Technologies in Curriculum for Excellence
Learning in technologies will allow your child to develop skills, knowledge, understanding and attributes through creative, practical and work-related activities across a range of areas. They will be able to use these skills in business, computing science, digital literacy, food, textiles, craft, design, engineering, and graphics.
What skills will my child develop?
Within technologies your child will develop and demonstrate:
- knowledge and understanding of the big ideas and concepts of the technologies
- curiosity, exploration and problem solving skills
- planning and organisational skills in a range of contexts
- creativity and innovation
- skills in using tools, equipment, software, graphic media 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
- making connections between specialist skills developed within learning and skills for the world of work
- evaluating products, systems and services
- presentation and communication skills
- an awareness of sustainability
What will my child learn?
Each area of the curriculum is broken down into experiences and outcomes. These are clear and concise statements about children's learning and progression from pre-school to S3.
Read the experiences and outcomes for technologies.
How are children and young people learning in Scotland?
Education Scotland publishes regular 'Curriculum Impact Reports', which present a subject-by-subject view of how children and young people are experiencing learning in different curriculum areas across the country. Parents' views are taken into consideration in the reports.
The report of the Technologies Impact Review, 'Building Society: young people’s experiences and outcomes in the technologies', was published by Education Scotland on 9 March 2015.
Summary of key points
'Building Society' describes and evaluates what it feels like to be a young learner (3-18 years) in Scotland in the specific curriculum areas of the technologies. It provides a clear sense of direction for technologies learning for years to come, for all those with an interest in children and young people and in the society and economy in which they will grow.
Building Society brings together evidence from:
- visits to early learning and childcare settings and schools
- data from the wider programme of inspections carried out by Education Scotland over 2013/14
- statistical analysis of young people's performance in national examinations
- research from Scotland and from around the world.
These sources confirmed the rich variety and diversity of learning and achievement which Scotland's technologies curriculum can offer our children and young people. The strengths of the technologies 'family' - technological developments in society, ICT to enhance learning, business education, computing science, craft design engineering and graphics, and food and textiles contexts - were having a clear, positive impact on our young people in a number of settings and schools. These positive experiences were effective in inspiring young people to strive for high levels of achievement, and motivating them towards careers in the wide spectrum of opportunities in the technologies.
The report addresses a number of key themes including the breadth of Scotland's technologies curriculum and its relationship with the creative and manufacturing industries; the technologies' contribution to learning for sustainability; and gender issues. It also underlines the significant contributions that the technologies can make to raising attainment and achievement, closing the gap in performance between Scotland's most and least privileged youngsters, and preparing them for the fast-changing world that awaits them.
Positive features - and areas for development
The report highlights important, positive features of learning in the technologies in Scotland's early learning and childcare settings and schools. It identifies three clear priorities to bring about improvements in young people's experiences and achievements in the technologies.
- Young people's learning needs to promote innovation, and make much more direct use of the exciting, dynamic technologies environment in which children and young people will live and grow.
- Staff working with children 3-15 need a stronger lead and clearer guidance to support better learning in the technologies.
- Digital technologies need to become much more central to children's learning in all areas of the curriculum.
Building Society makes it clear that better technologies learning will need all partners – learners, practitioners, parents, businesses and the wider communities – to work together, in new and more productive ways. Education Scotland will provide the lead that is expected of it, engaging its partners closely in delivering Building Society's promise and potential.
The report has the potential to achieve new, far-reaching impact on Scotland's children and young people, their communities, their environment and their economy.
To learn more, read the full curriculum impact report: