The balance of assessment used for senior phase pupils in Scotland will change, with greater use of internal and continuous assessment to award final grades.
Education Secretary Jenny Gilruth announced the shift as part of the Scottish Government’s response to an independent Review of Qualifications and Assessment (IRQA), which was led by Professor Louise Hayward and published in June 2023.
In a statement to Parliament, Ms Gilruth confirmed that exams will remain part of the overall approach to assessment, including at National 5, while some more practical courses may not have written exams in future.
The Education Secretary committed to ensuring that qualifications reform is done in full partnership with teachers, pupils and other professional bodies, with a secondary Headteacher to be seconded to the Scottish Qualification Authority (SQA), and its replacement Qualifications Scotland (QS), to oversee that.
Ms Gilruth also confirmed that she will set out a renewed national approach to improvement later this year, setting out short, medium and longer term improvements for Scottish education.
The way senior phase pupils are assessed in Scotland is to change, Education Secretary @JennyGilruth has told MSPs.
The balance of assessment will rely less on “high stakes” final exams and greater use of continuous and internal assessment.
Ms Gilruth said: “While exams will remain part of our approach, I have accepted the independent review’s recommendation that the balance of assessment methods in the senior phase should change so there is less reliance on high stakes final exams and internal and continuous assessment contributing to a greater percentage of a final grade.
“The actions on qualifications reform I am setting out seek to achieve a balance between ambition and pragmatic action. Any change needs to be focussed and deliverable given the resources available to national and local government and to schools themselves. This will build directly on the hard work, success and creativity already evident in Scotland’s schools.
“This pragmatic approach to evolving qualifications and assessment will deliver a fair and credible system to enhance learning and teaching and support better outcomes for young people.”
Scottish Secondary Teachers’ Association (SSTA) General Secretary, Seamus Searson, said: “The SSTA welcomes the Cabinet Secretary’s statement on the Government’s response to the Hayward Review. The statement maps a way forward in making the cultural changes required in secondary schools in regard national qualifications and a teacher led continuous assessment.
“Many SSTA members will be pleased to hear there will be an element of external assessment at Nat 5 in the short-term and that any future developments will be trialled and piloted before implementation.
“The SSTA equally welcomes the importance placed by the Cabinet Secretary on schoolteachers at the centre and leading the changes necessary for creating an education system for the future.”
The SQA is consulting on whether written external examinations should remain part of course assessment in more practical subjects, such as National 5 Practical Woodworking and Fashion and Textile Technology, with a view to any changes being brought in for 2025/26.
● A design expert has revealed a simple way that you can improve your memory as exam season nears closer, and all you need are coloured pens
● Writing revision notes in colour has been proven to help retain up to 80% more information, with the most impactful colours being red and orange
● Expert Mads Soegaard also highlights further tricks to boost retention, including using graphs and not revising for over 30 minutes at a time
● As well as improving revision tactics for exams, the tips can also help adults to remember login details, shopping lists and important dates
Mads Soegaard, Founder at Interaction Design Foundation (IDF) has revealed a hack that will help boost memory just in time for exam season – and almost anyone can do it.
Instead of typing up reams of revision notes and hoping that you’ll take in the vital information, it’s much more effective to write notes by hand using different coloured pens to increase your chances of remembering them when you head into your exam.
Mads Soegaard explains: “There’s a common misconception that taking down as much information as you can when revising is the best way to learn, and so many students opt for typing up their notes to write more with less effort and save some time.
“However, it’s much more effective to write down key points by hand using coloured pens, highlighters and sticky notes, as colour works to boost our memory.
“Writing notes by hand stimulates retention as you’re forcing your brain to process the information in a more detailed way than typing. It also forces you to be more selective about what you’re writing down – it’s about choosing quality over quantity.”
According to a psychological study, writing in colour can help us improve memory performance by up to 80%, because 90% of the information transmitted to the brain is visual.
In fact, the brain processes images a whopping 60,000 times faster than text, as the brain sees words as individual images that we must first recognize before understanding. Luckily, there’s an easy way you can make written words easier to process quickly.
