Curriculum for Excellence

Curriculum for Excellence
Name	Curriculum for Excellence
Country	Scotland
Agency	Scottish Government
Launched	2010
Assessment	Scottish Qualifications Authority

Curriculum for Excellence. Often abbreviated as CfE, it is the national curriculum for Scottish schools for learners aged 3 to 18. Introduced in 2010, it replaced previous structures like 5-14 Development Programme and Standard Grade. The framework aims to provide a coherent, flexible, and enriched educational experience from early years through the senior phase.

Overview and aims

The development of this framework was spearheaded by the Scottish Government following the national debate on education initiated by then First Minister Jack McConnell. A key review was conducted by a group led by Professor Walter Humes. Its core purpose is encapsulated in the aim to develop four capacities in all young people: successful learners, confident individuals, responsible citizens, and effective contributors. This represents a shift from a primarily content-driven model to one emphasizing skills, attributes, and interdisciplinary learning. The philosophy is influenced by international educational trends and research, seeking to prepare learners for life in the 21st century within contexts like the European Union and a globalized economy.

Structure and levels

The curriculum is structured across five broad developmental levels: Early, First, Second, Third, and Fourth. These levels are designed to be flexible and are based on a learner's progress rather than strictly their age, though they are broadly aligned with stages from nursery school through to S3 in secondary school. The senior phase, which encompasses ages 15 to 18 and typically covers S4 to S6, is where learners work towards formal qualifications. This phase is closely articulated with the qualifications framework managed by the Scottish Qualifications Authority. The transition between levels is guided by principles of personalization and choice, particularly moving into the senior phase where pathways may involve National Qualifications, Highers, and Advanced Higher.

Key curricular areas

Learning is organized into eight curricular areas: Expressive Arts, Health and Wellbeing, Languages, Mathematics, Religious and Moral Education, Sciences, Social Studies, and Technologies. Schools are expected to plan learning experiences that draw from these areas, promoting interdisciplinary projects. For example, a study of the Battle of Bannockburn might involve Social Studies, Languages, and Technologies. The framework also emphasizes the importance of literacy, numeracy, and health and wellbeing as 'responsibilities of all' educators. Specific subjects like Gaelic medium education are supported, and there is a focus on learning for sustainability, linking to global initiatives.

Assessment and qualifications

Assessment under the framework is intended to support learning, with a strong emphasis on formative assessment and professional judgement by teachers, particularly in the broad general education up to the end of S3. In the senior phase, assessment becomes more formalized through national qualifications. The Scottish Qualifications Authority awards National 3, National 4, National 5, Higher, and Advanced Higher qualifications. A major reform of these qualifications was implemented alongside the curriculum's rollout. The Programme for International Student Assessment and Scottish Survey of Literacy and Numeracy provide national performance data.

Implementation and governance

Implementation has been managed by Education Scotland, formed from the merger of Learning and Teaching Scotland and HMIE. National guidance, including the 'Building the Curriculum' series, is provided to local authorities such as Glasgow City Council and Edinburgh City Council, which are responsible for delivery in schools. Key supporting bodies include the General Teaching Council for Scotland and the Educational Institute of Scotland. The curriculum's development and review have involved numerous stakeholders, from the Scottish Parliament's Education and Skills Committee to parent groups like Connect.

Reception and impact

Reception has been mixed and subject to significant scrutiny. Supporters, including many within the Scottish Government and Education Scotland, argue it fosters creativity and skills for life. Critics, including some academics and the Organisation for Economic Co-operation and Development, have pointed to implementation challenges, workload for teachers, and concerns about consistency and rigor. Reviews, such as the 2015 report by the OECD and the 2021 independent review led by Professor Ken Muir, have informed ongoing reforms. Its impact is often measured through attainment statistics, university entry rates to institutions like the University of Edinburgh, and international surveys.

Category:Education in Scotland Category:Educational curricula