[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583783-105":59,"doc-detail-583783-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","why-ask-about-the-curriculums-four-capacities-now","WHY ASK ABOUT THE CURRICULUM’S FOUR CAPACITIES NOW?","","The thought paper examines why Scottish education should revisit the four capacities within Curriculum for Excellence, especially in light of major policy and societal shifts since 2015 and particularly the watershed changes around 2020. It draws on qualitative inputs from around 150 educators and youth learning specialists, plus about 600 young people, and incorporates additional educator curriculum stories from the pandemic period. Guided by questions about meaning, practice, inclusion, and relevance, it synthesizes findings to inspire discussions and actions for learners, youth work, and policymakers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/why-ask-about-the-curriculums-four-capacities-now/583783/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/why-ask-about-the-curriculums-four-capacities-now/583783.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper revisit the four capacities now?","Question",{"text":112,"@type":113},"It argues that the 2015 “watershed moment” idea was intensified by events in 2020, and that 2022 is a key time to decide how to respond. It also links renewed attention to ongoing policy and implementation challenges.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What evidence does the paper use about learners’ awareness?",{"text":117,"@type":113},"It reports asking over 600 learners whether they have heard of the four capacities, after showing the icon. The findings indicate many learners had never heard of them or were unsure, with particularly low awareness in S1-3 and Senior Phase.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper frame the purpose of school and the four capacities?",{"text":121,"@type":113},"It explores what “successful learners, confident individuals, responsible citizens and effective contributors” means in practice, and how the four capacities add value through curriculum, qualifications, and extracurricular activities. It also questions whether inclusion planning should identify and define them when designing learning experiences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583783,1792230247,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Prepared by  \n“I CAN’T BELIEVE WE’RE STILL TALKING ABOUT  \nTHIS.”  \nThat was the exclamation from one educator in February 2022, at an early interview session to explore the four capacities of the Scottish Curriculum for Excellence. She had a point.  \nAnd it’s a point we’ve heard at least implicitly at every step of this journey, as our team listened to the voices of around 150 educators, youth learning specialists and over 600 young people over the first five months of 2022. We also included the voices of another 130 or so educators whose ‘curriculum stories’, told during the height of the pandemic, showed how curriculum purpose and the four capacities perform under pressure. We adopted a trademark empathetic approach, reflecting an appreciation for the work educators do and the incredible achievements of our young people, the vibrancy and dynamic of Scottish education.  \nWe asked them what it means to develop “successful learners, confident individuals, responsible citizens and effective contributors” in the Scottish education system. What do the “four capacities” mean in practice? How do they add value through curriculum, qualifications or extracurricular activities? Is it still helpful to identify, define, and plan the inclusion of these four capacities when we design learning experiences?  \nAnd how do we retain the relevance of the attributes and capabilities we want to build with young people when the world is changing so swiftly? What can different educational stakeholders, children and young people do to support a progression of development in those skills and development as humans?  \nThese questions need to be discussed. The purpose of this thought paper and the qualitative research behind it is to flesh out the key ideas behind those questions and inspire more.  \nThe team at our firm, NoTosh, helps school leaders accelerate positive change by thinking and doing things differently. In our method, employed with this project, we:  \n• guide leaders from passive thinking to dynamic activity;  \n• equip leaders with the tools to work through challenges with their school communities;  \n• create environments where it’s safe to be experimental; and  \n• develop a shared language for teams within schools.  \nAnd we keep asking questions. There are plenty of them in this paper for educators, youth work specialists and young people to keep asking, and for policymakers to consider. So take them further, and with your answers, perhaps you can already make the changes you want to see in your own classroom, school, youth club or programme.  \nEwan McIntosh Managing Director, NoTosh, Edinburgh  \nAugust 2022  \nAthole McLauchlan Consultant, NoTosh, Brussels  \nWHY ASK ABOUT THE CURRICULUM’S FOUR CAPACITIES NOW?  \nIn 2015, the OECD (2015) proclaimed: “This is a watershed moment for Scotland’s Curriculum for Excellence”(p. 16) .  \nBut any notion that 2015 might have been a watershed moment was thrown into sharp relief in 2020.  \nIt was the events of 2020 that brought ‘lift off’,“a historical change indirection”, a “monumental event”. Within weeks. 2020 brought many in Scottish education that watershed moment, showing what’s possible where there is a will and need for change.  \n2022 is perhaps the year we need to decide what to do with this watershed moment we’ve experienced. That’s why we want to explore the four capacities.  \nIt’s 20 years since the last ‘National Debate’ on education led to the launch of Curriculum for Excellence in 2004. The curriculum was conceived to ‘fully prepare today’s children for adult life in the 21st century’ (Scottish Executive, 2004, p. 3) . These four capacities articulated the aspirational purpose of Curriculum for Excellence, that‘each child has an enormous capacity for learning and the potential to achieve in different ways’ (p. 9) .  \nThe successful implementation of the four capacities has always rested on a knife-edge between the capacities serving as powerful tools to structure or design learning on the one ","cbCaiaG8CmP5hIyU","https://ap.wps.com/l/cbCaiaG8CmP5hIyU","pdf",994454,28,"English","# WHY ASK ABOUT THE CURRICULUM’S FOUR CAPACITIES NOW?\n## What did we discover? \n## Learners share a consensus about the point of school","[{\"question\":\"Why does the paper revisit the four capacities now?\",\"answer\":\"It argues that the 2015 “watershed moment” idea was intensified by events in 2020, and that 2022 is a key time to decide how to respond. It also links renewed attention to ongoing policy and implementation challenges.\"},{\"question\":\"What evidence does the paper use about learners’ awareness?\",\"answer\":\"It reports asking over 600 learners whether they have heard of the four capacities, after showing the icon. The findings indicate many learners had never heard of them or were unsure, with particularly low awareness in S1-3 and Senior Phase.\"},{\"question\":\"How does the paper frame the purpose of school and the four capacities?\",\"answer\":\"It explores what “successful learners, confident individuals, responsible citizens and effective contributors” means in practice, and how the four capacities add value through curriculum, qualifications, and extracurricular activities. It also questions whether inclusion planning should identify and define them when designing learning experiences.\"}]","WHY ASK ABOUT THE CURRICULUM’S FOUR CAPACITIES NOW? | PDF",1792048396,71]