Qualifications are changing Curriculum Update Event – Dunblane Hydro, Tuesday 29 November

Qualifications are changingCurriculum Update Event – Dunblane Hydro, Tuesday 29 November

Social Studies (Society), RME and Health and Wellbeing (Social Sciences)

Welcome

• Latest qualification information

• Meet the people who are developing the qualifications

• Opportunity to discuss curriculum planning

• Opportunity to provide feedback

• Package of support

Welcome• Design of new National Qualifications

• Development of new National Qualifications

• Update on Social Subjects (Society), RME and Health and Wellbeing (Social Sciences)

Designing the new National Qualifications

Dr John Allan, Policy ManagerScottish Qualifications Authority

What are we trying to achieve?

• Clear and smooth progression from Experiences and Outcomes and between levels of qualifications

• More focus on skills development• Assessment which supports, motivates and challenges

learners • An inclusive, coherent, and easy to understand framework

of qualifications which uses hierarchical structures wherever possible

• Less prescription (especially in Unit) - more flexible evidence requirements

• High standards, credibility and relevance

Specifications, guidance and support• New ways of specifying requirements: shorter, more

open, less prescriptive

• Course Specification, Unit Specification, Course Assessment Specifications: outline the mandatory requirements

• More guidance and support, for example:

• Course and Unit Support Notes: guidance on delivering Courses and the Units, approaches to learning, teaching and assessment

• Assessment support (via NAR): eg specimen QPs, specimen coursework, unit exemplification materials

Added Value / Course Assessment • Each Course from National 4 to Advanced Higher will

include a 40 hour added value assessment

• For National 4, added value is assessed in the Added Value Unit

• For Courses at National 5 to Advanced Higher the added value assessment is in the Course assessment

• This will sample breadth, challenge and/or application of skills from across the Course

• The Course assessment at these levels will be graded A - D

• The National 4 Added Value Unit and National 5, H/AH Course Assessment will be assessed using one or more of seven agreed methods:

• Assignment• Case study• Practical activity• Performance• Portfolio• Project• Question paper/test

Added Value / Course Assessment

Controlled Assessment• SQA is introducing controlled assessment for the

National 4 Added Value Unit and course assessment at National 5, H and AH

• 3 stages of assessment, each of which will have a defined level of control:• Setting the assessment – the specification of the

requirements • Conducting the assessment – the conditions for

learners taking the assessment• Marking the assessment – who marks and how

marking is carried out and quality assured

Three levels of controlSQA will work in partnership with centres and focus on:

•SQA-led activity – SQA carries out all of the activity or provides detailed specifications

•Shared responsibility between SQA and centres – responsibility for carrying out the activity is shared between SQA and centres

•Centre-led activity – Centres have flexibility to decide how to carry out the activity, in-line with broad guidance and overall policies and procedures laid down by SQA

Quality assurance of internal assessmentFeedback from engagement:

• need for robust QA • approaches need to be developmental and foster partnership• constraints

Developing ways SQA and centres can work together to:• promote a shared understanding of national standards across

centres and sectors• build training and support into the QA process• develop partnership approach

Further engagement:• national partners and stakeholder groups• detailed work to ensure manageable and successful

implementation

Developing the new National Qualifications

Roderic Gillespie, Head of Curriculum for ExcellenceScottish Qualifications Authority

How are we developing qualifications?• Qualifications developed in a more strategic way: starts with

learning, process is iterative

• Each stage informs the next: on-going process of exploring issues/developing thinking, seeking advice/guidance and then testing proposals

• Wide range of engagement: from formal groups to Liaison Team visits to targeted activities

• Open and transparent:• draft documents published at each stage (both for information

and feedback)• stakeholders and partners involved at each stage• feedback published on website

Publication/Support Access 2 Access 3 Nat 4 / Nat 5 Higher

Draft Course Specifications Oct ‘11 Oct ‘11 Apr ‘11 Aug ‘11

Draft Unit Specifications Dec ‘11 Dec ‘11 Aug ‘11 Nov ‘11

Draft Course Assessment Specifications N/A N/A Nov ‘11 Jan ‘12

Draft Course/Unit Support Notes Apr ‘12 Apr ‘12 Jan ‘12 Feb ‘12

Course/Unit Assessment Support on NAR Apr ‘13 Apr ‘13 Apr ‘13 Apr ‘14

Subject Implementation Support Events

Session 2012/13

Session 2012/13

Session 2012/13

Session 2013/14

Publication of final document for Access 1 – Higher: April 2012Publication of final documents for Advanced Higher: April 2013

New national Qualifications: Implementation Timelines• Session 2012/13 – last diet of Standard Grade examinations

• Session 2013/14 – first diet of new qualifications (Access to N5), dual run with existing Access and Intermediates

• Session 2014/15 – first diet of new Higher, dual run with existing Access, Intermediates and Highers

• Session 2015/16 – first diet of Advanced Higher

Controlled assessment: likely patternsNational 4 Added Value Unit:• Set by centres following SQA guidance and exemplars• Conducted by centres within SQA requirements • Marked and internally verified by centres to SQA marking instructions

and externally quality assured by SQA

National 5 and Higher Course Assessment • Usually set by SQA – a few subjects set by centres - within SQA

guidelines• Conducted under a high degree or some supervision and control

within SQA requirements • Submitted to SQA for external marking – a few subjects marked by

centre staff in line with SQA marking instructions.

Social Studies (Society), RME and Health and Wellbeing (Social Sciences)Jane Henderson and Marie Morrison, Qualification Development Managers, SQA

Qualifications development

• Building on the Experiences and Outcomes, principles and practice and the best of current practice

• CfE aims, values and principles:• Challenge and enjoyment• Breadth• Progression• Depth• Personalisation and choice• Coherence• Relevance

Social Subjects (Society) Overview

Health and WellbeingSubject / Course Overview

• Psychology

• Sociology

• Philosophy

• Care

• Childcare and Development

Health and Wellbeing: Overview

Health and Wellbeing: Overview (continued)

Key messages

• Progression - from People and Society (National 4) to Psychology, Sociology and/or Philosophy (National 5)

• Question paper and assignment incorporated into Course assessment for Psychology, Sociology and Philosophy

• Assignment/Project as Course Assessment for Care and Childcare and Development Courses

Workshop 1: New National Qualifications

• Using the materials provided, please provide feedback on:• Progression between levels• Balance and focus of skills, knowledge and

understanding• National 4 Added Value Assessment and National 5

Course Assessment• Opportunities to meet the Aims, purposes and

principles of Curriculum for Excellence