National Improvement Framework plan 2025: update on activity
Sets out progress on existing actions from the 2025 National Improvement Framework and improvement plan from across the education and skills landscape.
Outcome 3
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.
Action
CA105
Scottish Government will continue to support improvement activity across the CfE subject areas. This will include joint work with local authorities to develop a model for a long-term sustainable instrumental music tuition service as well as the work to implement the recommendations from the Logan Review of Scotland’s Tech Ecosystem.
Current position
Ongoing
Scottish Government continues to support improvement activity across the Curriculum for Excellence (CfE) Subject areas via collaborative working with Education Scotland, in particular in relation to the Curriculum and Qualifications reforms/Curriculum Improvement Cycle, which is reviewing and updating all curricular areas; and via a package of grant funding to third sector bodies providing professional learning, funded programmes in schools relating to curricular areas including Literacy, Numeracy, Languages, Computing Science, Science, Citizenship and various other areas.
In relation to computing science and music (the two specific areas quoted in the action:
Computing Science - Scottish Government continues to implement the recommendations of the Logan Review of Scotland’s “technology ecosystem”. This includes actions designed to ensure that teachers in Scotland have access to high-quality support for computing education and include support to the teacher-led body – the Scottish Teachers Advancing Computing Science (STACS) - which promotes computing science as a career option and provides a resource centre allowing teachers to enhance their support to young people.
Instrumental Music Tuition (IMT) - The Scottish Government has transformed instrumental music tuition in Scotland’s schools by funding councils to eradicate music tuition charges. In 2025/26 we provided £12 million to local authorities to support the continued delivery of free instrumental music tuition in schools. Funding is provided on a financial year basis model which is consistent with other funds being provided to local authorities. The IMT Circular for 2025/26 issued to all local authorities sets out a breakdown of funding to each local authority and provides guidance on what the commitment of what abolishing fees means in practice and examples of how this funding may be used. There are challenges in meeting the objective to "develop a model for a long-term sustainable instrumental music tuition service" due to ongoing issues in relation to funding levels, particularly in terms of inflationary pressures and the single year funding cycle; however £12m in funding per annum has been provided over the past three years. In addition, Scottish Government has worked with partners to develop a survey to the workforce on the matter of the registration of instrumental music instructors with the General Teaching Council of Scotland (GTCS), which will issue in late 2026. In relation to the funding model for instrumental music tuition, the government continues to work with partners to monitor funding levels as part of the annual grant-setting process.
How we will measure impact
DG Economy and DG Education and Justice policy officials continue to work collaboratively on the implementation of the Logan Review of Scotland’s Tech Ecosystem. We have again committed to provide £270k for FY 2025/26 to STACS to support their professional learning offer and related teacher upskilling activity. Work to explore and implement innovative approaches to addressing computing science recruitment challenges in partnership with ITE providers and STACS continues. Building on engagement undertaken by STACS earlier this year, DG Education and Justice policy officials are currently convening a short series of meetings with computing science teachers, local authorities and unions to consider solutions to long-standing issues related to the provision of the subject.
Action
CA109
The Scottish Government has confidence in the current approach to assessment and qualifications, but to ensure that it remains effective and fair as society changes we are undertaking a process of reform. This will involve agreeing a consensus for the purposes and principles of assessment, and then considering how these may be used to design a reformed process.
Current position
Closed - superseded by new action in the Improvement Plan
Reforming the curriculum, qualifications and assessment will underpin our work to support improved attainment, building on strengths in the system while drawing on new opportunities in a changing world. A timeline was published on 23rd June 2025, a key PfG 25/26 commitment to set out a single combined timeline for this reform.
Education Scotland and SQA are working together to develop a process to ensure alignment of qualifications with the CIC. Qualification content will be updated to reflect curriculum improvements, not least to ensure alignment and strong progression between the broad general education (BGE) to Senior Phase (S4 to S6) and beyond.
How we will measure impact
Curriculum Improvement & Qualifications Reform Assurance Board will approve and monitor the intended outputs and benefits as part of the wider education reform programme. The last meeting of the assurance board was on 6 November 2025.
Action
SI67
Scottish Government will work with partners to implement the 16 recommendations from the Review of Personal and Social Education (published Jan 2019) during the course of 2019. This will include the establishment of a senior phase Personal and Social Education Mentoring Programme to coach and enable pupils to design and deliver aspects of health and wellbeing/personal and social education whilst working towards an award.
Current position
Closed
Significant progress has been made in delivering the recommendations. The Personal and Social Education (PSE) Delivery and Implementation Group are taking stock of the work done to date, and the future of this work programme in light of the Curriculum Improvement Cycle (CIC).
