Curriculum and Assessment Board minutes: November 2024

Attendees and apologies

• Andrew Creamer, Head of Learning Teaching & Assessment, Education Scotland 
• Andy Harvey, (sub for Andrea Bradley), The Educational Institute of Scotland (EIS)
• Clare Hicks, (Co-Chair) Education Reform, Director, Scottish Government 
• Dr Joseph Smith (sub for Mark Priestley), Academic Representative, University of Stirling
• Gill Mann, Interim Head of NQ Policy, Scottish Qualifications Authority (SQA) 
• Guch Dhillon (sub for Janie McManus) Head of Inspection, HMIE
• Joan MacKay, Assistant Director, Education Scotland 
• Johnathan Cunningham, Association of Headteachers and Deputes in Scotland (AHDS) 
• Laura Murdoch, Deputy Director, Curriculum and Qualifications, Scottish Government
• Lorraine Davidson, Chief Executive, Scottish Council of Independent Schools (SCIS)
• Martyn Ware, Head of Policy, Research & Standards, Scottish Qualifications Authority (SQA) 
• Matthew Sweeney, Policy Manager, Convention of Scottish Local Authorities (COSLA) 
• Nik James, National Official, NASUWT
• Ollie Bray, Strategic Director, Education Scotland 
• Pauline Radcliffe, Chief Executive, Scottish Credit and Qualifications Framework Partnership (SCQF)
• Stewart Nicolson, Association of Directors of Education (ADES) 
• Tom Harley, Education Manager, (sub for James Russell) Skills Development Scotland (SDS)

Apologies 

• Andrea Bradley, General Secretary, The Educational Institute of Scotland (EIS) 
• Andy Witty, Director of Strategic Policy, Colleges Scotland
• Erica Russell-Hensens, Deputy Director, Student Interests, Access and Quality, Scottish Funding Council (SFC) 
• Gavin Yates, Executive Director Connect, Scottish Assembly of Parents and Carers (SAPC)
• Graham Hutton, School Leaders Scotland (SLS)
• James McKean, Policy Officer, Colleges Scotland 
• James Russell, Director of CIAG Operations, Skills Development Scotland (SDS) 
• Jane Brumpton, Chief Executive, Early Years Scotland  
• Janie McManus, His Majesty’s Chief Inspector of Education, Education Scotland 
• Julie MacDonald, Vice President, School Leaders Scotland (SLS) 
• Marie Hendry, Chief Executive, College Development Network 
• Professor Louise Hayward, Professor of Educational Assessment and Innovation, Academic Representative, University of Glasgow  
• Professor Mark Priestley Professor of Education, University of Stirling, Academic Representative
• Tina Harrison, Representative, Universities Scotland 
• Victoria Smith, Strategic Director, General Teaching Council Scotland (GTCS) 

Items and actions

Welcome and draft minutes from last meeting, 17 September 2024 

Co-chair (Clare Hicks) welcomed members and invited them to clear the draft minutes from last meeting, 17 September 2024. The minutes were approved. 

Actions from previous meeting – are complete and approved to clear.

• share education reform slides (secretariat) 
• share OECD education “at a glance” publication (secretariat)
• send requests in writing about involvement of CAB members in next phase of curriculum improvement cycle (secretariat) 
• share links to adverts for HM Chief Inspector of Education in Scotland and Chief Executive of Education Scotland (secretariat)

The co-chair confirmed that this in-person meeting of the Curriculum and Assessment Board (CAB) would focus on providing members with an update on the education reform programme, progress on the work of the sub-group for Curriculum Improvement Cycle (CIC) and provide an update on Scottish Government’s (SG) response to the Independent Review of Qualifications and Assessment (IRQA).  

Education reform – update and forward look 

The co-chair introduced this item, noting the Education (Scotland) Bill was progressing through the stage 1 parliamentary process and would move to stage 2 in early 2025. The following further updates were noted: 

Since the previous CAB meeting the Scottish Government published the response to the Independent Review of Qualifications and Assessment (IRQA) (further detail would be provided later in the agenda).

Education and post schools reform are brought together at portfolio level, in a holistic way making connections with learner journeys and supporting improved outcomes for children, young people, adult learners as well as practitioners.

Skills reform work will focus on national and regional skills planning supporting the system to focus on the right skills for Scotland’s future. Next steps will focus on building the evidence base, particularly on apprenticeship schemes at a regional and national level, and further legislation is planned to simplify funding for post school bodies, informed by the public consultation.

The centre for teaching excellence specification was co-produced, and the final tending process is now underway. 

Curriculum Improvement Cycle (CIC):  Workshop 1

The CIC workshops will focus on the current developments on evolving the Curriculum for Excellence (CfE) technical framework, CIC Design Notes, CIC language (glossary), and next steps.

It was noted that members of the CAB sub-group attended three meetings, two online and one in-person, focusing on the evolution of the technical framework, design notes, and language (glossary). The aim of the sub-group was to test the current CIC thinking, to be in a strong position at this CAB meeting, and assist in identifying unintended consequences, including linked to implementation. 

