Villa Kindergarten

Curriculum (CfE)

The curriculum aims to ensure that all children and young people in Scotland develop the knowledge, skills and attributes they will need if they are to flourish in life, learning and work, now and in the future. The attributes and capabilities of the four capacities are outlined below:

Curriculum areas:
The guidance is structured under the headings of the eight curriculum areas:

Expressive arts:

Children and young people will develop, enhance and apply skills gained in the expressive arts in a very broad range of activities including role play, participation in whole school events, community events and outdoor learning. Such activities promote the development of skills in areas such as talking and working with others, and contribute greatly to children and young people’s mental, emotional, social and physical wellbeing.

Health and wellbeing:

Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. Learning through health and wellbeing enables children and young people to:
• make informed decisions in order to improve their mental, emotional, social and physical wellbeing
• experience challenge and enjoyment
• experience positive aspects of healthy living and activity for themselves
• apply their mental, emotional, social and physical skills to pursue a healthy lifestyle
• make a successful move to the next stage of education or work
• establish a pattern of health and wellbeing which will be sustained into adult life, and which will help to promote the health and wellbeing of the next generation of Scottish children.

Language and Literacy:

The development of literacy skills plays an important role in all learning to:
communicate, collaborate and build relationships
• reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others
• engage with and create a wide range of texts
in different media, taking advantage of the opportunities offered by ICT
• develop my understanding of what is special, vibrant and valuable about my own and other cultures and their languages
• explore the richness and diversity of language
, how it can affect me, and the wide range of ways in which I and others can be creative
• extend and enrich my vocabulary through listening, talking, watching and reading.


Villa staff provide a rich and supportive learning environment that will support a skilful mix of a variety of approaches, including:
• active learning and planned, purposeful play
• development of problem-solving capabilities
• developing mental agility
• frequently asking children to explain their thinking
• use of relevant contexts and experiences, familiar to children and young people
• using technology in appropriate and effective ways
• building on the principles of Assessment is for Learning, including understanding the purpose and relevance of the activities
• both collaborative and independent learning
• making frequent links across the curriculum, so that concepts and skills are developed further by being applied in different, relevant contexts
• promoting an interest and enthusiasm for numeracy.

Religious and moral education:

Learning through religious education enables children and young people to:

• develop their knowledge and deepen their understanding of the Catholic faith
• investigate and understand the relevance of the Catholic faith to questions about truth and the meaning of life
• highlight, develop and foster the values, attitudes and practices which are compatible with a positive response to the invitation to faith
• develop the skills of reflection, discernment, critical thinking, and deciding how to act in accordance with an informed conscience when making moral decisions
• nurture the prayer life of the individual and of the school community
• understand and appreciate significant aspects of other Christian traditions and major world religions
• make a positive difference to themselves and the world by putting their beliefs and values into action.


Children and young people develop a range of analytical thinking skills in order to make sense of scientific evidence and concepts. This involves them:

• being open to new ideas and linking and applying learning
• thinking creatively and critically
• developing skills of reasoning to provide explanations and evaluations supported by evidence or justifications
• making predictions, generalisations and deductions
• drawing conclusions based on reliable scientific evidence.

Social studies:

Through social studies, children and young people develop their understanding of the world by learning about other people and their values, in different times, places and circumstances; they also develop their understanding of their environment and of how it has been shaped. As they mature, children and young people’s experiences will be broadened using Scottish, British, European and wider contexts for learning, while maintaining a focus on the historical, social, geographic, economic and political changes that have shaped Scotland. Children and young people learn about human achievements and about how to make sense of changes in society, of conflicts and of environmental issues. With greater understanding comes the opportunity and ability to influence events by exercising informed and responsible citizenship.

Practical activities in the technologies offer children and young people opportunities to develop:

• curiosity and problem-solving skills, a capacity to work with others and take initiative
• planning and organisational skills in a range of contexts
• creativity and innovation, for example though ICT and computer aided design and manufacturing approaches
• skills in using tools, equipment, software and materials
• skills in collaborating, leading and interacting with others
critical thinking through exploration and discovery within a range of learning contexts
• discussion and debate
• searching and retrieving information to inform thinking within diverse learning contexts
• making connections between specialist skills developed within learning and skills for work
• evaluating products, systems and services
• presentation skills.

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