future collections. They need to agree the standards that they would expect to see from learners at each level in terms of literacy, numeracy and other essential skills for learning. It offers learners access to a wider range of experiences and recognises achievement across a range of learning. In this case, there are no directly comparable sources of data against which these new data can be compared.

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It emphasises the importance of well planned interdisciplinary learning as well as subject-based learning. We have a new website go to gov. The reduction in prescription provides the flexibility to take greater account of individual needs.

It also stresses the need to make connections between these. The Scottish Government and its partner organisations would like to thank Keir Bloomer and David Cameron for producing this summary text.

In the senior phase, learners can reduce the curriculum areas covered, but they must have the sort of experiences that will further develop the four capacities. An emphasis on active learning provides a platform for developing a wider range of skills, as well as deeper knowledge and understanding. Benchmarks for other areas of the curriculum will also be published.

There will be discussion with higher and further education providers to establish clarity about how they intend to deal with qualifications acquired at different stages in the senior phase. This must be the basis for detailed planning at each stage, building on all the learner achieved at the previous stage. This is an entitlement for all learners at all stages of their education. All teachers need to identify the best opportunities to develop skills in literacy and numeracy and to support understanding of health and wellbeing.

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Download the full set of experiences and outcomes

Assessment will need to focus on all the skills and knowledge within the experiences and outcomes and all will have to be explored. However, data are included in this publication for achievement of Third Level or better and Fourth Level specifically.

It can also be useful to compare results from new collections to other, existing sources of information on the same topic. Around half of local authorities have increased levels of confidence compared to previous years, but reported some ongoing concerns around data consistency.

Programmes can be planned confidently on that basis. They will be able to learn more independently.