Curriculum for Excellence – The NEN

Primary Schools: Attainment at a record high, says Curriculum for Excellence report

Latest statistics show widespread improvement

The proportions of pupils in primary achieving expected levels of literacy and numeracy have reached record highs for children from both the most and least deprived areas, according to official statistics.

Overall, the Achievement of Curriculum for Excellence Levels (ACEL) 2022/23 show:

for numeracy, a total of 79.6% of pupils reached the levels expected in 2022/23, a rise of 0.5 percentage points compared to the previous high (79.1% in 2018/19).
for literacy a rise to 72.7%, up on the previous high of 72.3% in 2018/19

The gap between the proportion of primary pupils from the most and least deprived areas achieving expected levels in literacy has also decreased to the lowest on record in 2022/23.

The figures also show improvements at secondary level compared to 2021/22, with increases in attainment across the board and the gap between those from most and least deprived areas has reduced.

Education Secretary Jenny Gilruth said: “These figures show record levels of attainment across primary school level and significant improvements in secondary. I congratulate our pupils and teachers for their hard work over the last year.

“These findings are the most up to date statistics on attainment and are comprehensive across all publicly funded schools in Scotland, demonstrating a clear rise in standards above pre-pandemic levels among primary school pupils. Along with this year’s SQA results, they point to widespread rises in attainment.

“I recognise that there is no room for complacency and our programme of reform across the education and skills system will help identify where further improvements can be made and will look to drive enhanced attainment to ensure all young people meet their full potential.”

COSLA’s Children and Young People Spokesperson Cllr Tony Buchanan said: “Today’s Achievement of Curriculum for Excellence Levels publication shows increasing attainment and the attainment gap narrowing reflecting the work and dedication of schools, councils, and partners to improving children’s outcomes. Mainly, it demonstrates the efforts of children and young people themselves and this should be celebrated.

“The improvements are made despite the backdrop of severe and increasing pressure on local budgets and recruitment challenges in specific subjects and areas of the country. Earlier this year we set out clearly to the Scottish Government that additional core funding is crucial to enabling further improvement in the attainment, health and wellbeing of children and young people, as opposed to financial penalties relating to school staffing numbers.

This was particularly important in the context of falling school rolls, changes to Scottish Attainment Challenge funding and the ending of additional resource for councils to support Ukrainian refugees. We are clear that Local Government needs flexibility to provide the right support within and outwith schools, drawing on the expertise of a range of professionals.

“Councils have continued to demonstrate their ambition to further improve outcomes for children and young people across Scotland. In line with the Verity House Agreement, we will seek to engage constructively with the Scottish Government to work collectively towards this shared aim, including on further education reform in line with recent reports on the curriculum, qualifications and new national education bodies.”

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Education: New national qualifications to be developed

Exams and national qualifications are to be reformed, the Education Secretary has confirmed.

Shirley-Anne Somerville said new qualifications will be developed to ensure learners’ achievements are fairly recognised. It is expected that externally marked exams will remain part of the new assessment approach.

Learners studying for national qualifications in spring next year will not be affected by any changes.

A wide range of views will be sought on the reforms, with young people and teachers informing how the new system will work.

The decision to make changes was influenced by:

the recommendations in the OECD’s independent review of Scotland’s school curriculum
renewed debate about assessment following the cancellation, due to COVID-19, of National 5, Higher and Advanced Higher exams in 2020 and 2021
a paper by renowned academic Professor Gordon Stobart setting out options on Scotland’s future approach to assessment and qualifications

The Education Secretary made the announcement as she updated Parliament on plans to implement the 12 recommendations in the OECD’s review of Curriculum for Excellence. The OECD’s recommendations are being taken forward and will involve input from stakeholders including children and young people.

Ms Somerville said: “It remains a key priority of this Government to ensure that our approaches to curriculum and assessment are fit for purpose and so guarantee the best possible educational experience for children and young people, not least as we emerge from the pandemic.

