For information on the curriculum for children in mainstream pre-compulsory, primary, lower secondary and upper secondary education respectively, see sections 5.1, 5.2, 5.3 and 5.4 of the Scotland mainstream archive.
In Scotland, the curriculum for the 5 to 14 age range (known as ‘the 5-14 curriculum’) is not prescribed by statute. Responsibility for the management and delivery of the curriculum belongs to education authorities and headteachers or, in the case of independent schools, the boards of governors and headteachers. Broad curriculum guidance is, however, produced by the Scottish Executive Education Department (SEED) and Learning and Teaching Scotland (LTS). This advice and guidance seeks to ensure that the curriculum secures breadth, balance, continuity and progression for all students.14
Although there is no specific curriculum for students with additional support needs (ASN), as the curriculum offered takes into account the nature and severity of individual need, the general 5-14 curriculum guidance (see above) does include some guidance for teachers of children with ASN, in respect of opportunities for curricular adaptation and development to accommodate students’ individual needs. Additional guidance also provides an interpretation of the 5-14 curriculum for students with ASN. Guidance given in SEED Circular 3/2001 further encourages schools and teachers to be flexible and innovative in curriculum design and delivery, to better meet the needs and wishes of all students to assist them to reach their full potential. 1 14
See sections 5.1.1, 5.2.1, 5.3.1 and 5.4.1 of the mainstream Scotland Archive in addition.
As explained above, there is no specific curriculum for students with additional support needs (ASN). However there are a number of baseline principles which direct what is taught in Scottish schools. The 5-14 curriculum, for example, is based on five baseline principles, which are:
These principles provide a framework for planning, teaching and evaluating the curriculum for pre-school, primary, secondary and special schools and apply to the varied implementation of the curriculum in these different contexts.15
Five main subject areas have also been identified as constituting the framework for planning the 5-14 curriculum for primary, secondary and special schools. These are:
Other cross-curricular areas involve:
Time allocation
Whilst mainstream primary and secondary time allocations may be used as a guideline within special education, the time spent on each subject area is generally influenced by individual educational programmes and records of needs. 1 15
See sections 5.1.2, 5.2.2, 5.3.2 and 5.4.2 of the mainstream Scotland Archive in addition.
See 5.5.1 and 5.5.2 and sections 5.1.3, 5.2.3, 5.3.3 and 5.4.3 of the mainstream Scotland Archive.
See 5.5.1 and 5.5.2 and sections 5.1.4, 5.2.4, 5.3.4 and 5.4.4 of the mainstream Scotland Archive.
See 5.5.1 and 5.5.2 and sections 5.1.5, 5.2.5, 5.3.5 and 5.4.5 of the mainstream Scotland Archive.
A pack to support primary school teachers working with children who have social, emotional and behavioural difficulties has been produced. 'Inclusive Education in Primary Schools' has been developed with funding from the Scottish Executive, and one-day training courses are available to support the pack. 34
See 5.5.1 and 5.5.2 and sections 5.1.6, 5.2.6, 5.3.6 and 5.4.6 of the mainstream Scotland Archive in addition.