The Curriculum Improvement Cycle is a systematic review of the Scottish curriculum to ensure it remains up to date and relevant for children and young people. In this guest blog Chris McGrane, Acting DHT and Principal Teacher of Mathematics (Glasgow), shares his experiences of being a Mathematics Core Group Participant for the Curriculum Improvement Cycle.
In early August, I participated in the five-day mathematics Curriculum Improvement Cycle (CIC) Core Group Event joining colleagues from across Scotland. This diverse group included practitioners with expertise spanning early years, primary, and secondary education. It was a rare and valuable opportunity for professionals with varying experiences to collaborate meaningfully. Where else would a Principal Teacher from an inner-city secondary school engage in dialogue with a Gaelic-medium primary specialist? Together, we explored the current state of mathematics education in Scotland and shared our aspirations for its future.
The group’s diversity brought a variety of perspectives, leading to lively discussions and occasional differences in opinion. These differences stemmed from several factors:
- Variations in views on the nature of mathematics itself
- Differing ideas about what constitutes effective pedagogy
- Contrasting opinions on the strengths and weaknesses of curriculum and assessment
- Sector-specific concerns, such as the secondary focus on SQA exams
Rather than a barrier, this diversity was a strength. It ensured we were not in an echo chamber, and reaching consensus became both a challenge and a rewarding achievement. Through a well-designed programme of discussions, presentations, and collaborative activities, we were able to agree on several key ideas.
One of the week’s highlights was working in breakout groups to study curriculum documentation from other countries. My group analysed Ireland’s curriculum, while others explored examples from Singapore, New Zealand, and British Columbia. After these sessions, we shared insights with the wider group, comparing the merits of these curricula to Scotland’s Curriculum for Excellence. This comparative exercise brought fresh perspectives, showing both the strengths and areas for improvement in our current approach.
A key takeaway was the principle of “evolution, not revolution.” As Ollie Bray stated in his recent article we do not need ‘a new maths thing.’ The consensus of our group was that the work of recent years should not be discarded but built upon. Striking a balance between freedom and prescription – finding the “sweet spot” of teacher agency – was a central theme. The group envisioned a curriculum that provides clear guidance while allowing flexibility for teachers to adapt to their contexts.
Transition was another recurring topic, particularly the shift between early years/primary and primary/secondary stages. Blue-sky thinking led to creative ideas for ensuring smoother transitions and better coherence.
The overarching aspiration was clear: teachers across all sectors want a coherent framework that bridges BGE and Senior Phase, using a shared language and structure to unify the curriculum.
Overall, this was a profoundly positive experience. I appreciated having a voice as a classroom practitioner and felt genuinely heard. Ultimately, a curriculum’s success depends on teachers’ ability to enact it. By including practitioners in this process, I am optimistic that forthcoming reforms will enhance the learning experience for all learners across Scotland.
Chris McGrane
If you are keen to hear and learn more about the Curriculum Improvement Cycle (CIC) you might be interested to listen to the latest Education Scotland Learning Conversations Podcast with Education Scotland Chief Executive, Gillian Hamilton, and Education Scotland Strategic Director, Ollie Bray, on the CIC or read this recent article from TESS Scotland – CfE review: ‘Evolving Curriculum for Excellence, not ripping it up.’ You can also visit the CIC Web Portal/ Glow Blog and from here sign up for the termly CIC News Bulletin and read the first issue here.