Mads continues: “Using coloured pens when writing keynotes allows us to see words as visual information rather than a block of text, which means we’re more likely to understand what we’re reading and can take in the information much faster than we could otherwise.
“As well as boosting our memory, colour also helps to form associations between notes, as when you recall a fact linked to one shade, your brain will naturally start thinking of the other facts that share the same shade.
“You can also use this association to your advantage when it comes to actually sitting your exam. By bringing something that’s the same colour as your notes into the exam with you – such as a bracelet or pen – you’ll trigger your brain to remember facts in the same shade.”
This is due to context-dependent memory, where recall improves because you have similar context cues around you as when you first took in the information.
Mads Soegaard explains that some colours are more effective than others: “Colours invoke different reactions, and so it’s vital to choose attention-grabbing shades associated with importance – particularly warm shades like red, orange and yellow.
“Picking contrasting colours can also help make information stand out more, so you may want to incorporate different sticky notes or highlighters for important points. However, make sure not to overload your notes, as making facts more distinctive is key. ”
And incorporating colour isn’t the only way to use visual learning to your advantage, the experts at Interaction Design Foundation (IDF) reveal, as you can also boost memory by:
Using diagrams to link information. If you find yourself zoning out when faced with a wall of text, you may want to write notes as a diagram like a spidergram, flowchart or table. This helps separate the information into a more digestible format andmakes it easier to colour-coordinate critical points without colour overload.
Making sure your room is well-lit. As revising in the evening after school or work is typical,you’re likely writing notes without proper daylight. Just as colour can be a strong context cue, so can light, so make sure you’re revising in as close to test conditions as you can – meaning in a well-lit room without any other visual distractions (like TV or your phone) that will pull your attention.
Taking a break every half hour. It’s easy to fall into the trap of spending hours on end sitting and writing notes, but doing so actually reduces the odds of you retaining information. You lose 85% of your input after reading for 25 minutes as it’s visually repetitive, so it’s essential to take frequent breaks to recharge and reset.
According to Mads Soegaard, some will benefit more from these tips than others, as he says: “If you’re someone with a preference for seeing and observing things in your day-to-day life – including pictures and written directions – you’re a visual learner, and you’ll struggle to retain information that’s just written down with no visual elements to trigger the memory.
“Incorporating visual elements like colours, diagrams and images into your day-to-day note-taking can help in a range of situations, not just revision – so try it out if you’re somebody who often struggles to remember important dates or personal details.
“Of course, some people do better with visual memory prompts than others, as not everybody is a visual learner. It’s important to leave yourself plenty of time to revise before an exam so that you can figure out a strategy that works for you.”
Education Secretary Jenny Gilruth has met with staff and learners ahead of this year’s exams.
Returning to the Royal High School in Barnton where she previously taught, Ms Gilruth heard about the preparations underway for this year’s exams, which start on Monday and run for five weeks.
Earlier this week the Education Secretary set out plans to rebuild and reshape how education is delivered as part of the Scottish Government’s policy prospectus Equality, opportunity, community: New leadership – A fresh start.
Ms Gilruth said: “”I want to thank the pupils and my friends in the teaching staff for welcoming me back to the Royal High School to hear about their preparations for this year’s exams, which start next week.
“During this time we will see around 130,000 learners sitting National 5, Higher and Advanced Higher exams in a variety of subjects across the whole of Scotland. I would like to thank all learners for their dedication and resilience during what has been another challenging year and importantly I would like to wish them every success and good luck in their exams this year.
“As set out in our policy prospectus this week, I am focused on ensuring that Scotland’s education system strives for excellence and equity for all, with a continued focus on closing the poverty-related attainment gap.”
It remains the Scottish Government’s ‘firm intention’ to hold National 5, Higher and Advanced Higher exams this Spring, Education Secretary Shirley-Anne Somerville restated yesterday.
Taking into consideration ongoing disruption within schools, the Scottish Qualifications Authority (SQA) has decided to invoke its Scenario 2 contingency and will provide revision support in early March to aid learners in preparing for their exams.
It complements the significant modifications SQA has already made to reduce the volume of assessment and ease the workload of learners, teachers and lecturers.