“I am convinced that given the experience and views expressed over the last two years, the time is right to signal that the Scottish Government supports reform of national qualifications and assessment.

“It will be vital when considering reform that we work with all those with an interest, to, as far as possible, build a consensus on this issue.

“We will consult on the purpose and principles which should underpin any reform of national qualifications and assessment. This will be the first step in a process which must be done with careful thought and consideration, recognising the importance of national qualifications to learners.”

A reference group, led by Professor Louise Hayward, Professor of Educational Assessment and Innovation at Glasgow University, will be set up to provide advice to Ministers on the reforms.

Professor Hayward said: “Professor Stobart’s review offers Scottish education an opportunity to bring the vision for Curriculum for Excellence and practice in the senior phase into better alignment: to design a system that offers better life chances for every young person.

“In the senior phase, assessment and qualifications matter for all young people, their parents/carers, their teachers, to local authorities and regional improvement collaboratives, to colleges, universities and employers.

“Any change needs to be based on insights from each of those communities and grounded in evidence from research. Crucially, the voices of young people, so often peripheral to debates in the past, must be listened to and heard.”

The EIS has commented on today’s launch of the Curriculum for Excellence Review Implementation Framework, which was published yesterday on the Scottish Government website and highlighted by the Cabinet Secretary for Education in the Scottish Parliament in the afternoon.

The Implementation Framework sets out how the Scottish Government intends to address the recommendations in the Organisation for Economic Co-operation and Development (OECD) report, Scotland’s Curriculum for Excellence: Into the Future.

Commenting, EIS General Secretary Larry Flanagan said, “The EIS welcomes the commitment to the further empowerment of schools and teachers outlined in the Framework but would also emphasise that, in order for rhetoric to become reality, those with power must be willing to surrender some of their control.

Specifically, this means the Scottish Government and its Learning Directorate need to step back and allow practitioners and educationalists to have enhanced voice and agency in the implementation process. There is a danger that the multitude of fora being created will simply provide a smokescreen for an even more centralised approach to education governance.

The EIS is clear, also, that government appointed groups like the Teachers’ Panel cannot be a substitute for engaging with the professional associations which represent Scotland’s teachers.”

Mr Flanagan continued: “We welcome the commitment to increased teacher numbers and reduced class contact time which are both essential steps in supporting education recovery for Scotland’s young people. The delivery of these commitments needs to be expedited, however, as action is needed now to ensure that all pupils can receive the level of support they both need and deserve.

“The EIS believes that the proposed timescale around the introduction of a new qualification framework (Sept 22- Aug 24) is woefully inadequate – this is an urgent problem highlighted by the pandemic where the clear inequity of the previous high stakes exam approach was exposed for all to see.

“The delivery of a new qualifications framework needs an urgent approach so that we do not default back to a discredited system which failed too many young people from disadvantaged backgrounds.”

Five city schools recognised with Eco-Schools Green Flag Awards

Environmental charity Keep Scotland Beautiful, is delighted to award five schools in Edinburgh City with an Eco-Schools Green Flag.

The international award recognises nurseries and schools which have demonstrated a commitment to the Eco-Schools Scotland programme and over two years have engaged their whole school community in local environmental action.

The five schools are: Brunstane Primary School (which has held a Green Flag since 2016), Liberton Nursery (which has held a Green Flag since 2011), Carrick Knowe Primary School (which has held a Green Flag since 2007), St John’s Primary School (which has held a Green Flag since 2013) and George Heriot’s Junior (a Green Flag school since 2007).

Brunstane Primary School was recognised for carrying out regular community litter picks and forming a pupil parliament group to address road safety concerns near the school.

Children at Liberton Nursery carried out regular litter picks in the woods where they have nature play time, recorded types of litter in a survey and carried out extensive work on biodiversity.

Pupils at St. John’s Primary School carried out an anti-litter poster campaign and whole school assembly and organised regular litter picks in a new park near the school ensuring it stays clean and welcoming. They also worked with the Woodland Trust to plant native trees around the school.

