CfE Management Board - 11 June 2013 - Paper 3.2
Draft Curriculum for Excellence Implementation Plan 2013-14
Curriculum for Excellence Programme Framework
Support to be provided from June 2013 - June 2014
Expected progress at local authority, school and
college level
Broad General Education (BGE)
Curriculum

Specific guidance published on planning for learning across 3-18, which will
promote effective, realistic planning – by June 2013.

Direct on-going engagement with large numbers of practitioners from across
all EAs to promote strong progression in learning through the BGE to the
senior phase – by June 2014.

Approaches to learning identified and shared, which show how the BGE is
leading to better learning and teaching, with a particular focus on learning
which is relevant to the world of work, and which drives motivation and
engagement on the part of the learner including, for example, through
Outdoor Learning, Global Citizenship and Sustainable Development
Education, Learning about Scotland – by June 2014.



Support for Literacy, Numeracy, STEM, Computing Science and
Languages through working with partners and ADES to ensure that the
curriculum remains challenging, relevant and exciting for young people – by
summer 2014
Through partnership with ADES and other bodies as appropriate, a shared
resource and course materials, learning and teaching advice and helpful
links across the 3-18 curriculum provided – by June 2014.
Work with partners to explore curriculum approaches as they are developed,
supporting them in evaluating the impact of these approaches and

Schools and authorities are consistently applying
national standards and expectations and are
participating in both local and national quality
assurance and moderation activities.

All schools and local authorities have included a
model for quality assurance in their improvement
plan.

Early year’s centres, primary, secondary and
special schools are further developing the
curriculum to improve planning for progression
through the BGE across all curriculum areas to
meet the needs of all learners.

Staff are developing the curriculum to ensure
coherence and progression in learning using the
Es and Os to provide well-planned and joined-up
learning across curriculum areas and subjects,
interdisciplinary learning, personal achievement
and the life and ethos of the school.

Staff in secondary schools and colleges further
develop flexible achievement pathways from the
BGE to the senior phase so that learning planned
CfE Management Board - 11 June 2013 - Paper 3.2
disseminate the learning – by June 2014.

Advice and exemplification provided of achievement pathways from the BGE
to the senior phase which show effective transition planning – by June 2014.

Short life Working Group including professional associations, ADES, NPFS,
ES and SG, to look at minimising bureaucracy in relation to planning and
assessment procedures –to report by end November 2013
and delivered using the Es and Os can contribute
directly to qualifications

Staff across early year’s centres, primary,
secondary and special schools collaborate in
planning learning to ensure smooth transitions for
learners across all curriculum areas.

Secondary schools continue to evaluate and
further develop the BGE from S1-S3 to ensure all
young people benefit from their entitlement to a
BGE. This includes appropriate specialisation and
continued breadth of experience so that they can
achieve as well as they can and to provide a firm
foundation for progression into the senior phase.


STEM

Support for SSERC throughout 2013/14 to provide professional learning, and
build capacity at local level to develop teacher confidence and skills in the
delivery of primary science (date to be confirmed).
Literacy/Numeracy

Schools and local authorities ensure a correct
balance between delivery, planning and reporting
Skills for L/L/W more firmly embedded within
young people’s learning within the BGE.
Schools have planned approaches to primary
science, which draw on support from partners and
secondary colleagues as appropriate.

Local authorities and schools have a strong
understanding of the place of computing science in
CfE, and teachers deliver learning in the subject
which is up-to-date and relevant

Improved literacy and numeracy outcomes for
young people.
CfE Management Board - 11 June 2013 - Paper 3.2

Further development of the literacy hubs (Literacy Action Plan) and
development and online publication of the Early Literacy Appraisal & Action
Resource (ELAAR) (date to be confirmed).

Partnership working across local authorities, via the National Numeracy
Network, to improve numeracy strategies and good practice at LA level
(date to be confirmed).

Continue to promote the development of skills for L/L/W through the ‘Skills in
Practice’ online resource, the ‘World of Work Inter-Authority Emerging
Practice Network’ and other means (date to be confirmed) .

Listening and Talking Professional learning resource based on the SSLN
(Literacy) report in September 2013; Further materials to be published in
January and March 2014;
Gaelic Medium

Make available translations of key learning materials for Gaelic Medium
Education 3-18 and key learning materials for Gaelic Learner Education
and Looked After Gaelic Children.
Learning about Scotland

Network of Scots language co-ordinators to work with the Scottish
Government and other key organisations to establish a vision for the national
development of the Scots language within CfE (date to be confirmed).
Languages 1+2

Strategic Implementation Group will work to drive forward recommendations
from the Languages Working Group report. Continue to work with key

Schools and local authorities are supported to
promote the place of Scots language within CfE
CfE Management Board - 11 June 2013 - Paper 3.2
delivery partners, Education Scotland and Scotland’s National Centre for
Languages to demonstrate good examples of earlier language learning (date
to be confirmed).

