Broad General Education

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In secondary schools, there are two stages to the curriculum; the Broad General Education and Senior Phase.

Broad General Education (S1-S3), is based on pupils’ entitlement to experience the full range of subject areas, as well as opportunities for learning that cut across subject areas (inter-disciplinary learning). There is also a strong emphasis on developing literacy, numeracy and health and wellbeing skills across the whole of their learning experience. All children and young people in Scotland have an entitlement to a curriculum which will support them in developing their values and beliefs and enable them to:

achieve the highest possible levels of literacy and numeracy and cognitive skills
develop skills for life and skills for work
develop knowledge and understanding of society, the world and Scotland’s place in it
experience challenge and success

Senior Phase Curriculum

Curriculum for Excellence

A Curriculum for Excellence is built around nationally agreed aims – the four capacities that all children should become successful learners, confident individuals, responsible citizens and effective contributors.

Curriculum for Excellence is divided into two phases: the broad general education and the senior phase. The broad general education begins in early learning and childcare and continues to the end of S3 (the third year of secondary school). Its purpose is to develop the knowledge, skills, attributes and capabilities of the four capacities of Curriculum for Excellence:

Successful learners
Confident individuals
Responsible citizens
Effective contributors

It is designed to provide the breadth and depth of education to develop flexible and adaptable young people with the knowledge and skills they will need to thrive now and in the future. It aims to support young people in achieving and attaining the best they possibly can.

Curriculum is defined as the totality of all that is planned for children and young people from early learning and childcare, through school and beyond. Children’s and young people’s learning should be planned for and experienced across the four contexts.

The Four Capacities

Successful learners

With:

enthusiasm and motivation for learning
determination to reach high standards of achievement
openness to new thinking and ideas

and able to:

use literacy, communication and numeracy skills
use technology for learning
think creatively and independently
learn independently and as part of a group
make reasoned evaluations
link and apply different kinds of learning in new situations

Confident Individuals

With:

self-respect
a sense of physical, mental and emotional wellbeing
secure values and beliefs

and able to:

relate to others and manage themselves
pursue a healthy and active lifestyle
be self aware
develop and communicate their own beliefs and view of the world
live as independently as they can
assess risk and take informed decisions
achieve success in different areas of activity

Responsible Citizens

With:

respect for others
commitment to
participate responsibly in political, economic, social and cultural life

and able to:

- develop knowledge and understanding of the world and Scotland’s place in it
- understand different beliefs and cultures
- make informed choices and decisions
  evaluate environmental, scientific and technological issues
- develop informed, ethical views of complex issues

Effective Contributors

With:

an enterprising attitude
resilience
self-reliance

and able to:

communicate in different ways and different settings
work in partnership and in teams
take the initiative and lead
apply critical thinking in new concepts
create and develop
solve problems

Scotlands Curriculum - Curriculum for Excellence - helps our children and young people gain the knowledge, skills and attributes needed for life in the 21st century.

Creative Arts

Discover

Healthy Living

Discover

Language & Communication

Mathematics

Science

Social Subjects

Technologies

BGE Timetable

In S1/2 pupils follow a timetable which ensures that the eight curriculum areas are experienced i.e. Expressive Arts, Health and Wellbeing, Languages, Mathematics, Religious and Moral Education, Sciences, Social Studies and Technologies.

In S3 a degree of subject choice allows pupils to select English and Mathematics along with a total of 8 other subjects; together with a core provision of Physical Education, French, RE and Health & Wellbeing.

Period Allocations for S1-S2

Period Allocations for S3-S4

S3 Options 2023/24

Successful Learners

Supporting Positive Behaviour

Our Expectations

Demerits / referrals

Each week your HWB/register teacher will check demerits

Any pupil who picks up a total of 3 demerits/referrals (can be a combination of both) will be placed on a green Timetable.

Register Teachers should email the appropriate Pupil Support Teacher to let them know of any pupils placed on timetables.

Green Timetable

This timetable is for two weeks and will be monitored mainly by your Registration teacher. Your registration teacher will check this every morning.

Parents/Carers are expected to sign the timetable every night to indicate that they are also monitoring your behavior.

Your parent/carer will be advised via Group Call that you are being monitored.

At the end of the two weeks a decision will be made between your Registration teacher and your Pupil Support teacher as to whether you have made the necessary improvement or not.

Orange Timetable

If it is decided that your behaviour is not yet at an acceptable level you will be moved onto an orange timetable for two weeks

This decision will also be accompanied by a phone call home.

This will be monitored by Pupil Support and you will be required to have this seen by your Pupil Support teacher at breaks and lunches

At the end of the two weeks a decision will be made by your Pupil Support teacher as to whether you have made the necessary improvement or not.

If not, Pupil Support will arrange to have a meeting in school with your parent/carer where a school plan will be created. You will be monitored for a further two weeks on the timetable.

Parental/Carer Meeting

If your Pupil Support teacher is not happy with your progress on the orange timetable they will call a parental/carer meeting.

Your Yeah Head may be involved at this stage.

At this meeting, the next steps will be discussed and a school plan agreed upon. This could involve:

further monitoring of behaviour

request for intervention from Nurture or Inclusion

input from partner agencies (such as Social Work)

There are many other options depending on the individual case.

Red Timetable

If it is decided that your behaviour is not yet at an acceptable level you will be moved onto a red timetable and a meeting with your parent/carer arranged with your Year Head.

You will be monitored by your Year Head and you will be required to have this seen at breaks and lunches

Your Year Head will liaise regularly with your Pupil Support teacher and home until improvement is achieved.

Additional Points

Pupil Support teachers will operate lunchtime detentions for their own caseload as and when necessary.

Staff should be aware when issuing demerits/referrals that if a referral is logged it is not necessary to also add a demerit for the same incident.

If a pupil has previously been on timetable the Pupil Support teacher can decide to start the process at a more advanced stage (green/orange timetable).

BGE Progress Tracker

Our BGE Progress Tracker helps you stay informed about your child’s learning throughout S1–S3. It offers a simple overview of what they’re learning in each subject, the skills they’re developing, and how you can support them at home.

The tracker isn’t about pressure or grades – it’s a way to celebrate progress, understand learning, and spot when extra support might help.

On the tracker page, you’ll find guidance on progress levels, tips for supporting learning, and information on how we assess across the BGE.

If you have any questions, please contact your child’s Pupil Support Teacher or subject teachers.