SQA also announced a series of measures that will support delivery of the qualifications this year and that acknowledge the disruption caused by the pandemic:
exceptional circumstances back-up for learners who are unable to attend their exam or exams due to illness or bereavement
grading exams this year will look to factor in the impact of the pandemic on learners
once the results have been published, learners will have free direct access to appeal
Ms Somerville also confirmed that £4 million will be used to support schools and colleges provide targeted exam preparation sessions for learners who need it most over the Easter break.
In a statement delivered in the Scottish Parliament, the Education Secretary said: “It remains my firm intention that exams will take place as planned – they will only be cancelled if public health advice says it isn’t safe.
“While the number of full and partial school closures has been small, it is clear that many secondary schools have experienced extreme disruption as a result of the Omicron variant – particularly in the first half of January – in relation to both student and teacher absences.
“This package of measures is designed to ensure our learners are fully supported in their learning and preparations for the exams this year.”
The Scottish Qualifications Authority (SQA) has confirmed that a package of support services – including some further help with exam revision – will be available for learners who are taking National 5, Higher, and Advanced Higher courses in 2022.
It is still the clear intention for SQA exams to take place during April to June.
The additional support being announced today follows the significant modifications already made to course assessments at the start of the school year to help reduce the volume of assessment and ease the workload of learners, teachers and lecturers, whilst maintaining the credibility and integrity of the qualifications.
SQA has been closely monitoring the levels of disruption to learning and teaching across the country, including learner and staff absences.
Following discussion with partners across the education system, and agreement by the SQA Board of Management, SQA is now moving to ‘Scenario 2’. This means that some revision support will be published for learners during week beginning 7 March to help them with their revision in the final run up to their exams.
SQA will provide revision support for all courses that have an exam. This will be tailored to reflect different types of question papers, any modifications to the question papers that are already in place, and the type and volume of content that is assessed in each question paper.
Fiona Robertson, SQA Chief Executive and Scotland’s Chief Examiner, said: “I fully understand that there remains significant disruption to learning and teaching caused by the pandemic.
“Teachers and lecturers across the country are working exceptionally hard to ensure learners receive all the support they need. I am also aware that learners may be feeling apprehensive or anxious about sitting formal exams for the first time this year.
“The substantial package of additional support SQA is announcing today is the fairest and best way we can help support all learners to demonstrate their level of knowledge, understanding and skills for each course, while also maintaining the integrity, credibility and standard of the qualifications.
“With the support of the education system, we will continue to do all we can to deliver for Scotland’s learners this year.”
https://twitter.com/i/status/1488533375375876097
Jim Thewliss, General Secretary of School Leaders Scotland, said: “Given the significant disruption to learning and teaching as a consequence of staff and pupil absence, and the resultant level of anxiety which young people are experiencing in the lead up to National examinations, it is important that as comprehensive support as is possible to provide is made available to them.
“This wide-ranging support package will go a long way to enabling exam candidates to better demonstrate the true level of their knowledge and skills.”
Stewart Nicolson, from the Association of Directors of Education in Scotland said: “Given the level of disruption, it’s important that additional support has been identified for learners taking National 5, Higher and Advanced Higher exams this year.”
The other support services now available to learners are:
Exam exceptional circumstances service (available while exams are taking place)
This service is available for learners who are unable to attend an exam due to a reason beyond their control, such as a medical condition (including Covid-19 related absence) or bereavement, or who are affected by disruption on the day of the exam as reported by the Chief Invigilator.
The exam exceptional circumstances service will involve SQA appointees – practising teachers and lecturers – reviewing alternative assessment evidence that learners have completed through the year. Schools, colleges and training providers will need to send the evidence to SQA. This evidence will be judged against the national standard.
Grading (takes place once exams have been sat and marked)
In recognition of the disruption that learners have faced over the last two years, and the different approaches to assessment, this year we are prepared to be more generous in our approach to grading than in a normal year to factor in the impact of the pandemic on learners. In line with the approach being taken across the rest of the UK, SQA therefore expects that the overall outcomes in 2022 will represent an intermediary position between 2021 and pre-pandemic years.