At Carrick Knowe Primary School, pupils organised litter picks with every year group, and ran class workshops on single use plastics.

George Heriot’s pupils increased the effectiveness of the school’s recycling and explored possibilities of hosting renewable energy sources at the school.

Through the Eco-Schools Scotland programme, Keep Scotland Beautiful aims to make environmental awareness and action to tackle climate change an intrinsic part of the life and ethos of schools, for both pupils and for staff.

The programme provides a framework to engage the wider school community in action and support aligned with the purposes of Curriculum for Excellence and Learning for Sustainability.

To complete the Green Flag journey each school has a choice of ten topics to engage with, from food and the environment, to litter, to energy. The schools also choose one of the 17 United Nations Sustainable Development Goals to link their Eco-Schools work to.

Barry Fisher, Chief Executive of Keep Scotland Beautiful, said: “Congratulations to the Eco-Committee, pupils and staff at each of these schools, who have worked so hard schools, who have worked so hard to achieve their Green Flag Award, particularly during a time of unprecedented adjustment and change to education caused by the Coronavirus pandemic.

“This is a great achievement and testament to the resilience and creativity of both pupils and educators.

“Keep Scotland Beautiful is committed to supporting all our children and young people to develop the capacities, skills and attributes required to protect our planet for the future.”

More information about the world’s largest sustainable schools programme and Eco-Schools Scotland can be found at:

www.keepscotlandbeautiful.org/eco-schools

‘Curriculum for Excellence is the right approach for Scotland’

SQA to be replaced

‘Substantial reform’ for Education Scotland

The Organisation for Economic Co-operation and Development Organisation (OECD) has backed Scotland’s school curriculum in its independent review.

The Scottish Government last year commissioned the OECD to carry out a review of Curriculum for Excellence (CfE). The remit of the review was to help the government better understand how the curriculum is being designed and implemented in schools and to identify areas for improvement across the country.

Education Secretary Shirley-Anne Somerville today announced that all 12 of the review’s recommendations will be accepted in full, including recommendations on curriculum, assessment and qualifications which will see the Scottish Qualifications Authority (SQA) replaced and Education Scotland substantially reformed.

The Scottish Government will actively consider what changes are required to our qualifications and assessment system. This work will be heavily informed by the next OECD report, expected in the autumn, and by consultation with young people, parents, teachers and the wider education system.

Education Scotland will no longer undertake inspections, with this work becoming a separate, independent role. The Scottish Government will engage widely on the options for the future of inspection.

The OECD also suggests that the curriculum work currently undertaken by Education Scotland might best sit with any new curriculum and assessment body which will replace the SQA.

Publication of the OECD report into Scotland’s curriculum system, known as Curriculum for Excellence (CfE), meets another of the Scottish Government’s commitments for the first 100 days since the First Minister was elected.

Ms Somerville said: “The last few years have accelerated a debate about the future of Curriculum for Excellence and senior phase education in particular. The OECD report is crystal clear – Curriculum for Excellence is the right approach for Scotland.

“In fact, despite all the criticism here at home, the OECD tells us it is viewed internationally as an inspiring example of curriculum practice.

“However, 10 years on from CfE being introduced, it is right and proper that we review how it is being implemented.

“We accept in full all 12 recommendations from the OECD. We will replace the SQA. We will talk to young people, parents and teachers to build a system that works in line with CfE – exactly as the OECD recommends.

“Responsibility for inspection will no longer sit with Education Scotland and we will look at what further reform of the agency’s functions is required.

“Everyone across the education system, including at the SQA and Education Scotland, has worked tirelessly this year under very challenging circumstances. They are owed a debt of gratitude.

“What comes next is a period of change. But it is change in order to improve, to achieve more and to deliver for Scotland’s pupils.

“Our commitment is to do exactly that and we will work with everyone and anyone willing to help to make that a reality.”

EIS welcomes decision to axe SQA

The EIS has welcomed today’s announcement by the Cabinet Secretary for Education that the Scottish Qualifications Authority (SQA) is to be scrapped.

