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Scottish Science Advisory Group

This report by the Scottish Science Advisory Group, led by Linda Rae, discusses the design of a framework that meets the needs of learners in the Broad General Education and Senior Phase. It includes considerations for delivering a broad general education, personalisation and choice, effective transitions, and planning for the senior phase. The report emphasizes the importance of engagement, assessment, support, and partnerships in ensuring a coherent and relevant programme of study.

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Scottish Science Advisory Group

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  1. Scottish Science Advisory Group Linda Rae 23 November 2011

  2. Designing a framework to meet the needs of learners PROGRESSION Broad General Education Senior Phase Active & engaging learning & assessment Transitions Support Partnerships

  3. The Broad General Education “The period of education from pre-school to the end of S3 has the particular purpose of providing each young person in Scotland with this broad general education.” “A broad general education will include all of the experiences and outcomes across all curriculum areas to and including the third level. These should be experienced by all pupils, as far as this is consistent with their learning needs and prior achievements.” Building the Curriculum 3, pages 14 and 15

  4. The Broad General Education – Planning Considerations • Delivering a broad general education S1 to S3 with depth and breadth in learning and embedding assessment approaches • Engaging with the Experiences and Outcomes to provide depth and progression through the breadth, challenge and application of learning • Developing young people’s skills for learning, life and work – raising standards of achievement • Articulating the broad general education with the senior phase – clarifying the role and purpose of S3 • Ensuring balance between breadth and personalisation and choice – issue of too early and too rigid subject choice

  5. Curriculum structures in the BGE

  6. Personalisation and Choice

  7. Personalisation and Choice Enabling choice at the 4th curriculum level • Strong and effective transitions from primary • Collaboration between primary and secondary staff, to develop programmes of learning and share the standards • Valid and reliable assessment information across all areas of the curriculum • Effective support • Monitoring and tracking • Ensuring challenging learning experiences

  8. Personalisation and Choice Senior Phase • Extensive opportunity • Informed choices, based on appropriate information and advice • Qualifications at an appropriate level • Choice should lead to a coherent and relevant programme of study

  9. The Senior Phase – Planning Considerations • Phasing of changes – dual running of systems and qualifications • Flexible routes and progression pathways to meet learners needs • Decisions about qualification frameworks – length of programmes of learning; number range and level of qualifications; bypassing lower levels • Developments with a range of partners • Continued focus on progression in skills for learning, life and work • Local factors, e.g. availability of partners, parental expectations

  10. Curriculum structures in the Senior Phase

  11. Learner Journey 1

  12. Learner Journey 2

  13. Learner Journey 3

  14. www.educationscotland.gov.uk

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