Garioch Community Kitchen

SCIO Scottish Charity No SC046110

How our work relates to Curriculum for Excellence

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

  • Mental, emotional, social and physical wellbeing (mental & emotional, social and physical wellbeing)
  • Planning for choices and changes (planning future sessions or on going classes)
  • Relationships, sexual health and parenthood (relationships)
  • Food and health (nutrition and safe & hygienic practices)

Literacy across learning

  • Listening and talking (Tools for listening & talking and understanding, analysing & evaluating)
  • Reading (tools for reading and understanding, analysing & evaluating)

Numeracy across learning

  • Number money and measure (estimation & rounding, number & number processes, fractions, decimal fractions & percentage, time, measurement and mathematics- its impact on the world past, present & future)
  • Information handling (ideas of chance & uncertainty)

Sciences

  • Biological systems (body systems & cells)
  • Materials (properties & uses of substances)

Technologies

  • Food & textiles contexts for developing technological skills & knowledge

Additional learning experiences and outcomes we can reach with customised projects and partners:

Health and wellbeing

  • Physical education (movement skills, competencies & concepts, cooperation & competition)
  • Physical activity & sport
  • Physical activity & health
  • Food & Health (food & the consumer)

Literacy across learning

  • Listening & talking (finding & using information)
  • Reading (finding & using information)
  • Writing (tools for writing)

Numeracy across learning

  • Number money & measure (money)

Expressive arts

  • Art & design
  • Dance

Sciences

  • Planet earth (biodiversity & interdependence)
  • Materials (chemical changes)

Social studies

  • People, past events & societies
  • People, place & environment
  • People in society, economy & business

Technologies

  • Technological developments in society
  • ICT to enhance learning
  • Food & textiles contexts for developing technological skills and knowledge
  • Craft, design, engineering & graphics contexts for developing technological skills & knowledge

Please note this has been taken from the Curriculum for Excellence

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