Curriculum and Assessment Board minutes: March 2026

Attendees and apologies

• Stewart Nicolson, Chair of the Curriculum, Assessment and Qualifications Network, Association of Directors of Education (ADES)
• Fiona Carmichael, Chief Executive, Early Years Scotland
• Tim Wallace, Vice President, Association of Headteachers and Deputes in Scotland (AHDS)
• Kirsty Forrester, Vice Chair, CLD Managers Scotland (CLD Manager, Dundee City Council)
• Jennifer Mcdonald, Strategic Director, General Teaching Council Scotland (GTCS)
• Brianna Fletcher, Policy Manager, COSLA
• Anne Keenan, Assistant General Secretary, Educational Institute of Scotland (EIS)
• Julie MacDonald, Head teacher at Nairn Academy, School Leavers Scotland (SLS)
• John Guidi, District Secretary, Renfrewshire, Scottish Secondary Teachers Association (SSTA)
• Clare Bannister, Senior Policy Advisor, Universities Scotland
• Donnie Wood, Head of Pathways Policy, Scottish Credit and Qualifications Framework Partnership (SCQFP)
• Marissa Lippiatt, Intern Chief Executive, Scottish Credit and Qualifications Framework Partnership (SCQF)
• Gavin Yates, Executive Director Connect, Scottish Assembly of Parents and Carers (SAPC)
• James Russell, Director of CIAG Operations, Skills Development Scotland (SDS)
• Lorraine Davidson, Chief Executive, Scottish Council of Independent Schools (SCIS)
• Mike Corbett, National Official, National Association of Schoolmasters Union of Women Teachers (NASUWT) 
• Gill Mann, Interim Head of NQ Policy, Qualifications Scotland
• Simon Allan, Head of Research and Evaluation, Qualifications Scotland
• Erica Russell Hensens, Deputy Director, Student Interests, Access and Quality, Scottish Funding Council, (SFC)
• Patricia Watson, Strategic Lead, Inspection, HMIE, Education Scotland
• Graeme Logan, Interim HM Chief Inspector, HMIE, Education Scotland
• Lisa Bird, Interim Chief Executive, Education Scotland
• Graeme Wallace, Curriculum Innovation, Education Scotland
• Jacqueline Nimmo, Head of Inspection Lead, Education Scotland
• Clare Hicks, Co-Chair, Director for Education Reform, Scottish Government
• Lewis Hedge, Co-Chair, Deputy Director, Curriculum and Qualifications, Scottish Government 
• Scottish Government officials, Curriculum and Qualifications Division
• Scottish Government officials, Curriculum and Assessment Board Secretariat

Apologies

• Marion Burns, Chief Executive, Early Years Scotland 

• Johnathan Cunningham, President, Association of Headteachers and Deputes in Scotland (AHDS)

• Marie Hendry, Marie Hendry, Chief Executive, College Development Network
• James McKean, Policy Officer, Colleges Scotland
• Nik James, National Official, National Association of Schoolmasters Union of Women Teachers (NASUWT) 
• Andy Harvey, National Official, Educational Institute of Scotland (EIS)
• Victoria Smith, Strategic Director General Teaching Council Scotland (GTCS)
• Martyn Ware, Director of Policy, Analysis and Standards, Qualifications Scotland
• Tom Harley, Skills Development Scotland (SDS)
• Tina Harrison, Representative, Universities Scotland
• Professor Louise Hayward, Professor of Educational Awareness and Innovation, Academic Representative, University of Glasgow
• Ollie Bray, Strategic Director, Education Scotland
• Stuart Cathro, Head of Inspection, HMIE
• Andrew Creamer, Head of Learning, Teaching and Assessment, Education Scotland
• Lise Mccaffery, Head of Curriculum Area, Education Scotland
• Donna Stewart, Director, Qualifications Scotland
• Alasdair Smith, Head of Service, HNVQ Policy, Qualifications Scotland
• Mark Priestly, Academic Representative, Professor of Education, University of Stirling

Items and actions

Welcome

The Chair welcomed members and invited reflections on the previous minute.

Feedback from attendees related to the online learning review section of the previous minute. Points were raised on accuracy of reflections on scope of the review, lack of definition of online learning, and the concerns shared by trade unions.

ACTION: Secretariat to review and update the minute prior to publishing.