SQA’s approach to grading the exams in 2022 will be based on its established awarding processes. Using ‘grade boundaries’ – the marks needed to achieve an A, B or C grade in each course – SQA will check that each assessment was set at the right standard or level of difficulty, making sure learners are treated fairly and that their grades accurately reflect what they know and can do.
During the grade boundary setting process, SQA appointees – practising teachers and lecturers who are subject experts in each course – will determine the 2022 grade boundaries by looking at all the available assessment evidence and course information, including the impact disruption has had on how learners have performed in the assessments.
This process also maintains the integrity and credibility of the qualifications and ensures learners are awarded the results they deserve. This is of vital interest to all those who hold qualifications now, for those who will achieve them in the future and for further and higher education establishments and employers.
Appeals service 2022 (after results have been published)
All parts of the Scottish education system agree that, as in any year, it is important that there is an appeals process available for learners who want to question their SQA results. In 2022, all learners will continue to have free direct access to the appeals service and a priority service will also be available for those applying to university, college, training or employment.
This year’s appeals service will involve SQA appointees – practising teachers and lecturers – who will review alternative assessment evidence that learners have completed through the year. This will be the same evidence as that used for an exam exceptional circumstances request, which will be judged against the same national standard for that course. SQA will also conduct a clerical check on the exam script. Schools, colleges and training providers will need to send the alternative assessment evidence to SQA.
Learners’ grades through the appeals process will be based upon the higher grade of the two types of evidence.
More information, including criteria for using the exam exceptional circumstances and appeals services, will be published over the coming weeks.
These measures have been developed in close consultation with members of the National Qualifications Group, including the Association of Directors of Education in Scotland (ADES); Colleges Scotland; Education Scotland; Educational Institute of Scotland (EIS); National Parent Forum of Scotland (NPFS); School Leaders Scotland (SLS); Scottish Council of Independent Schools (SCIS); Scottish Government; Scottish Qualifications Authority (SQA); Scottish Youth Parliament (SYP).
National 5, Higher and Advanced Higher exams will be held in spring 2022 if public health advice allows, the Scottish Government has announced.
The decision has been informed by public health advice and by the views of partners, including those on the National Qualifications Group, which includes representatives of young people, parents, teachers and other education professionals.
Course content has been reduced compared to a normal year to take account of the disruption to learning that young people have experienced. These modifications have already been confirmed by the Scottish Qualifications Authority (SQA).
Due to uncertainty over the pandemic, two contingency plans will be in place.
If there is further significant disruption to learning as a result of COVID-19, but it is still safe for exams to go ahead, there will be further modifications to courses and assessment.
If public health conditions do not allow for an exam diet to take place, awards will be made on teachers’ judgements based on normal in–year assessment.
Education Secretary Shirley-Anne Somerville said: “Exams will take place next year if safe to do so.
“Fairness for learners sitting exams in 2022 is at the heart of our plans. Assessment modifications across national courses for the next academic session have already been confirmed by the SQA in recognition of the disruption to learning that young people have experienced. We will set out details on further support available for learners in September.
“Careful contingency planning has taken place in case there is further significant disruption to learning or if public health conditions do not allow for the holding of an examination diet.
“These contingencies offer stability for teachers and learners in the coming academic session and will allow their focus to be on normal practices in teaching, learning and assessment. More detailed guidance will be issued by the SQA at the earliest opportunity.”
Commenting on the announcement, EIS General Secretary Larry Flanagan said: “It is no surprise that the Scottish Government has stated its intention to reinstate an exam diet in 2022, should public health advice allow.
“The EIS would have preferred to see exams by-passed for S4 students in the interests of supporting education recovery and wellbeing among this cohort. It remains to be seen whether the reductions in course content for this year as recognition that young people have been adversely affected by the pandemic through no fault of their own, will suffice.
“It is essential that appropriate and robust contingencies are in place should it be necessary to cancel the exam diet on public health grounds. We saw earlier this year the damage caused by decisions being made too late without adequate contingences in place and the huge workload and stress that was placed on students and staff as a result.
