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Next Generation of National Qualifications

Next Generation of National Qualifications. Design of Courses National 4 and National 5 James McVittie SCHOOLS. Some Caveats. Constraints Awareness raising ‘Holding on to what we have’ A changing climate Flexibility v Prescription / Inconsistency. Progression.

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Next Generation of National Qualifications

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  1. Next Generation of National Qualifications Design of Courses National 4 and National 5 James McVittie SCHOOLS

  2. Some Caveats • Constraints • Awareness raising • ‘Holding on to what we have’ • A changing climate • Flexibility v Prescription / Inconsistency

  3. Progression • The senior phase – structures • Timetabling • The number of subjects to be taken • Pathways for progression • Progression from CfE levels • Progression to other than Higher • Progression to Higher and Adv Higher

  4. Delivery Issues • By-passing levels • Safety Net • Bi-level teaching • Course design – articulation/hierarchy • Mathematics and Science subjects

  5. Design Issues • Welcome for emphasis on skills • Course specifications and exemplars • Articulation of levels/safety nets • Units • Flexibility v Consistency • Credibility of National 4 – Internal • Coursework - workload

  6. Inclusion • Strong support for inclusive approach • Perceived need for definition of terms • Assistive technologies • Very good relationships with SQA • Exemptions • Support and guidance materials • Arrangements being pushed and challenged

  7. Quality Assurance • Arguments for external assessment: - Credibility of National 4 - Teacher- pupil relationship - Motivation for learners - Fairness for pupils

  8. Quality Assurance • Concerns about internal assessment: - Potential for abuse - Pressure on teachers from parents - Possible increase in teacher workload - Teachers’ experience of current verification arrangements

  9. Quality Assurance - Some Positives • Understanding Standards • Professional dialogue • Moderation – partnerships welcomed • Quality networks within and across authorities • e-assessment

  10. Quality Assurance • Credible and reliable framework possible IF we provide: - Resources, including time for curriculum leaders - Course specifications, assessment criteria, exemplar materials - Robust, rigorous and well-structured measures for internal and external verification – not only in the first few years but permanently

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