How is it structured? The eight curriculum areas are: Expressive arts Health and wellbeing Languages including English, Gaidhlig, Gaelic learners and modern languages Mathematics Religious and moral education Sciences Social studies Technologies. Has it been a success? Has anything else gone wrong? Register to continue reading for free It only takes a moment and you'll get access to more news, plus courses, jobs and teaching resources tailored to you Register.
Emma Seith. Emma Seith is a reporter for Tes Scotland. Latest stories. Roundup: TikTok, 'outstanding' schools, maths anxiety Tes presents a roundup of the biggest education news stories and features from the past week.
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Under the curriculum, all young people in Scotland have an entitlement to a senior phase of education this is roughly from age 15 or S4 onwards. A range of qualifications and awards are available to meet the needs and aspirations of young people to help them progress towards positive destinations beyond school, whether that be further study, work, training or employment.
The Scottish Qualifications Authority SQA is responsible for developing and awarding qualifications, with the exception of degrees. Scottish qualifications sit on a national framework which allocates credits. Find out more on the Scottish Credit and Qualifications Framework website. A range of vocational and skills related qualificatons and awards are also available.
Units are blocks of work that are taught throughout the year where young people are assessed at each block. In September , we decided to remove mandatory unit assessments from national qualifications to help reduce workload for teachers and young people. Unit assessments have been removed from National 5 courses, with changes made to Higher from to and Advanced Higher from to Find out more about the changes to unit assessments on Education Scotland's website.
Home Policies Schools. Choose section Overview Latest Policy actions School curriculum and qualifications Pupil attainment: closing the gap National Improvement Framework NIF Teachers School buildings Devolved school management Digital learning and teaching Health and wellbeing in schools Additional support for learning Children missing from education Education reform Policy actions 1 of School curriculum and qualifications The Curriculum for Excellence CfE is the national curriculum used from nursery to secondary school.
CfE is intended to foster four capacities in all young people: successful learners confident individuals responsible citizens effective contributors Education Scotland oversee the implementation of the curriculum. Subject initiatives We have identified curriculum areas which have specific initiatives and programmes to support learning.
Science, technology, engineering and maths STEM We are improving learning in the STEM subjects so that children and young people have opportunities to gain knowledge and skills and ultimately help grow the economy. Literacy and numeracy Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. Literacy and numeracy initiatives include: Read, Write, Count This campaign gives parents of children in P1 to P3 access to a range of hints, tips and advice to help them support their child's literacy and numeracy learning in those crucial early years of primary school.
Find out more: First Minister's Reading Challenge Making maths count This initiative aims to transform attitudes to maths so that its value is seen as an essential skill for every career.
There is a fear also that teachers do not understand CfE sufficiently to be able to teach the new curriculum effectively. Yet many of these arguments are based on little evidence, as only limited research had been carried out to assess the impact of CfE. Improving CfE for children is complicated and needs to be supported by the kind of rigorous independent research we do at Stirling. Researchers at Stirling felt that politically independent research was needed to fairly assess the impact of CfE.
In , Professor Mark Priestley and Sarah Minty, published a report suggesting that a major issue for the success of CfE lay in a gap between teacher practice and the aims and philosophy of the new curriculum. At the time, progress in implementing CfE was variable across schools. Many teachers felt there were tensions between the big ideas of the curriculum and the finer detail of its experiences and outcomes. Schools that had taken a longer-term, big picture approach to implementing CfE had achieved more progress, especially if teachers had time to discuss planning and make the most of the new opportunities for teaching and learning.
Our research on CfE has provided evidence and guidance to the Scottish government in its drive to develop high-quality modern education. The Board was established to improve curriculum and assessment policy in education and provide advice and guidance to Scottish Ministers. We have also provided support programmes and workshops, based on our research, for teachers to help improve the development of CfE.
We are also working with Scottish local authorities and Education Scotland. Education systems globally are developing new national curricula that increasingly focus on the learner, core competencies and the importance of teachers as curriculum developers.
Our researchers have also advised other countries as they seek to develop similar models to CfE. For example, Dr Valerie Drew has worked with local authorities and teachers in Wales.
Her model for professional learning has influenced Welsh government policy on curriculum development. This brought together senior policymakers and policy developers along with international curriculum scholars, all seeking to progress curriculum development.
The Stirling Network for Curriculum Studies was established in to improve conversations about curricula across research, policy and practice.
The network brings together Stirling researchers, colleagues in other universities and educational practitioners and policymakers. This networking has led to collaborative bids for research funding and influential publications such as The Curriculum Journal. Recently, there has been emerging evidence from our research that in some areas of Scotland there has been a reduction in the number of subject choices offered to pupils despite the intentions of CfE of expanding the opportunities available to them.
This seems to be particularly the case in relation to young people from disadvantaged backgrounds. Our new research exploring this issue , funded by the Nuffield Foundation, will be led by Dr Marina Shapira from the Faculty of Social Sciences and supported by Professor Mark Priestley and a research team.
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