“In the longer term, the process of reviewing the qualifications system and replacing the SQA must learn lessons from recent experience. The EIS has long been concerned regarding the lack of accountability of the Scottish Qualifications Authority to the teaching profession and the over-emphasis placed on annual high-stakes exams at the expense of continuous assessment.
“The EIS believes that now is an appropriate time to consider the future shape of learning and assessment in the senior phase, alternative models of timetabling and the timing of qualifications to better serve the needs of Scotland’s learners, as part of the process around replacing the SQA.”
The Scottish Conservatives have called on the SNP government to support a “triple lock” of measures to protect young people at the centre of an exams ‘debacle’.
Pupils opened their National, Higher and Advanced Higher results this week – but an estimated 125,000 grades were lowered following moderation by the Scottish Qualifications Authority (SQA).
As a result, thousands of students received lower grades than had been estimated by their teachers.
And critics say the methods used by under-fire education chiefs have disproportionately impacted on young people from Scotland’s poorest areas.
On the day pupil protests were held in Edinburgh and Glasgow, Lothian MSP Miles Briggs backed a three-point plan to restore public confidence in the system.
The plan sets out:
– a guaranteed turnaround of 14 days for appeals
– appeals to be based on the individual ruling out awards based on a school’s historic performance, demographic, location or SIMD ranking
– the option for every pupil to take an examination in the autumn if they are still unhappy with grades awarded.
Lothian MSP, Miles Briggs, said: “Thousands of pupils across Edinburgh and the Lothians have been badly let down by SNP Ministers during this debacle.
“It is clear to everyone that the policy to disproportionately downgrade the results of students from schools in less affluent areas is simply not fair.
“The current situation can not be allowed to stand and steps must be taken to allow pupils to get the results that they deserve.
“These steps, set out by the Scottish Conservatives, would allow students to have every chance to get their proper grades and move forward with their futures.”
Scottish Labour says John Swinney has failed Scotland’s school pupils and they are calling for his resignation.
Scottish Labour leader Richard Leonard said: “This is not a decision we took lightly. Motions of no confidence have been sparingly laid in the history of the Scottish Parliament.
“But in the days since it emerged that thousands of school students had been marked down because of their schools’ past performance, Swinney has failed to acknowledge the scale of the crisis, and he has failed to announce a credible plan for re-dressing it.”
When the results were announced this week, Fiona Robertson, SQA’s Chief Executive and Scotland’s Chief Examining Officer, said: “Everyone receiving their results today can have confidence that their achievements and hard work have been rewarded.
“In a short space of time and amidst uniquely challenging circumstances for everyone, the Scottish education system has come together to ensure that candidates in 2020 can be certificated. This is a strong set of results and they should feel very proud of their achievements. They can now progress with confidence, to continued education, training or employment.
We have:
Delivered fairness to learners, through a consistent, evidence-based approach to awarding, supported by an Equalities Impact Assessment and a Child Rights and Wellbeing Impact Assessment.
Ensured safe and secure certification of our qualifications, taking difficult decisions when needed, following public health advice; and
Maintained the integrity and credibility of our qualifications system, ensuring that standards are maintained over time, in the interests of learners, through judicious moderation of grades.
Full information on our approach to certification is being published today.
I would like to thank the thousands of teachers and lecturers, SQA co-ordinators, school and college staff, local authorities, professional associations and national organisations, who have worked together to provide us with their candidates’ estimated grades, without which we would not be able to issue certificates today.
I would also like to acknowledge my sincere appreciation to all SQA staff and appointees who have worked very hard to deliver.”