A paper detailing progress on the recommendations has been considered by Ministers. Further advice was offered to Ministers around the CIC and engagement with the teaching unions to allay concerns of progress. We have engaged with the Unions to seek to conclude work on the PSE Review.
How we will measure impact
There is no clear measure of impact.
The current Education Reform work means the landscape is changing so impact will change over time.
Action
PI38
We will take necessary steps to ensure that Insight fits with the post-reform landscape of Scottish education – the timing of this will depend on plans for taking forward proposals coming from the education reform process.
Current position
Ongoing
We continue to develop the next iteration of Insight and will continue to work with Reform colleagues to ensure that it fits with the post-reform landscape.
How we will measure impact
As the work of Reform continues we will look to ensure Insight reflects any changes to Senior Phase assessment/attainment practice resulting from Reform.
Action
PI40
The Scottish Government will develop an outcomes and measurement framework for funded early learning and childcare. We will continue to work closely in partnership with local government and the ELC sector to develop a framework that can contribute to shared accountability and improvement goals, within the overall context provided by the Verity House Agreement.
Current position
Closed - superseded by action 1/15
Action
3/1
Together with teachers, practitioners, delivery partners and stakeholders, we will take forward the Curriculum Improvement Cycle (CIC) which takes a systematic approach to ensuring that Scotland’s curriculum remains relevant, forward looking, clarifies the role of knowledge, and ultimately supports high quality teaching, learning, and progression. As part of this process Education Scotland will second advisors from schools to lead on specific elements of the CIC.
Current position
Ongoing
All curriculum areas have now entered the Curriculum Improvement Cycle (CIC) systematic approach. National Advisors have been appointed and core and collaboration groups established. These groups will work on identifying the Big Ideas for each curriculum area. These Big Ideas will lead to the identification of key concepts and underpinning knowledge and skills that will sit at the heart of the Know, Do and Understand Framework. Groups have also been established for the remaining 3 contexts for learning. Core and collaboration groups are led primarily by teachers with other key stakeholders also represented.
Next steps:
Evidence papers for each curricular area along with initial drafts of Big Ideas will be published along with sense making guidance. Final drafts are due to be published in June 2026. These drafts will provide greater clarity on the position of knowledge within each curricular area. National Advisors will remain involved throughout the process.
How we will measure impact
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.
Action
3/2
While numeracy/maths has been prioritised as the first curricular area to undergo this improvement cycle in 2024, work to update all eight curricular areas will begin in this academic year (2024/2025), albeit different curricular areas will be at different stages of development at any given time.
Current position
Ongoing
Phases One and Two of the project is well underway and Education Scotland are now in Stage 2 of the CIC model (co-creation and design) with Stage 3 (learning, sharing and adopting) coming in 2026.
How we will measure impact
The project is now overseen by the Curriculum and Qualifications Assurance Board, as part of the Education Reform Programme, to provide governance. 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.
Action
3/3
HMIE will continue a programme of thematic inspections of curriculum areas to inform the Curriculum Improvement Cycle.
Current position
Closed - superseded by new action in the Improvement Plan
The thematic inspection of Literacy and English is complete. The report is due to be published in January 2026.
How we will measure impact
An evidence-based approach to evaluating provision of the curriculum is necessary to provide the most benefit to learners in terms of positive learning experiences, protected characteristics, attainment of qualifications, outcomes, and destinations. Evidence gathered from this thematic inspection will influence and shape the further development of the Curriculum Improvement Cycle by identifying both highly effective practice and barriers to this.
Action
3/4
The evolution of Curriculum for Excellence’s technical framework, so that it better supports clarity and progression, will be taken forward as part of the CIC programme of work.
Current position
Closed – superseded by new action in the Improvement Plan
Work to evolve the technical framework is well underway, with a new model of a Big Ideas approach to a Know, Do, Understand Framework. This model has been identified in the CIC discussions papers one, two and three, as the evolved framework for CfE. We expect publication of a draft technical framework in June 2026.
How we will measure impact
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.
Action
3/5
Education Scotland will develop a coherent programme of professional learning centred around pedagogy, including evidence based resources, universal support and bespoke support for individual disciplines. The programme will be aligned to and complement the ongoing work of the CIC, with phased implementation of an updated maths/numeracy curriculum beginning from August 2026.
Current position
Ongoing
Professional Learning has been developed to support the release of the Maths Big Ideas - launched November 2025. Collaborative work on devising the new national pedagogy professional learning programme, Pedagogy in Practice (PiP), by practitioners, senior leaders and ES staff has begun.
