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Curriculum for Excellence
is the national curriculum for Scottish Schools for learners from age 3 to 18. It was developed out of a 2002 consultation exercise – the 'National Debate on Education' – undertaken by the Scottish Executive
The Scottish Government is the executive arm of the devolved government of Scotland. It was established in 1999 as the Scottish Executive, from the extant Scottish Office, and the term Scottish Executive remains its legal name under the Scotland Act 1998...
on the state of school education. In response to the National Debate, Ministers established a Curriculum Review Group in November 2003 to identify the purposes of education
Education in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts...
for the 3 to 18 age range and determine the key principles to be applied in redesigning the curriculum
Scotland has a long history of universal provision of public education, and the Scottish education system is distinctly different from the other countries of the United Kingdom...
. Its work resulted in the publication in November 2004 of the document A Curriculum for Excellence
. This document identifies four key purposes of education that enable young people to become successful learners, confident individuals, responsible citizens and effective contributors.
The implementation of Curriculum for Excellence is being led by Learning and Teaching Scotland
Learning and Teaching Scotland is a non-departmental public body of the Scottish Government, formed by the merger of the Scottish Consultative Council on the Curriculum and the Scottish Council for Educational Technology...
Many within the Scottish teaching profession, including the teachers' union EIS and its members, believe that the Curriculum for Excellence is too vague, in particular with regards to its 'outcomes and experiences'. There exists a fear that this vague factor will result in teachers not knowing what is expected of them in the classroom.