1. All Children and young people have an entitlement to a curriculum which they experience as a coherent whole, with smooth and well-paced progression through the experiences and outcomes, particularly across transitions, for example from pre- school to primary or from secondary school to college

2. Broad General Education is one of the key terms used in Curriculum for Excellence (CfE). When CfE was debated and agreed by parents, teachers and others in 2002, there was agreement that education in Scotland had to change if it was to equip young people for the challenges of the 21st century. It was widely agreed that education should be preparing young people to become more adaptable learners and more prepared for changing world. It was agreed it should also be raising standards of attainment and achievement for all young people.

3. The broad general education phase of CfE is closely connected to the senior phase with the learning undertaken up until the end of S3 providing a strong foundation for choosing and specialising in a range of subjects. The broad general education phase of CfE is closely connected to the senior phase with the learning undertaken up until the end of S3 providing a strong foundation for choosing and specialising in a range of subjects. A key part of broad general education is the development of the knowledge, skills, attributes and capabilities set out in the Experiences and Outcomes. A key part of broad general education is the development of the knowledge, skills, attributes and capabilities set out in the Experiences and Outcomes.

4. Schools are looking for interesting and challenging ways to give young people the full range of experiences in a broad general education. This will include among others: Use of technology Use of technology Active Learning Active Learning Co-Operative Learning Co-Operative Learning Interdisciplinary Learning Interdisciplinary Learning The aim of these different types of learning is to ensure that learners get a broad general education which helps prepare them for a senior phase.

5. S3 Personalisation Learners should have opportunities for personalisation and choice across many aspects of their learning S1-S3. These can include choices through learning, teaching and assessment approaches; topics or contexts; themes for interdisciplinary learning; the opportunities learners have to contribute to the life of the school as a community; and the activities they undertake for personal achievement. The activities which a young person chooses should build on their prior learning and provide progression through breadth, challenge and application.

6. S3 Specialisation Specialisation is important to maintaining young peoples motivation, providing challenge and preparing them for progression into the senior phase and qualifications. Schools can provide opportunities for young people to specialise through subject choice depending on young peoples progress and achievements. In doing so it will be important to design the S1-S3 curriculum so that such specialisation does not close off options for qualifications and subsequent pathways available to young people at the start of the senior phase from S4 onwards. It is at the end of S3 that young people should make their choices for qualifications in the senior phase.

7. MELDRUM ACADEMY S1-S3 CURRICULUM Will provide a wide range of subject knowledge together with consistent reinforcing of the skills required for 21st Century life long learning and work. Will provide a wide range of subject knowledge together with consistent reinforcing of the skills required for 21st Century life long learning and work. Pupils will keep their options open across all curriculum areas (expressive arts, health & wellbeing, languages, mathematics, RMPS, sciences, social sciences and technologies) with a degree of personalisation and specialisation available in S3 as they progress to the senior phase. Pupils will keep their options open across all curriculum areas (expressive arts, health & wellbeing, languages, mathematics, RMPS, sciences, social sciences and technologies) with a degree of personalisation and specialisation available in S3 as they progress to the senior phase. Expectations are higher than ever before reflecting the challenges our pupils will face and our determination to raise attainment and achievement – the sum of all pupil experiences within and out with the classroom. Expectations are higher than ever before reflecting the challenges our pupils will face and our determination to raise attainment and achievement – the sum of all pupil experiences within and out with the classroom.