Stewart Nicolson, ADES (sub-group member) provided an update on the work of the sub-group, stressing in particular that the work around common language, clarity and purpose, progression, and exemplification of cross curricular themes was important. 

Members were provided with an overview of significant CIC dates and high-level activities from 30 October to the end of December 2024, which included a recent meeting with the Cabinet Secretary who had confirmed her support for both the CIC work, and current direction of travel.

“Scotland’s curriculum framework, why, what, how?” The first CAB discussion covered the ‘what’ aspect with a focus on the technical framework, in particular the parameters for success of the evolved curriculum framework.  

Members were asked to write down their general thoughts and reflections, practicalities/unintended consequences and any other ideas/feedback throughout today’s session on the post it notes provided. 

The recent publication of Education Scotland’s discussion paper one 'background and a case for change findings from the pilot curriculum reviews 2023/24: a discussion paper' was welcomed. It was further noted that paper two is due to be published mid-December, which will focus on the work and outputs from the curriculum pilots and working towards an evolved technical framework.

Findings from the curriculum pilots, indicated consensus regarding the opportunity of evolving the existing CfE technical framework as part of the CIC.  Criteria for an evolved technical framework were noted as being: i) declutter the curriculum, ii) greater clarity of knowledge learners should have at key points in their learning, iii) clarity on progression, iv) clarity on the roles and purposes (of the curriculum), v) (being more) adaptable and flexible to realities of the different nature of curriculum areas, vi) flexibility at the level below the key ideas, vii) a 3-18 framework which is aligned with the senior phase, viii) clear position in terms of cross curricular themes and responsibility of all. 

It was noted that the OECD has previously suggested ES explore a ‘big ideas’ (or “know-do-understand”) approach to provide appropriate parameters and connections for all learning. This approach has the potential to provide clarity to learners and provide a foundation for how we develop the conceptual understanding and support progression as we evolve CfE. 

Members were provided with early draft illustrations of technical frameworks, to show examples of embedded conceptual knowledge to aid group discussion. 

The following points were noted: 

• revised technical framework has the potential to provide real clarity, coherence and consistency of how the curriculum layers connect to one another
• reassuring messaging for practitioners will be essential
• how will this work in the senior phase (this will be discussed in second workshop today)?

Curriculum Improvement Cycle (CIC): Workshop 2

The second workshop focussed on current developments on evolving the Curriculum for Excellence (CfE) technical framework. It was noted that a key message from the curriculum pilots was the disconnect between Broad General Education (BGE) and senior phase and the need for a consistent structure, processes, language, and the same framework across the whole 3-18 curriculum. It was further noted that the big ideas framework provided the potential to use the same concepts, language and process across the phases.

In discussion, the following points were noted:

• questions around co-design of the BGE
• overall – it is going in the right direction
• employers need to be plugged in. It’s about the destination being sustained, is there a greater need for work-based learning in senior phase?
• children and young people need to learn at the appropriate level for them from a SCQF perspective. It will be useful to know where the synergies are and alignment with SCQF
• balance of making sure that this approach won’t narrow teaching and assessment
• for this to work there needs to be changes to assessment
• important to trial new approaches/frameworks out, due to timetabling and workload concerns
• cultural change is required, teachers need to be supported. It is a big ask as currently rely on performance indicators

Design notes 

The third workshop focused on CIC design notes and language (glossary). Education Scotland asked members to conduct group discussions and to provide feedback and comments. 

It was noted that work on a glossary of terms began three and a half years ago, was then paused, and has now been picked back up to align with the work on CIC. Members were asked to look at the glossary and make suggestions on what needs to be included in the next reiteration/draft. It was noted that a draft form of the glossary will be published on CIC website by the end of the year.

Post meeting note: Education Scotland will organise two further drop-in sessions (covering today’s content) for CAB members unable to attend today, allowing their views to be considered. 

Independent Review of Qualifications and Assessment (IRQA) – SG response – next steps

A short presentation was delivered by SG and SQA on the SG response, next steps, and actions from the IRQA. 

It was noted that SG, ES and SQA see CIC and qualifications reform as a single project in the SG education reform governance structure. A high-level overview was provided relating to programmes of learning, personal pathway, project learning (IDL), and parity of esteem.

It was noted that SQA are currently beginning to review the balance, approaches, and methods of assessment (to extend the range of approved assessment methods) and are also reviewing the current portfolio of qualifications to ensure clearer and relevant learner pathways. This includes exploring models of how graded national courses could be organised into ‘modules’ to allow learners maximum flexibility to build credit and pilot on screen digital assessment. It was noted that this work, if to be impactful, will require substantial funding moving forward. 

It was noted that CAB will play an important role in this work moving forward and will be involved from the beginning of 2025. This will include consideration of stakeholder engagement mechanisms and receiving updates on progress, replicating the CIC approach. SG and SQA sought confirmation from CAB that they were content with this approach, which was agreed.

Any other business

The co-chair thanked members for their in-depth discussions and travelling to Glasgow for today’s meeting and asked members to give their post it notes with their comments and questions to Education Scotland. Education will use feedback and questions to inform their next series of sub-group design sprints and next meeting of CAB.