SCQF level
National Qualification
2020 Entries
2020 Attainment
2020Attainment rate
2019 Entries
2019 Attainment
2019 Attainment rate
SCQF 2
National 2†
2,015
1,518
75.3%
2,070
1,596
77.1%
SCQF 3
National 3†
21,802
19,947
91.5%
19,285
16,958
87.9%
Skills for Work†
30
30
100%
13
0
0.0%
SCQF 4
National 4†
103,625
94,228
90.9%
104,866
92,845
88.5%
Skills for Work†
4,084
3,219
78.8%
3,698
2,869
77.6%
SCQF 5
National 5*
300,344
243,572
81.1%
288,552
225,594
78.2%
Skills for Work†
10,345
8,860
85.6%
8,023
6,633
82.7%
SCQF 6
Higher*
185,844
146,643
78.9%
185,914
138,972
74.8%
Skills for Work†
223
170
76.2%
204
160
78.4%
SCQF 7
Advanced Higher*
23,570
20,010
84.9%
23,460
18,627
79.4%
Total
651,882
636,085
Scottish Baccalaureate*
152
116
76.3%
157
109
69.4%
* For National 5, Higher and Advanced Higher, which are graded, the attainment and attainment rate is based on Grade A-C attainment. The Scottish Baccalaureate attainment is based on the total number of passes (“Distinction” or “Pass” outcomes).
†For National 2 to National 4, and Skills for Work courses, which are ungraded, the attainment and attainment rate is based on entries which have resulted in a pass.
English
There were 46,626 entries at National 5 in 2020, (45,593 in 2019) with an A-C attainment rate of 87.6% (86.3% in 2019). At Higher level there were 36,205 entries (35,461 in 2019), with an A-C attainment rate of 76.6% (73.2% in 2019).
Mathematics
There were 41,141 entries at National 5 (41,586 in 2019), with an A-C attainment rate of 66.7%, (65.5% in 2019). At Higher level there were 19,160 entries (18,626 in 2019), with an A-C attainment rate of 72.3% (72.4% in 2019).
Applications of Mathematics
There were 10,430 entries at National 5, (4,458 in 2019) with an A-C attainment rate of 67.3% (58.5% in 2019).
Comparison of 2020 estimates versus prior attainment levels
The charts below provide A to C attainment rates for National 5, Higher and Advanced Higher from 2016-2019, attainment rate estimates for 2020 and attainment results for 2020.
The A to C attainment rates in 2020 are:
At National 5, 243,572 or 81.1% (225,594 or 78.2% in 2019)
At Higher is 146,643 or 78.9% (138,972 or 74.8% in 2019), and
Advanced Higher is 20,010 or 84.9% (18,627 or 79.4% in 2019).
National 5
National 5 attainment % comparison20162017201820192020 Estimates2020 Results020406080100Attainment %JS chart by amCharts
Higher
Higher attainment % comparison20162017201820192020 Estimates2020 Results020406080100Attainment %JS chart by amCharts
National Progression Awards (NPAs), National Certificates (NCs) and SQA Awards
National Progression Awards (NPAs) and National Certificates (NCs)
Attainment figures for National Progression Awards (NPAs) and National Certificates (NCs) are also included. In total, 16,230 NPAs and 4,284 NCs have been achieved (13,136 NPAs and 4,873 NCs in 2019). NPAs are designed to assess a defined set of skills and knowledge in specialist vocational areas, such as Construction and Childcare.
National Certificates are designed to prepare people for employment, career development or progression to more advanced study in areas such as Sound Production and Fabrication and Welding Engineering.
SQA Awards
Attainment figures for SQA Awards are included in the statistics. In total, 31,428 have been achieved in 2020 (26,735 in 2019).
SQA Awards are designed to develop and provide evidence of specific skills that will help learners in the world of work and everyday life. Awards include Modern Languages for Life and Work, Employability, Scottish Studies and Enterprise.
Attainment
2020
2019
2018
2017
2016
SCQF level 1
Awards
399
439
386
290
283
SCQF level 2
Awards
912
1,004
664
1,167
750
National Progression Awards
91
69
121
88
77
SCQF level 3
Awards
4,253
4,428
3,937
4,303
3,863
National Certificates
5
7
0
1
18
National Progression Awards
207
100
142
177
135
SCQF level 4
Awards
11,736
10,292
9,851
10,834
11,391
National Certificates
166
223
213
345
371
National Progression Awards
4,321
4,371
4,759
4,803
4,958
SCQF level 5
Awards
8,232
5,184
3,755
3,662
2,907
National Certificates
1,465
1,809
2,450
2,691
4,103
National Progression Awards
5,915
5,252
4,604
4,395
4,958
SCQF level 6
Awards
5,896
5,388
4,258
3,523
2,710
National Certificates
2,648
2,834
3,538
3,585
4,920
National Progression Awards
5,696
3,344
2,848
1,619
1,611
TOTAL
51,942
44,744
41,526
41,483
43,055
Skills for Work
Skills for Work courses – available across SCQF levels 3-6, are also included in the attainment statistics. In total, 12,279 Skills for Work courses have been achieved, (9,662 in 2019).
