Progression and achievement

A standard is something against which we measure performance. Curriculum for Excellence has the clear aim of building on current practice to raise achievement. Standards and expectations in this context are set out for the whole curriculum in the experiences and outcomes of Curriculum for Excellence and their equivalent within specifications for qualifications. Within a level for a curriculum area or a part of an area such as reading, the experiences and outcomes describe the sorts of knowledge, understanding, attributes and skills expected. The expectations about progression through curriculum levels are shown in the stages of learning table.

The expectations comprise an entitlement and apply to the learning of every child and young person. A broad general education includes all of the experiences and outcomes across all curriculum areas up to and including the third level. These should be experienced by all children and young people as far as this is consistent with their learning needs and prior achievements.

The arrangements for assessment should enable and motivate all learners to develop to their fullest across the curriculum. Most learners will progress into the fourth level in many aspects of their learning before the end of S3, laying strong foundations for more specialised learning, qualifications and lifelong learning.

Children and young people will progress at different rates: some will require additional support and may take longer for their learning to be secure at a particular level for some or all areas of the curriculum; others who achieve secure learning sooner will require more challenging tasks and a greater emphasis on independent learning to help reinforce learning and allow them to maximise their progress and achievement.