The announcement came following the publication of the OECD Review of Curriculum for Excellence (CfE), which identified a ‘disconnect’ between the core aims of CfE and Scotland’s qualifications system.

Commenting, EIS General Secretary Larry Flanagan said, “The EIS welcomes the publication of the OECD report, and the announcement by the Cabinet Secretary that the SQA is to be scrapped and replaced by a new body.

“It is essential that any new body is properly configured and is accountable to the profession through a model of governance based on educational, rather than political, considerations and with a teacher voice at its heart.”

On the OECD report, Mr Flanagan said, “The OECD report highlights some of the strengths of the Scottish Education system, not least being Scotland’s place in the top 5 nations in the world regarding global competency, but it also confirms what the EIS has been saying for a number of years, which is that there is a disconnect between the BGE (Broad General Education 3-15) and the Senior Phase (15-18).

“There is massive assessment overload in the senior phase, which squeezes out the time needed for both depth and breadth of learning – two of CfE’s big ambitions. This overload is also the driver of excessive workload, and that has been exposed clearly during the pandemic.

“The comparatively high level of teacher class contact time was another area highlighted, with the OECD highlighting the need for reduction in class contact time – a key priority for the EIS – if teachers are to be able to collaborate around curriculum and assessment. We welcome that EIS lobbying in this area has already had some impact, with the Scottish Government pledging to deliver an early reduction of 1.5 hours per week in teachers’ class contact time to bring Scotland closer to OECD norms.”

Mr Flanagan continued: “The report also seems to confirm that the Government’s focus on Standardised National Assessments has been a monumental distraction with little impact other than adding to the bureaucracy that bedevils teachers’ working lives.

“The absence of any comment on the pre-5 sector is both disappointing and worrying. CfE runs from 3-18 but we are seeing a continuing reduction in the number of nursery teachers deployed in early years, which is a betrayal of the Scottish Government’s previous commitment to protecting the role of the teacher in pre 5 provision.”

Larry Flanagan Audio Recording

Education agencies to be reformed

Key national agencies Education Scotland (ES) and the SQA will be reformed as part of ambitious plans for Scotland’s education recovery, Education Secretary Shirley-Anne Somerville has announced.

The Education Secretary said the role, remit and purpose of both organisations will be considered, as well as their functions and governance arrangements.

Ms Somerville announced the reforms as she outlined wide-ranging plans for education recovery in the first 100 days of government and beyond.

These include:

investing over £1 billion to close the poverty related attainment gap
recruiting 3,500 additional teachers and classroom assistants
ensuring every schoolchild has access to the technology they need to support their education
making free school lunches available to all P4 children before extending to all primary school children, all year round
expanding free early learning and childcare and developing the provision of wraparound care and after-school clubs
increasing the school clothing grant and the Best Start Food grant
providing interim support – including a £100 payment near the start of the summer holidays – for eligible children before the formal expansion of the Scottish Child Payment next year
offering a £20 million Summer Programme to help restore the wellbeing of children and young people, particularly those worst hit by COVID-19
removing charges for core curriculum activities and music and arts education
working with colleges and universities to ensure they remain sustainable and at the forefront of global education and research.

Laying out the Scottish Government’s visions and ambitions for education, the Education Secretary said the priority was to continue to deliver excellence and equity, despite the pandemic, with the health and wellbeing of pupils at the forefront of the plans.

This next phase of recovery activity builds on almost £400 million of investment committed in this area to date.

Ms Somerville said: “I hope this programme outlines our determination to deliver improvements with pace and urgency. I am open to considering what further reform is necessary, with the clear purpose of doing all we can to improve outcomes for children. This includes reducing variability in the outcomes children and young people achieve across the country.

“I want to look at options for reform which ensure that schools get the best possible support and challenge to enable them to improve further and to do the very best for the children in their care; to enable them to focus relentlessly on providing the highest quality of learning and teaching for our children, and to ensure that those working in education outwith schools are fully focused on doing everything they can to provide the highest quality of support.