Skills for Work courses focus on the world of work and the generic employability skills needed for success in the workplace. The courses offer opportunities for learners to acquire these critical generic employability skills through a variety of practical experiences that are linked to a particular vocational area such as construction, hairdressing, and hospitality.
Young people taking one of these Skills for Work courses will normally spend some of their time at a local college, other training provider or employer.
The SQA’s full awarding methodology, Equality Impact Assessment and Child Rights and Wellbeing Impact Assessment reports have also been published in full as planned.
With exams cancelled because of coronavirus, the Scottish Qualifications Authority (SQA) downgraded many of the assessments made by teachers, bringing accusations of disproportionately affecting the results of pupils from schools in areas of deprivation which traditionally present fewer successful pupils for exams.
Education Secretary John Swinney,who now faces a vote of no confidence at Holyrood, has said he understands the concerns of pupils and he will address these concerns when he makes a statement to parliament on Tuesday.
Teaching, learning and support can continue with local flexibility.
Deputy First Minister John Swinney has updated Parliament on the decision to close schools and confirmed that:
the exam diet will not go ahead this year. The Scottish Qualifications Authority will put in place a certification model using coursework, teacher assessment of estimated grades and prior attainment
local authorities are taking measures to protect vulnerable children who rely on schools for hot meals or a safe and supportive environment
children of key workers will have continuing access to learning or childcare
Mr Swinney said: “My priorities are to ensure the health and wellbeing of our children, young people and staff, and to maintain teaching and learning wherever this is possible, guided by the advice of the Chief Medical Officer and public health experts.
“Teaching, learning and support will continue – albeit in different ways for different groups of children. For the majority, this will be through distance learning and online learning, with different forms of on-going contact with teachers rather than in-school, face-to-face. Teachers and other staff who are well will continue to be working.
“For vulnerable children and those who have parents or carers employed as key workers, local authorities are developing approaches to support them. We will not cut adrift vulnerable young people who often rely on school life for hot meals or for a safe, nurturing and supportive environment.
“Parents are not expected to be a teacher or to recreate the school day – your school will be giving you some resources and suggestions as your first port of call.
“It is a measure of the gravity of the challenge we now face that the exams will not go ahead this year. With the support of the wider education system, a credible certification model can be put in place in the that can command confidence in the absence of the exam diet – to ensure that young people in our schools and colleges who through no fault of their own are unable to sit exams, are not disadvantaged.”
Council leader Adam McVey said: “Obviously the health and safety of young people and all the staff working in our schools is paramount and we fully support the Scottish Government’s decision.
“Our dedicated school staff have been planning in depth for such a scenario and a huge amount of work has gone into preparing online resources so pupils’ learning and teaching can continue.
“There will be a particular focus of pupils sitting exams in the coming months and we make sure we liaise closely with the Scottish Qualifications Authority and follow their guidelines.
“We realise that this will cause inconvenience but hope parents, carers and our young people will understand the reasons for taking these steps and fully support this decision.
“I’ve been so proud of the amazing resilience shown by everyone working in our schools – teachers, support assistants, cleaners and catering staff – they have demonstrated tremendous dedication in keeping our schools open during these recent challenging weeks.
“As a Council, we’re determined to do everything we can to protect our communities especially the most vulnerable in our society. We’ve been working on plans to continue to support our young people who currently get Free School Meals during school closures and more details will be announced later in the week.”
Yesterday, teaching union The EIS has welcomed the announcement by First Minister Nicola Sturgeon that Scotland’s schools and nurseries will close from Friday of this week.
