Next Generation of National Qualifications

Design of CoursesNational 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

• 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

Delivery Issues

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

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

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

Quality Assurance

• Arguments for external assessment:

- Credibility of National 4

- Teacher- pupil relationship

- Motivation for learners

- Fairness for pupils

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

Quality Assurance - Some Positives

• Understanding Standards• Professional dialogue• Moderation – partnerships welcomed• Quality networks within and across authorities• e-assessment

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