Curriculum for Excellence

Curriculum for Excellence
Name	Curriculum for Excellence
Country	Scotland
Implemented	2010s
Age range	3–18
Authority	Scottish Government

Curriculum for Excellence is the national curriculum framework for schools in Scotland introduced in the 2010s to replace earlier arrangements and to guide learning from early years through secondary education. It was developed by the Scottish Government and Education Scotland with input from local authorities, teacher unions and stakeholder groups to align schooling with contemporary policy priorities. The framework emphasizes transferable skills, interdisciplinary learning and learner-centered approaches across broad general education and senior phase pathways.

Background and Development

Development began after the publication of policy reviews and white papers led by the Scottish Government and ministers such as Gordon Brown, Alex Salmond and Nicola Sturgeon shaping devolved policy in the Scottish Parliament at Holyrood. Advisory input came from bodies including Her Majesty's Inspectorate of Education predecessors and successor agencies like Education Scotland, and stakeholders such as the General Teaching Council for Scotland, the Scottish Qualifications Authority, the Association of Directors of Education in Scotland and representative unions such as the Educational Institute of Scotland and Unison. Influences included international comparisons from organizations like the Organisation for Economic Co-operation and Development and frameworks from jurisdictions such as Finland, Ontario, and New Zealand. Implementation was phased across local authorities including Aberdeen City Council, Glasgow City Council and Edinburgh City Council, with pilot programmes in clusters aligned to institutions like the University of Edinburgh and the University of Glasgow.

Aims and Principles

The framework set out capacities intended for young people inspired by policy debates at Westminster and thematic reports such as ones influenced by commissions like the OECD Programme for International Student Assessment. It established principles including coherence, challenge, progression and personalisation promoted by agencies such as Education Scotland and overseen by ministers at St Andrew's House. Aims referenced skills and attributes resonant with employment sectors represented by bodies like Skills Development Scotland and civic expectations linked to institutions such as the Scottish Parliament and civic organisations like the Joseph Rowntree Foundation.

Structure and Curriculum Areas

The structure comprises Broad General Education and the Senior Phase, aligning stages from early years through Curriculum levels, influenced by sector partners including the Scottish Trades Union Congress in professional dialogues. Curriculum Areas were framed to include Expressive Arts, Languages and Literacy, Mathematics and Numeracy, Health and Wellbeing, Social Studies, Sciences and Technologies, reflecting input from specialist bodies such as the Royal Society of Edinburgh, the Royal College of Physicians of Edinburgh and cultural institutions like the National Galleries of Scotland and National Library of Scotland. Cross-curricular themes connected to programmes run by organisations such as Creative Scotland and environmental initiatives tied to groups like Scottish Natural Heritage.

Assessment and Qualifications

Assessment models were designed to integrate formative classroom assessment and qualifications managed by the Scottish Qualifications Authority with national qualifications such as National 4, National 5, Higher and Advanced Higher, and pathways linked to further education institutions including City of Glasgow College and universities like University of St Andrews. Qualifications reforms interacted with inspection regimes from agencies evolved from HM Inspectorate of Education and data systems associated with national agencies like Scotland's Census reporting and statistical releases by Scottish Government analysts. Professional development for assessment practices involved partnerships with teacher educators at institutions such as University of Strathclyde and University of Dundee.

Implementation and Reform

Roll-out required coordination between devolved administration actors in Edinburgh, local authorities across regions such as the Highlands and Islands, and representative organisations including the Scottish Parent Teacher Council and sector employers represented by bodies such as Federation of Small Businesses (Scotland). Reforms and revisions followed reviews by panels that included academics from institutions such as University of Aberdeen and think tanks like the Institute for Fiscal Studies when commissioned, leading to adjustments in guidance and timelines endorsed at sessions of the Scottish Parliament. Pilot changes and subsequent policy amendments engaged awarding bodies including the City and Guilds of London Institute where overlap occurred.

Reception and Impact

Reception among stakeholders varied: teacher unions such as the Educational Institute of Scotland and headteacher associations like the Association of Headteachers and Deputes in Scotland offered critiques and support in different periods, while business groups including Scottish Chambers of Commerce assessed employer relevance. International observers from the OECD and academic commentators across universities like University of Dundee and University of Glasgow evaluated outcomes using performance data also studied by institutions such as SNP (Scottish National Party) policy teams and opposition groups including Scottish Conservative and Unionist Party. Impacts reported included shifts in classroom practice, professional learning demands for staff, and ongoing debates about assessment rigour and parity with qualification frameworks in other devolved and national systems such as England, Wales, and Northern Ireland.

Category:Education in Scotland