National Improvement Framework 2026: improvement plan

Outcome 3

Inclusive and relevant curriculum and assessment which gives young people the knowledge and skills necessary to contribute to society, shape a sustainable future, while celebrating and supporting progression for all.

What the evidence is telling us

This years “Achievement of CfE Level” (ACEL) data published on 9 December confirmed that the attainment gap for both literacy and numeracy in primary has reduced in 2024-25 to reach its lowest ever level (19.4 percentage points for literacy, and 16.6 percentage points for numeracy). For pupils in P1, P4 and P7 combined, the proportion achieving the expected levels in literacy and numeracy in 2024-25 reached the highest overall level to date. For our S3 pupils, the proportions achieving Third Level or better in literacy and numeracy are at their highest ever level.

The number of passes in vocational and technical qualifications and awards, such as construction, hospitality and business, has reached a record high of 110,380 this year. This represents a year-on-year increase of 22.6% compared to 2024. The pass rate for National 5 and Highers was also up, when compared to both last year and the pre-pandemic set of results, back in 2019.

Findings from HM Inspectors through school inspections tell us that, across the majority of schools, progression pathways in literacy, numeracy and health and wellbeing are well-established and aligned with Curriculum for Excellence (CfE) experiences and outcomes. The majority of secondary schools have a clear commitment to delivering a broad general education (BGE) aligned with CfE principles, with young people accessing a wide range of curricular areas in S1 and S2, with increasing emphasis on interdisciplinary learning, sustainability, and skills for learning, life and work.

In the senior phase, many secondary schools offer a range of qualifications, including Foundation Apprenticeships and National Progression Awards. These vocational and technical qualifications are often delivered in partnership with colleges and employers, contributing to a more inclusive and responsive curriculum. Evidence demonstrates a commitment to parity of esteem in these secondary schools, with innovative courses supporting skills development and future employment opportunities.

The evidence-gathering and analysis conducted by Education Scotland as part of the Curriculum Improvement Cycle reinforced many of these points but it also confirmed that there is a need to make improvements. In particular, the need to declutter the curriculum, to clarify and improve the position of knowledge and to improve how we address cross-curricular knowledge and skills. In relation to Gaelic, the evidence tells us that the current approach to the design of the Gaelic Medium Education (GME) curriculum - a translation of the English language curriculum - does not capture or adequately reflect the experience and culture of Gaelic communities.

What we will do to deliver

The reforms to curriculum, qualifications and assessment will gather pace in 2026. The combined timeline for the reform programme, published in June 2025, provides further detail on the key activities up to 2031. The reforms are being taken forward as an integrated programme to guarantee close alignment between curriculum and qualifications reform, to ensure a coherent, consistent and relevant journey for all pupils through school.

In relation to our curriculum reforms a key highlight in 2026 will be the publication of a draft evolved “technical framework” covering all curricular areas. Detailed evidence and analysis papers will be published alongside a package of communication and engagement to support implementation. As we implement these reforms, all key partners will retain a strong focus on our shared end goals: to ensure the curriculum remains forward looking and supports high quality teaching and learning; to improve the position of knowledge; to provide clarity on progression; to support successful transitions across early years, primary and secondary, and; to build a strong alignment between Broad General Education (BGE) and the Senior Phase.

In relation to the qualifications, progress has been made and work will continue to deliver the SG response to the Independent Review of Qualifications and Assessment (IRQA) which will update qualifications and assessment and improve the learner experience. SQA consulted with practitioners on the removal of written exams from three practical National 5 courses (Practical Cake Craft, Metal working and Woodworking) which is being implemented in the 2025/26 academic session. Engagement is ongoing with development teams to consider the position for a further two subject areas from 2026/27. This supports work to rebalance assessment and review what forms of assessment are most appropriate across the range of qualifications.

SQA has also conducted a limited pilot of digital assessment processes alongside the 2025 exam diet to consider the viability of increasing the use of digital assessments. Qualifications Scotland is currently reviewing no/low uptake qualifications. Evidence gathering continues across all product types to assess design principles, relevance, demand, and effectiveness. An initial workshop was held as a sub-group of the Curriculum and Assessment Board (CAB) in October/November 2025. This work will support the intention to create clearer and more coherent learner pathways.

In relation to Gaelic, our aim is to develop a Gaelic medium curriculum which more clearly reflects the history, culture and society of Gaelic communities. This will strengthen engagement of GME learners with their communities, particularly with regard to the knowledge and skills necessary to contribute to Gaelic communities and society, and to support a sustainable future for the language. The Gaelic medium curriculum developed through these reforms will not be a translation of the English curriculum but it will includes ongoing language acquisition, learning about Scottish history, the richness of Gaelic culture and concepts unique to Gaelic, such as the environmental stewardship inherent in dùthchas.

Organisations from across the education system will guide the reforms through the Curriculum and Assessment Board, and Education Reform Programme Board. The Scottish Government will continue to chair a Curriculum and Qualifications Reform Assurance Board, to ensure all elements remain aligned and coordinated.

How we will measure progress

Monitoring of progress towards the key NIF measures through the NIF Interactive Evidence Report (NIFIER).

The Scottish Government has commissioned work to develop a Monitoring and Evaluation Strategy which will propose a structured approach to systematically monitor progress and evaluate the impact of Curriculum, Qualifications and Assessment reform project (as well as the wider Education Reform Programme) over time. This project includes the development of a theory of change model, data mapping and an evaluability assessment.

Our Curriculum and Qualifications Reform Assurance Board will maintain a key role in overseeing all aspects of implementation, including our approach to monitoring and evaluation.

In relation to Gaelic, the Scottish Government will work with local government and other partners to ensure that data on subject availability and pupil uptake across GME settings in Scotland is robustly captured and maintained, including for digital learning offers/platforms. As set out in the Scottish Languages Act 2025, we will start the process of identifying, designating and supporting Areas of Linguistic Significance.