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Essential reading that will help you to understand what the experiences and outcomes are and the contributions that you can make to the curriculum from early years to the end of S3.
Every child and young person in Scotland is entitled to experience a broad general education. This broad general education takes place from the early years to the end of S3 and is represented by learning across all of the experiences and outcomes to the third curriculum level together with those selected for study at the fourth, as far as is consistent with each child or young person’s needs. Further information on all learner entitlements can be found in Building the Curriculum 3: A framework for learning and teaching.
By exploring the entire set of experiences and outcomes, staff will be able to see the curriculum from the early years to the end of S3 as a whole. Those who teach a particular stage will be able to see where their contributions to a child’s learning and development sit in the span of progression. Secondary teachers will also see where they can make contributions to experiences and outcomes from more than one curriculum area. Staff can then plan, with colleagues, their contributions to each learner’s education and also support learners in making connections in their learning.
By doing this successfully, they will ensure that each learner experiences a coherent curriculum, achieves the highest possible standards, and is prepared to move successfully into the senior phase and a positive and sustained destination.
The framework is less detailed and prescriptive than previous curriculum advice. It provides professional space for teachers and other staff to use in order to meet the varied needs of all children and young people.
The title ‘experiences and outcomes’ recognises the importance of the quality and nature of the learning experience in developing attributes and capabilities and in achieving active engagement, motivation and depth of learning. An outcome represents what is to be achieved.
Taken as a whole, the experiences and outcomes embody the attributes and capabilities of the four capacities.
They apply to the totality of experiences which are planned for children and young people, including the ethos and life of the school and interdisciplinary studies as well as learning within curriculum areas and subjects. This means that they apply beyond timetabled classes and into, for example, enterprise and health activities and special events.
 The exceptions to this statement are where specific sets of experiences and outcomes are specialised: Gàidhlig, Gaelic (learners) and classical languages and religious education in Roman Catholic schools.