OECD
Scotland’s Curriculum for Excellence: Into the Future
This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners.
OECD Report, published 21 June 2021
2019
Refreshing the narrative on Scotland’s curriculum:
http://www.gtcs.org.uk/News/teaching-scotland/80-refreshing-narrative-on-scotlands-curriculum.aspx
https://scotlandscurriculum.scot/
CfE delivery plan documents – August 2016
The suite of documents below provides clear, practical advice for teachers and practitioners on planning learning, teaching and assessment. This streamlined approach includes a definitive Statement on Curriculum for Excellence and Benchmarks to support assessment in Literacy and English and Numeracy and Mathematics. Benchmarks for other curriculum areas will be available by the end of 2016.
Who is this for?
The guidance is for teachers and practitioners, including those in early learning and childcare, youth work, colleges and local authorities.
The Statement on Curriculum for Excellence provides key messages about what teachers and practitioners are expected to do to effectively to plan learning, teaching and assessment for all learners. An appendix summarises and clarifies key information on the curriculum framework within which teachers are practitioners are expected to teach.
The Benchmarks set out clear statements about what learners need to know and be able to do to achieve a level in Literacy and English and Numeracy and Mathematics. They streamline and embed a wide range of existing assessment guidance, including the significant aspects of learning and progression frameworks, providing a single key resource to support teachers’ professional judgement. The Benchmarks should be used to help monitor progress towards achievement of a level and to support professional dialogue and judgement of when a learner has achieved a level.
It is not necessary for learners to demonstrate evidence of every aspect of learning within the Benchmarks before moving on to the next level. However, it is important that this is interpreted in ways which ensure no major gaps in children’s and young people’s learning.
The Benchmarks will ensure greater consistency in the collection of assessment data across the country. Schools and establishments should plan to engage with the Benchmarks and accompanying advice as early as possible in session 2016/2017.