Education reform update

An update was provided covering:

• rapid review of online learning publication on 10 March 2026

• updated statutory guidance on relationships, sexual health and parenthood education (RSHP) published on (February 2026)
• Scottish Government organisational development
• the Additional Support for Learning Review subsequently published on (March 2026)
• Religious Observance/Religious Moral Education Act
• Outdoor Learning Bill Act  

Scottish Government update on Education reform communications narrative

At a previous meeting of CAB: comms session (September 2025) views were sought on how to improve communications relating to curriculum and qualifications reform.

From feedback, it was determined that there were the four main asks;

• a strategic narrative for the programme should be created
• tailored communications for all groups impacted and interested in this work
• trusted networks for stakeholders should be utilised, so information can be delivered via mediums that they interact with
• a communications plan should be created, which provides clarity on when messaging is delivered, while avoiding overload

In November 2025, it was agreed at Curriculum Improvement and Qualification Reform Assurance Board that the Scottish Government would lead on the development of a strategic narrative. Alongside this, a communications strategy would also be developed by the Scottish Government.

Action - A draft copy of the Curriculum and Qualifications Reform Communications Strategy and Strategic Narrative will be shared with CAB members on 25 March 2026. Comments and feedback will being considered by SG.

Curriculum improvement cycle (CIC) update provided by Education Scotland

Education Scotland outlined progress on CIC including details about publications due in summer 2026, ongoing engagement activity, and alignment with recognition of achievement and learner profiling. Key points included:

• overview of CIC engagement structure and update on work to ensure broad representation, particularly from ELC.
• update on the CIC timeline, including information about draft publications due in summer 2026: the national guidance document and the Know, Do, Understand Framework
• connections to recognition of achievement and learner profiles
• ongoing work to develop clearer ways of communicating CIC activity, including new sensemaking tools explainers for practitioners
• preparations for implementation and enactment, including work with practitioners to shape a national professional learning offer, advice on timing, and collaboration with AHDS and SLS on leadership support
• next steps include webinars, post‑election sessions, sharing sample frameworks, and planning post‑summer activity informed by CAB subgroup input

CAB members raised the following points:

• ongoing workload, release and time pressures, especially for ELC and primary colleagues
• need for clearer messaging, consistent engagement opportunities, and timely assurance around in‑service day provision to allow for alignment with school improvement planning and working time
• concerns about curriculum clutter, tight timelines, and simultaneous release of documents, particularly for teachers delivering all curriculum areas
• desire for clearer expectations for practitioners and stronger alignment with Qualifications Scotland qualifications reform
• importance of equalities considerations and practical barriers such as digital infrastructure

Officials confirmed that there would be continued monitoring of engagement, a focus on decluttering/articulation of required changes, would be considered in more depth by the CAB sub-group and in‑service day arrangements are being explored with the Cabinet Secretary.

Qualifications reform update provided by Qualification Scotland

Qualifications Scotland provided an overview of planned engagement phases for 2026 to 2027, the principles underpinning evidence‑gathering, and the associated governance structures. Key points included:

• emphasis that all activity should be grounded in evidence, minimising impact on learners and practitioners, and ensuring ethical and transparent processes, with learners and practitioners positioned at the centre of all decision making
• engagement will inform qualification design, followed by subject‑level development
• early engagement to shape work runs March – June 2026, and a first round of engagement on what stakeholders consider to be important will run September – December 2026
• the research and analysis principles and an overview of governance structures was also provided

CAB discussion highlighted:

• the importance of positioning HE, FE and employer stakeholders appropriately within the wider engagement structures
• the need to balance stakeholder views with system feasibility
• the need for clarity on decision‑making roles across Qualifications Scotland and Education Scotland
• importance of careful consideration around adult learners, low‑uptake subjects, and learner workload
• stronger and more explicit emphasis on the learner experience within engagement design is required
• how teacher professional associations would be engaged throughout the process

Officials confirmed:

• there is no predetermined model for future qualifications; engagement will shape proposals
• workload implications will be central to design
• further refinement of engagement sequencing and mapping is planned

Stakeholder mapping exercise

CAB was invited to provide feedback on a draft stakeholder map and the proposed approach to engagement.