Next steps: To support the Sharing, Learning and Adopting phase of the Curriculum Improvement Cycle, resources and professional learning opportunities will be developed for each curricular area. Further development days for the Pedagogy in Practice (PiP) Programme will result in programme ready for piloting in August 2026.
How we will measure impact
An evidence-based approach to evaluating provision is necessary to provide the most benefit to learners in terms of positive learning experiences, protected characteristics, attainment of qualifications, outcomes, and destinations. This supports the need for shared expectations on the use of key performance indicators and the importance of data sharing agreements.
We will also utilise international studies including PISA, TIMSS and PIRLS as set out under Outcome 1, as well as the NIF Outcomes, to assess progress towards delivering an inclusive and relevant curriculum and assessment system.
Action
3/6
Curriculum should drive qualifications. That is why qualification content will, over time, be updated to reflect curriculum improvements, not least to ensure alignment and strong progression between the broad general education (BGE) to Senior Phase (S4 to S6) and beyond.
Current position
Closed – superseded by new action in the Improvement Plan
Education Scotland are working together with SQA to develop a process to ensure alignment of qualifications with the CIC. Delivery is supported by a new Qualifications Reform Working Group and assurance is provided through the Curriculum & Qualifications Assurance Board which meets every 6 weeks. The board has oversight and ensures alignment and coordination of the different elements of work while providing oversight of curriculum and qualifications project deliverables. The Assurance Board is in turn accountable to the Education Reform Programme Board which holds ultimate responsibility for the delivery of all elements of the reform programme. The Programme Board will review progress in respect of Curriculum and Qualifications Reform as a standard part of its meetings.
How we will measure impact
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.
Action
3/7
The qualifications body will set out a longer-term programme of work to rebalance assessment methods, so that there is less overall reliance on high stakes exams, which will align with the Curriculum Improvement Cycle (CIC) activity where possible, by end of the summer term (2024/25). Alternative assessment methods and approaches will be mindful of impacts on teacher workload.
Current position
Closed – superseded by new action in the Improvement Plan
Work to review the balance of assessment in a small number of practical subjects now complete with changes implemented in subjects from 2026 as noted in action 3/8. It is the intention that further proposals across subject areas at N5 to AH to rebalance assessment will be made during Q4 2025/26, subject to resource/funding availability.
Further work to review the balance of assessment is currently underway with SQA undertaking a National Qualifications Assessment Approaches Programme to plan the delivery of National Course Policy to support the short, medium and long-term review and reform of National Courses and their associated assessments. This work will include change in content in some subjects, aligned with the Education Scotland-led Curriculum Improvement Cycle, where possible. This work will require co-creation at subject level with stakeholder groups.
How we will measure impact
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.
Action
3/8
In the shorter term, written exams will be removed from some practical subjects from academic year 2025/26. Other exams are expected to follow.
Current position
Closed – superseded by new action in the Improvement Plan
Following consultation with practitioners, SQA announced removal of exams from Practical Cake Craft, Practical Metalworking and Practical Woodworking at National 5 level from academic year 2025-26. Similar changes to a further 3 practical subjects are being considered for academic year 2026/27.
How we will measure impact
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.
Action
3/9
The qualifications offer in the Senior Phase, will be rationalised starting with the Creative, Hospitality and Sport and Technology, Engineering and Construction Sectors (which represents 800 qualifications and awards). The qualifications body has conducted an initial review of low and no update qualifications, and will now establish a clear process designed to guide the future direction of the portfolio review.
Current position
Closed – superseded by new action in the Improvement Plan
SQA conducts an annual review of no/low uptake qualifications that starts late August each year with the entry data made available after Results day; discussions/engagement were held throughout Autumn 2025. The body is gathering evidence on the types of qualifications available, patterns of delivery, their intended purposes, and how effectively they are fulfilling those purposes, in order to generate recommendations on SQA products for the future. The next steps are to refine the project plan with indicative timescales to progress the various phases of the work. SQA currently preparing PID documents for each workstream of reform work which will be shared with the Scottish Government in due course.
How we will measure impact
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.
Action
3/10
Approaches and models will be explored relating to how graded national courses such as National 5, Higher and Advanced Higher could be organised into ‘modules’, to allow learners maximum flexibility to build credit as they go.
Current position
Closed – superseded by new action in the Improvement Plan
SQA/QS have run workshops with CAB members on language of assessment, modularisation, level 4 and 5 and QA in October to November 2025. The sessions will support preparation for wider practitioner sessions in early 2026.
