Curriculum For Excellence

In Scotland there is the Curriculum for Excellence which aims to achieve a transformation in education by providing a coherent, more flexible and enriched curriculum from 3 to 18.

Curriculum for excellence building the curriculum 4 skills for learning, skills for life and skills for work http://www.scotland.gov.uk/resource/doc/288517/0088239.pdf

To provide a broad, balanced and integrated curriculum with a view to developing the individual child’s full potential.

Early childhood education curriculums are becoming a national curriculum in most countries. With more governments and society thinking about education of under-fives we are seeing shifts in thinking and education to meet the changing world. We are developing children skills for the future to create a society where children feel they belong and can contribute to society. Curriculums are being influenced my social, political, cultural, historical and theoretical issues that are impacting different curriculums in the world. I am going to explore and develop my understanding about three different curriculums to recognise the different influences affecting curriculums. I am going to explore the curriculums of Te Whāriki: New Zealand, Belonging, Being and Becoming: The Early Years Learning Framework for Australia and Curriculum for Excellence: Scotland. This will allow me to develop an understanding of other curriculums which I have not heard about to discover other way to education that I have not been taught in teacher’s college.

prepare, set out and support activities and experiences that encourages learning and development in each area of the relevant early years framework

Every child matters agenda and the childcare act 2006, it become an entitlement of all 3-4 year olds in England to receive a free part time early years education of up to 12.5 hours per week for 38 weeks of the year. Early year’s provision in school is about supporting very young children it is distinct from key stage 1 in each country within the UK and is best on the concept of learning through play rather than more formal education Play has been show to be an important part for children learning. In Scotland the curriculum is focused around the document curriculum for excellent. This document concerns the curriculum for 3-4 years

Providers must plan and organise their systems to ensure that every child receives an enjoyable and challenging learning and development experience that is tailored to meet their individual needs.

In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.

In order to improve their work with young children practitioners use their own learning by using ways of work that are non-judgemental, sensitive and positive. Therefore, practitoners through initial on-going training and development need to develop, and demonstrate and continuously improve a number of things in their work. They may have to work with the wider community such as parents and carers and also with other professionals with inside and outside the setting. They may have to improve on their relationships with both the children and their parents and develop a knowledge and understanding of the diverse ways that children can learn in order to support and extend children’s learning across all areas and aspects of learning (Leicestershire County Council).

The Curriculum for Excellence describes eight curricular areas, three of which assign a responsibility to all teachers regardless of sector; namely Literacy, Numeracy, and Health and Wellbeing (HWB). Whereas some form of instruction in reading, writing and arithmetic has always been a feature of formal education, Health and Wellbeing is a relatively new addition to the school curriculum, both in Scotland and globally .

The Curriculum for Excellence, introduced in 2014, aims to transform education in Scotland for ages 3-18. It intends to progress the standards of education and learning in the country by moving away from more traditional methods of teaching. This strategy, developed by the Scottish Government, recognises that learning is a lifelong process, beginning at birth, and therefore it is important to employ methods which prepare children from a young age for a life of work. In order to do so, the curriculum is based on seven key principles which are designed to provide young people with the knowledge and skills for life in the 21st century. This knowledge and skill is learnt through experiences and opportunities which are carefully planned for each age group, encouraging space for learning out with the standard school subject boundaries. The programme has four main outcomes prompting children to become successful learners, confident individuals, responsible citizens and effective contributors. Once an individual has completed the education programme, reflections of the curriculum’s purpose can be assessed in the child or young person to see if they have met the proposed outcomes and therefore determining the overall success.

By advocating for a curriculum that encourages processes and puts children’s learning at its centre, the Scottish Curriculum for Excellence (Education Scotland, online) provides educators with chances to enhance professional learning by promoting

Excellence for students is the ability for them to strive to be the best they can be. This is

The Scottish Educational system has many key components which make it so successful, for example; The Curriculum for Excellence, also known as the CfE is providing children aged from 3 years to 18 years old the chance to develop new skills that they can carry with them through their life. The CfE is built up of four capacities; Successful Learners, Confident Individuals, Responsible Citizens and Effective Contributors and through providing the correct and challenging experiences for each child as an individual you will be helping them to work towards developing aspects of all four of the capacities. Another key component is the recent introduction of the National Qualifications. The new National Qualifications offer more flexibility, with a

The meaning of the term’ curriculum’ is difficult to define. For school, Pratt (in Brady and Kennedy, 2014, p. 3) argues that curriculum can be ‘an organized set of formal educational and training intentions’. For students, Marsh and Wills (in Brady and Kennedy, 2014, p. 3) maintain that curriculum is ‘an interrelated set of plans and experiences that a student undertakes under the guidance of the school’, while for teachers, the challenge is to develop curricula that will cater for the needs of all students (Ah Sam & Ackland, 2005). There are various meanings attached to the term’ curriculum’. My personal definition for school curriculum is that schools develop programs of different study areas basing on the content of the national curriculum document; teachers plan their teaching basing on the programs; eventually, students experience the curriculum by engaging in diverse teaching activities. In this essay, I will be discussing The Early Years Learning Framework (EYLF) in relation to the strategic plan and teaching philosophy of Hampton Park East Kindergarten.