Computing science update provided by Scottish Government officials

Officials provided an update on a recent Scottish Teachers Advancing Computing Science (STACS) report: Computing Science Summary Report: Scottish Government Computing Science Meeting Series: March 2026 structured around the four themes:

• recruitment and retention of CS teachers
• professional learning opportunities
• school infrastructure and digital readiness
• subject attractiveness

Links were made throughout to teacher workforce, CIC, school estate and technology in schools.

Key proposed actions identified were:

• promotion of the subject and Computer Science teaching as a career
• develop understanding of registration pattern, e.g. there are 550 CS teachers currently working of the 1305 registered
• clarify landscape around Professional Learning for Computer Science
• ensure Computer Science teachers are part of a learning community
• develop a better understanding of variations in school infrastructure
• leverage opportunities in education reform to make the subject more appealing

Scottish Government update - leavers positive destination statistics

Officials presented recent data showing the high rate in positive destinations is being maintained, with a 97.8% rate in 2025. While overall trajectories for S4-S6 leavers remain positive, analysis highlighted persistent inequalities. Certain groups including care‑experienced learners, disabled young people, early school leavers, young men, those with additional support needs, and learners from the most deprived areas continue to face additional barriers and are less likely to sustain positive destinations.

A moderate correlation was noted between school attendance and S4 early‑leaving rates.

Officials outlined work under the National Improvement Framework to strengthen underlying factors affecting sustained destinations, including learning from schools with consistently strong outcomes across diverse cohorts. It was emphasised that while the system works well for most learners, further targeted support is needed to improve transitions for those who are harder to reach.

CAB members discussed the following:

• consideration is needed on what is offered across the system and identifying provision that is both high quality and sustainable
• importance of early intervention strategies to support learner engagement
• SDS reported that, in partnership with DYW and careers advisers, it is progressing a pilot to improve work experience opportunities. The pilot will continue across the north of Scotland this year, with a particular focus on new energy sector roles. SDS offered to share learning from this work
• data shows significant variation below the national level, and there are opportunities to learn from schools performing strongly, e.g. schools with specific “hub” in place
• the need for whole family support was emphasised, with a query about how cross government discussions are being coordinated to support this
• links to the IRQA report, the potential of the Scottish Diploma of Achievement (SDA), and how these frameworks could address the issues raised. Members asked how this work connects with the wider policy agenda to which many had already contributed
• while there are examples of strong practice, members stressed the importance of also identifying areas where best practice is not evident, and the need for schools to be self-reflective in recognising this

Scottish Government update and interactive workshop  – Schools (Residential Outdoor Education) (Scotland) Act 2026

Officials confirmed the Residential Outdoor Education Act completed its parliamentary process in December and has now passed into law. The focus now moves to implementation and commencement of the act, and officials confirmed they would like to get CAB members’ input to inform next steps.

An overview of the act was provided, including:

• duties established by the legislation, including:
  • for education authorities and managers of grant-aided schools to provide each pupil in the school(s) that they managed the chance to participate in at least 4 nights/ 5 days residential outdoor education (can be taken non-consecutively) at some point during their time at school;
  • for Ministers to make commencement regulations by 30 September 2027;
  • for Ministers to consult, produce and issue statutory guidance within 3 months of section 1 of the act coming into force; and
  • for Ministers report on provision under the act as soon as reasonably practicable after 5 years following the date on which the act comes fully into force

It was noted that in developing an approach and timeline for commencement, key areas of consideration/activity going forward relate to, for example: exploring approach to developing a baseline of provision; refining cost modelling (as far as possible); the standard of provision; potential targeting of provision by pupil year group; and strengthening understanding of sector capacity and readiness, including potential workforce implications.

CAB discussed the implementation of the act and offered the following points:

• there is a need to engage specialist providers and ensure accessibility for learners with complex needs

• importance of aligning residential experiences with broader outdoor learning, recognising participation barriers
• workload and resource pressures for schools
• need for clear communication and engagement with teachers, parents, and care‑experienced communities
• opportunities to learn from independent schools with strong outdoor learning models (e.g. Gordonstoun and Harmony School, Balerno)
• concerns were expressed regarding financing and hidden costs, including challenges for schools in maintaining and providing equipment and equitable access for families unable to afford contributions

Any other business and closing remarks 

• it was confirmed that the next meeting of CAB will take place online on Thursday 4 June 2026
• there was no other business and the meeting concluded