“I want to signal my intention to start this process by considering how to reform the SQA and Education Scotland. This will be a key priority for me.”

Ms Somerville said the reform plans would be informed by the findings of the OECD review into Curriculum for Excellence, which is due to be published on 21 June.

The EIS has welcomed the review. EIS General Secretary Larry Flanagan said, “We have for some time been arguing for reform of the SQA and, in particular, the need for a stronger governance model which would see the qualifications authority more accountable to the Education system and the profession, rather than to the Scottish Government or an opaque, Government appointed, Board.

“Our members have often found the SQA to be too remote from classroom practice and a significant generator of additional workload for teachers. Reform of the qualifications body should be matched by changes to the senior phase, which focus on creating time for deeper learning, breadth of study and parity between ‘academic’ and vocational’ qualifications.”

Mr Flanagan added, “With regard to Education Scotland the key issue is to create more independence for this body and move it closer to its role of supporting schools and teachers rather than being under the direction of the Scottish Government.

“Education Scotland should be free to challenge Government rather than being an extension of the civil service. There also needs to be a significant review of the usefulness of the current inspection process in what is meant to be an empowered education system.”

Exam time: good luck to all candidates

Learning Minister praises hard work ahead of exams

Minister for Learning Dr Alasdair Allan has wished all pupils and students well ahead of this year’s national exam period.

Today sees the start of the exams, with Drama and Economics the first subjects to be taken. There’s then 28 days of exams – administered by the Scottish Qualifications Authority – that finish on Friday 5 June.

Dr Allan praised pupils and students for their hard work so far this year, supported by their parents and the commitment of teachers, headteachers, colleges and local authorities.

In addition to National 5s, Intermediates, existing Highers and Advanced Highers, this year’s exam process will see new Highers examined for the first time.

Dr Allan said: “The exams are the culmination of a lot of hard work over the school year and I know that across Scotland, pupils, parents, teachers, headteachers, colleges and local authorities have been preparing intensively to get to this point.

“Scottish education now offers more flexible learning opportunities for our young people. I offer my best wishes to candidates preparing to sit an exam and to those completing SQA courses that do not involve a final exam.

“This year marks an important milestone in the ongoing implementation of Curriculum for Excellence with the introduction of the new Higher.

“Curriculum for Excellence has been designed to equip our young people with the skills they need to succeed both in Scotland and in the global workplace, with local authorities having the freedom to shape education to meet the needs of our pupils, whatever their background.”

And Good Luck to all students from NEN too!

Higher and Higher: Ms Constance comes to Craigie!

Minister welcomes increase in provisional entries for Highers

Education Secretary Angela Constance called in at Craigroyston Community High School this morning and welcomed news that a record number of students will be sitting Highers this year.

Ms Constance was welcomed to Craigroyston by senior students Donna Cheyne, Joe Dudgeon, John Gallacher and Rebecca Morton before meeting staff and pupils to hear about the progress being made in introducing new qualifications as part of Curriculum for Excellence.

The introduction of new qualifications is progressing well, with provisional entries for Highers indicating a record high number will be sat this year.

The figure, which follows on from last year’s record number of passes at Higher, was welcomed by the Cabinet Secretary for Education and Lifelong Learning during her Craigroyston visit.

New Highers have been introduced this year, alongside the existing Higher qualifications for this year only. School departments are able to use this flexibility to phase in the new qualifications in the way that best serves the interests of the pupils. From the 2015/6 school year onwards, all pupils will be studying the new Highers.

The total figure of 217,976 provisional Higher entries this year (across S5 and S6, and including both new and existing Highers) is five per cent up on the corresponding figure from this time last year. This figure comprises 120,557 provisional entries for new Highers, and 97,419 provisional entries for existing Highers.

Ms Constance said: “The ongoing reform of our education system is preparing our young people for the world of work and further and higher education. Scottish education now offers more flexible learning opportunities for our young people and new National qualifications, which were introduced at the beginning of the 2013/14 school year, are now well established.

