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Introduction
Who is this document for?
This document is for all partners involved, in whateversetting, in promoting effective learning for children and young people enabling them to develop skills for learning, life and work 1 across all aspects of the curriculum 2 and at all levels.
Who are these partners?
All those involved in planning, supporting, designing and delivering learning including:
Practitioners at all levels - early years, primary, secondary and special schools, colleges, universities, voluntary organisations, private training providers, youth workers and other specialist learning providers including those in secure and residential settings.
Young people, their parents, carers and families, local authorities, employers, Skills Development Scotland, professionals in other children's services (health, social work, police) Sector Skills Councils, community learning and development partnerships and wider community planning partnerships.
What is this document for?
This publication is part of a series of Building the Curriculum papers and is intended to further support planning, design and delivery of the curriculum in pre-school centres, schools 3 and colleges. It sets out skills for learning, life and work for Curriculum for Excellence and shows how they are embedded in the Experiences and Outcomes and the senior phase. It supports thinking about evidence of progression in those skills and how they can be developed and applied across learning and in different contexts. This guidance should be considered alongside the published Curriculum for Excellence: Experiences and Outcomes, so that the development of skills is integrated and embedded into programmes and courses, permeating learning and teaching throughout the pre-school, school years and into lifelong learning.
The examples that are included in this document are for illustrative purposes and are not intended to be prescriptive. They indicate potential links to the Experiences and Outcomes and show how progression in skills might be addressed. Practitioners will wish to review and adapt the examples for other curriculum areas as appropriate to their circumstances.
Further advice on planning learning can be found in Building the Curriculum documents, especially Building the Curriculum 3 - A Framework for Learning and Teaching and the planned document Building the Curriculum 5 - A Framework for Assessment.
In due course this guidance on skills development will be supported by further exemplification.
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