Curriculum areas
The guidance is structured under the headings of the eight curriculum areas:
Expressive arts, Health and wellbeing, Languages, Mathematics, Religious and moral education, Sciences, Social studies & Technologies.
Stages
Early The pre-school years and P1, or later for some First To the end of P4, but earlier or later for some Second To the end of P7, but earlier or later for some Third and Fourth S1 to S3, but earlier for some. The fourth level broadly equates to SCQF level 4
Senior phase S4 to S6, and college or other means of study
We at the kitchen primarily do work which focuses on early to second stage children, however we have carried out work children who are third to senior stage and are happy to continue this where there is a desire/ need.
Curriculum for excellence: responsibility of all practitioners
Health and wellbeing across learning
Literacy across learning
Numeracy across learning
Health and wellbeing across learning: the responsibility of all practitioners
Everyone within each learning community, whatever their contact with children and young people may be, shares the responsibility for creating a positive ethos and climate of respect and trust – one in which everyone can make a positive contribution to the wellbeing of each individual within the school and the wider community. There are many ways in which establishments can assist young people. These include peer support, buddies, breakfast or lunch clubs, safe areas, mentors, pupil support staff, and extended support teams.
The responsibilities of all include each practitioner’s role in establishing open, positive, supportive relationships across the school community, where children and young people will feel that they are listened to, and where they feel secure in their ability to discuss sensitive aspects of their lives; in promoting a climate in which children and young people feel safe and secure; in modelling behaviour which promotes health and wellbeing and encouraging it in others; through using learning and teaching methodologies which promote effective learning; and by being sensitive and responsive to the wellbeing of each child and young person. Practical responsibilities include understanding of anti-discriminatory, anti-bullying and child protection policies by all staff and knowledge of the steps to be taken in any given situation, including appropriate referral.
Learning experiences and outcomes we reach during a typical core session:
Health and wellbeing
Literacy across learning
Numeracy across learning
Sciences
Technologies
Additional learning experiences and outcomes we can reach with customised projects and partners:
Health and wellbeing
Literacy across learning
Numeracy across learning
Expressive arts
Sciences
Social studies
Technologies
Please note this has been taken from the Curriculum for Excellence