Start of a new qualification product type design phase in the Autumn of 2025 followed by new qualification development phase at subject level in 2028. Level 4 and Level 5 national qualifications aligned to the new curriculum technical framework from 2031. This date will require regular reviewing in line with resource and capacity. The Scottish Government to provide policy steer in the coming months relating to the methodology and roles and responsibilities for developing the senior phase.
How we will measure impact
An evidence-based approach to evaluating provision is necessary to provide the most benefit to learners in terms of positive learning experiences, protected characteristics, attainment of qualifications, outcomes, and destinations. This supports the need for shared expectations on the use of key performance indicators and the importance of data sharing agreements.
Action
3/11
Digital onscreen assessment will be piloted across various subjects beginning in 2025/26.
Current position
Closed – superseded by new action in the Improvement Plan.
SQA conducted a limited pilot of digital assessment processes alongside the 2025 exam diet. This mainly focused on evaluating schools capability to deliver and support digital assessment in exam situations and testing the use of multi-devices used in schools. Findings and feedback from the pilot are currently being reviewed.
How we will measure impact
We will also utilise international studies including PISA, TIMSS and PIRLS as set out under Outcome 1, as well as the NIF Outcomes, to assess progress towards delivering an inclusive and relevant curriculum and assessment system.
Action
3/12
We will agree with the qualifications body, Universities Scotland and other qualifications providers how the consistent use of SCQF levels in qualification titles will be systematically implemented going forward.
Current position
Closed – superseded by new action in the Improvement Plan
SQA/QS have begun to assess how they can make this change to their own qualifications portfolio.
How we will measure impact
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.
We will also utilise international studies including PISA, TIMSS and PIRLS as set out under Outcome 1, as well as the 13 key NIF measures set out under Measuring the Attainment Gap, to assess progress towards delivering an inclusive and relevant curriculum and assessment system.
Action
3/13
Scottish Government will work with Education Scotland, Qualifications Scotland and local government, including e-Sgoil, to explore options around timetabling and curricular design. While beneficial to a range of courses, it will act to further strengthen the uptake and award of national qualifications for GME pupils in relation to Gaelic literacy and language, across all SCQF levels.
Current position
Ongoing
Following confirmation of our Gaelic Development funding support for 2025/26, including to e-Sgoil, G&S officials are working with partners to ensure that options for curricular and qualifications support for GME subjects and Gaelic Language are fully explored and supported appropriately. This includes consideration of and alignment with the current national education body and Qualifications reforms, the Curriculum Improvement Cycle and commencement of the Scottish Languages Act 2025. £165k in total has been provided from G&S funds for the development and delivery of e-Sgoil; these funds are in addition to those provided by Curriculum & Qualifications.
How we will measure impact
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.
Action
3/14
We will provide consistent opportunities for young people to access high quality interdisciplinary learning (IDL). Building on the existing IDL co-design group facilitated by Education Scotland, a refreshed working group, chaired by a senior secondary school teacher experienced in the delivery of IDL, will bring together relevant partners already active in this space. This group will lead a new phase of work with the objective of better determining the place of IDL in secondary schools while ensuring an equitable offer for all young people.
Current position
Closed
Interdisciplinary Learning (IDL) Co-design group has evolved into the part Collaborative group and part Critical Friend group for the IDL context project in the Curriculum Improvement Cycle (CIC). This has been complemented from recruitment. The three workstreams were reconfigured to be: Purpose, Principles and Practice with an additional lens on Senior Phase. Two Education Scotland Associates, practitioners who are substantive in school, and five Secondary and Primary senior leaders have been commissioned to support with the operational development of the 3 workstreams. Core, Collaboration and Steering Groups have been recruited and the project is now in rhythm with the other CIC projects.
Next steps: The production of draft Purpose and Principles, a shared evidence paper and a position paper to be published by Summer 2026. The intended impact will be a clear position on the place of IDL in curriculum 3-18. Additionally a professional learning programme is being developed to support practice. The intended impact of the professional learning programme is more confident and competent educators 3-18.
How we will measure impact
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.
Action
3/15
To help ensure wider achievement is recognised we will support the continued development of a digital learner profile and support its effective use in schools.
Current position
Closed – superseded by new action in the Improvement Plan
Scotland’s Learner Profile via My World of Work is now on an incremental roll-out with 24,000 learner profiles created to date.
Digital Badges Trial and Profile personalisation enabled in 2026.
How we will measure impact
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.
Action
3/16
We will undertake further testing with Scotland’s teaching profession directly – on the best and most appropriate route forward which may support a leaving certificate in the future.
Current position
Closed – superseded by new action in the Improvement Plan
Leaving Certificate remains a long term goal.
How we will measure impact
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.