The EIS has been engaged in discussions with the Scottish government, local authorities and other relevant bodies in recent weeks, as concern over the spread of coronavirus / COVID19 has increased.
EIS General Secretary Larry Flanagan said, “The EIS had a series of constructive discussions with the Scottish Government about the need to make a decision to close schools.
“The escalation of the situation, and the change to government advice earlier this week, led the EIS to the view that school closures were now an absolute necessity. Subsequently, the First Minister has announced, this afternoon, that all schools and nurseries will close by the end of the day this Friday.
“This decision will be welcomed by our members, who have expressed growing concern in recent days over potential increased risk to the health of pupils, staff, their families and the wider community.”
“As the First Minister highlighted, there is a clear need for arrangements to be put in place to deal with a range of important issues: including providing alternative arrangements for pupils in receipt of free school meals; appropriate provision and support for pupils taking SQA exams; and suitable arrangement for pupils of parents who are critical workers, such as those employed in the NHS or the emergency services.
“On the issue of supporting home learning during this period, a number of Councils are looking at online learning solutions which may offer some provision, although they most certainly should not be seen as a panacea – ensuring equitable access for students is just one challenge.”
“We have written, also, to Education Scotland to suggest that rather than every Council or school reinventing the wheel in terms of providing learning activities while schools are closed, some national provision would be helpful, perhaps even utilising broadcast channels to engage as many young people as possible.”
Mr Flanagan added: “The EIS welcomes the First Minister’s announcement and will now seek to engage both nationally and locally about appropriate working arrangements for teachers, in order that young people and their families can receive as much educational support as practicable during this challenging period.”
As part of the ongoing national industrial action a further two days of strike action are planned to take place across Scotland’s colleges this week.
As a result all classes, including evening and Schools College Partnership, are cancelled on Wednesday 15 and Thursday 16 May.However the College will be OPEN for students to access all facilities and learning resources for self-directed study. You do not have to attend College on these days.
Please note: All evening classes are cancelled unless your lecturer has told you otherwise.
Please be aware that although classes are cancelled, scheduled exams will go ahead on this day. If you have an exam scheduled on Wednesday 15 or Thursday 16 May you MUST come to College as normal.
Our virtual learning environment, Moodle, will be available throughout strike action so you can keep up to date with your studies. Your lecturers will let you know in advance of anything important you should be aware of and any available materials.
Your student support payments will not be affected by the strike action.
As well as the strike days, the EIS will continue undertaking a resulting boycott and the withdrawal of goodwill, these are explained below:
Resulting boycott
Lecturers will still mark your assessments, provide you with feedback as normal and your results will be kept on record. The only change is that lecturers participating in the industrial action will not formally enter your result into the College student records system.
What does this mean?
This means your assessment result will still be held and kept safe by the College, it may just take longer for it to appear on your record. Please don’t worry, if the dispute is not resolved before results need to be in place to allow students to progress or be certificated then the College will take action to ensure arrangements are put in place to manage any situation where resulting is delayed. Your progression will not be affected.
It is important that you don’t worry about this boycott and continue to focus on completing your assessments.
Withdrawal of Goodwill
Lecturers will only work strictly to their contract terms of employment. Within timetabled class time they will teach and support you as normal, however they will not be conducting any duties or tasks that they would deem to be voluntary or outwith their contracted hours of work. This might include:
Not answering emails, phone calls or preparing classes outside of normal working hours
Not undertaking voluntary tasks or meetings outside of normal working hours
Not marking assessments outside of normal working hours
What does this mean?
This means you may not be able to contact your lecturer outside of class times and should ask for more help within class time instead. Lecturers will still support you outside of class times if it is within their normal working hours. You may also have to wait slightly longer for assessment feedback if your lecturer is participating in the industrial action.
If you have any questions or concerns please speak to your lecturer, Student Services or your Students’ Association.
Please be assured that the College has measures in place to ensure as little disruption to your studies and resulting as possible. If the situation changes, we will let you know as soon as we can. We will keep you up to date with any changes to planned strike action via the Student Portal and our social media pages: Facebook and Twitter.