“In August last year we saw a substantial increase in the number of both Higher entries and Higher passes. I am very pleased that we are again seeing a substantial interest in provisional entries for Higher. It is very positive to see greater numbers of young people aspiring to higher levels of qualifications in our schools.

“This shows that ambition, more than ever, is alive and well in classrooms across Scotland, in no small part thanks to the work of teachers who continue to do an excellent job. This bodes well for Scotland’s economic future.

“We know from provisional entry data from the Scottish Qualifications Authority that significant numbers of those pupils taking Highers this year have been studying the new Highers. We listened to schools who requested flexibility, and we acted. I have seen today how schools are making good use of this flexibility, to phase in the new qualifications in a sensible way.”

Curriculum for Excellence report card: Russell must try harder

Less assessment would benefit pupils and teachers, say Greens

Green MSP Alison Johnstone says lower levels of assessment in schools would benefit pupils and reduce the massive workload of teachers.

A report published today looking at the first year of the Curriculum for Excellence qualifications (see below) says that the new qualifications have been a success overall, but highlights ‘significant and unsustainable level of over‑assessment in many parts of the system’ and a ‘higher level of assessment than was necessary or desirable’.

Alison Johnstone, Green MSP for Lothian and education spokesperson for the Scottish Greens said: “I congratulate every teacher who has worked hard to make a success of this last year with the new qualifications. We need to get the balance right between learning and assessment and this report reflects my concern that the system is still too heavily weighted towards exams, which doesn’t always lead to better educational outcomes.

“Workloads in the teaching profession remain far too high and the Scottish Education Secretary must address this as one of his top priorities. I believe the Curriculum for Excellence has set us on the right path in Scotland but there is more work to do to achieve a school system that is sustainable and rewarding for both pupils and teachers.”

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Pilrig Park pupils at the cutting edge!

Pilrig Park School has opened The Salon, a dedicated hairdressing training facility which will act as a base for pupils hoping to gain entry to college or an apprenticeship when they leave school.

Opening the new salon yesterday, top city hairdresser Charlie Miller said: “It gives me great pleasure to open Pilrig Park School’s hair salon. As educators it is important to give young talent recognition, encouragement and opportunity in the areas in which they shine. This salon will inspire some of the pupils to be hairdressers and, just as importantly, give them the tuition on how to look after their own hair and appearance which will be a vital part of them presenting themselves to the world when they leave school. I would like to wish the school and the pupils all the best with The Salon.”

The Salon is part of the development of Senior Phase in Curriculum for Excellence where choices are built around skills for life and skills for work. This new facility will be used to teach hairdressing skills, which is just one of many options open to the pupils including a variety of trades and, from next year, a working café teaching skills as part of a small business operation.

Ellen Muir, Head Teacher at Pilrig Park School, said: “There has to be relevance to what our pupils are doing. Courses must make an impact on them and how they take their place in society when they leave school. Salon skills are hugely popular and we have had interest in the course from learners at other city schools. We hope that in the future we may be in a position for other schools to access our Salon for training too. We are absolutely delighted that Charlie Miller was here to open our Salon and we are extremely proud of what has been achieved so far.”

Councillor David Key, Vice-Convener for Education, Children and Families Committee, said: “Opening this salon within Pilrig Park School will make a big difference to its pupils. Vocational training opportunities are an important element of our Curriculum and I would like to wish the school and the city’s future hairdressers the best of luck with this new endeavour.”

Kimberly Smith, an S4 pupil at Pilrig Park School, said: “I started the hairdressing course this year and I absolutely love it. I was always interested in hairdressing but didn’t really know how I could get into it as I don’t know any hairdressers and it’s really popular so it’s hard to get a trainee position. Now I am learning all about it and I hope to be able to do it full-time when I finish school.”

The school has worked with many partners and other schools on its hair and beauty training over the past four years, which has included pupils working on theatre productions at The Festival Theatre. Pupils will now get similar training in their own school environment. Younger learners will also use the salon as part of the Health and Wellbeing curriculum and certification is built around this.