That things went awry somewhere along the line is probably best illustrated by the revelation that, while CfE was meant to free up teachers to teach, it actually resulted in 20, pages of online guidance. But another reason why CfE has struggled is that it was introduced at a time of significant austerity.
Schools have seen their money for resources, teaching staff, support staff and CPD cut at the same time as trying to introduce an ambitious reform. The most recent criticism of CfE is that it has led to a narrowing of the curriculum in S4.
Its aim was to create rounded human beings — pupils who embody the four capacities. So you use a different set of indicators [and] you might get a different set of results.
It only takes a moment and you'll get access to more news, plus courses, jobs and teaching resources tailored to you. Already signed up? Log in. But how did we get to this point? What is Curriculum for Excellence? When was CfE introduced in Scotland? 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. 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.
The two-year study is scheduled to report in Autumn Research and big data analysis is ongoing at Stirling to assess curriculum provision and outcomes, the role of different actors such as local authorities and teachers, and impact of external pressure such as accountability and performance. We want to know how this all impacts on the education of young people and the independent evidence we gather will help the Scottish Government further develop CfE.
Our new two-year research project, will go some way towards addressing this evidence gap. Debate and critique in curriculum studies: new directions? The Curriculum Journal , 30 4 , pp. A Companion to Research in Teacher Education. Singapore: Springer, pp. Curriculum reform: Progress, tensions and possibilities Priestley M Curriculum reform: Progress, tensions and possibilities. Scottish Education. Edinburgh: Edinburgh University Press.
Journal of Research in Science Teaching , 54 3 , pp. Education and the Curriculum for Excellence. A bold new vision for education Curriculum for Excellence was implemented in Scottish schools in , and has been regarded as the most significant educational development in a generation, with the potential to transform learning and teaching.
Understanding the implementation of the Curriculum for Excellence Researchers at Stirling felt that politically independent research was needed to fairly assess the impact of CfE. Our research is helping young people get the right opportunities. 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. Find out more: Transforming Scotland into a maths positive nation Making maths count blog Sustainability Learning for sustainability is a cross-curricular approach to build a socially just, sustainable and equitable society. Languages: Gaelic, Scots and other languages Find out more in the languages section of this website.
This follows recommendations made in a report from the LGBTI Inclusive Education Working Group , Qualifications 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.
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