National Languages Conference to showcase good examples and
publish findings from pilot projects.

More schools offering language learning from an
earlier age.

Local authorities are able to demonstrate progress
towards the Introduction of first additional
language from P1 and second additional language
from P5.
CfE Management Board - 11 June 2013 - Paper 3.2
Assessment

Current practices in e-portfolios identified and shared – by June 2013.

Current practices in profiling with a focus on 3-18 identified and shared – by
December 2013.

Exemplars published for whole class groups, across a whole school or
associated school groups – by June 2013.

Draft exemplars based on draft Assessing Progress guidance published on
NAR – by June 2013.

Final version of guidance on Assessing Progress and Achievement
published - by December 2013.

Further exemplars based on draft Assessing Progress guidance published
on NAR – by December 2013.

Exemplars published for associated school groups based on advice on
Assessing Progress and Achievement – by June 2014.

Final version of Monitoring and Tracking Progress and Achievement
published - December 2013.

Exemplars published of approaches to QA and moderation across and within
LAs – by June 2013.

Collation of resources to support practitioners in their practice in relation to
QA and moderation – by September 2013.

Further exemplars published of innovative approaches to QA and
moderation within LAs – by March 2014.

Schools further develop and embed approaches to
profiling including using e-portfolios and improving
the quality and impact of the P7 and S3 profiles.
This involves providing a clearer focus on skills
development, recognising wider achievement and
using profiling to inform and improve future
learning.

Schools further develop realistic, manageable,
approaches to assessing progress and
achievement across all curriculum areas at early to
4th curriculum levels.

Schools and education authorities’ priorities in
improvement plans and for the professional
development of staff include further development
of approaches to assessing progress and
achievement of levels across curriculum areas and
reporting these to parents.

Schools further develop approaches to monitoring
and tracking learners’ progress and achievement
in the BGE to provide robust evidence of
standards of achievement across all curriculum
areas.

Schools and education authorities further develop
approaches to QA and moderation in and across
school/centres/colleges and within and across
education authorities to build staff confidence in
using, sharing and developing good practice in
assessment.
CfE Management Board - 11 June 2013 - Paper 3.2

Further exemplars published of approaches to QA and moderation across
LAs – by June 2014.

Phase one of Literacy learning and teaching materials published following
publication of SSLN (Literacy) report – by September 2013.

Phase two of SSLN (Literacy) learning and teaching materials published by –
January 2014.

Phase 3 of SSLN (Literacy) learning and teaching materials published – by
March 2014.


Initial numeracy learning and teaching materials developed and published
following publication of SSLN (Numeracy) report – by April 2014.
Make available Gaelic versions of assessment materials for Gaelic Medium
and Gaelic Learner Education. This will include the National Assessment
Resource and further exemplification on Professional learning resource:
Assessing progress and achievement in Gàidhlig and Gaelic (Learners)

Learning and teaching of literacy and numeracy is
reviewed and updated in light of the SSLN
(Literacy and Numeracy) priority findings and new
materials.
CfE Management Board - 11 June 2013 - Paper 3.2
Parents

Support NPFS in the delivery of Nationals in a Nutshell series for parents –
by June 2013.

Further CfE briefings produced which educational establishments can use
directly with parents to help them understand and support their child’s
learning – by June 2014.

Parental and carer engagement focuses on
developments in profiling and assessment,
supporting informed choices to provide the
entitlement to a BGE to the end of S3, and
changes in the senior phase.

Parent Councils are involved in improvement and
curriculum planning.

Schools and early year’s centres continue to
develop approaches to involving parents and
carers in supporting all children in their learning.
Support staff to be more confident in making
assessments. Collate current assessment
information on transition in each local authority.

Parent groups involved in on-going programme of ‘conversations’ which will
focus on key aspects of CfE – by June 2014.

CfE Briefing focused on Parental Involvement (date to be confirmed)

New CfE Leaflet for parents to help them understand the “story” of CfE and
different types of learner journey – by end August 2013

Illustrations of different learner journey pathways, particularly illustrating
routes through the Senior Phase available on parentzone – by Summer 2013 

Development of parentzone website with particular focus on improving
information to parents, including use of video clips and young people’s
voices – by summer 2014
 Further Support for Local Authorities in further developing CfE information for
parents in their School Handbooks – by summer 2014

Support staff to be more confident in making
assessments. Collate current assessment
information on transition in each local authority.
Parents know where to go to access the information
they need on CfE, including on the new
Qualifications, at school, local and national level
CfE Management Board - 11 June 2013 - Paper 3.2
Curriculum for Excellence Programme Framework
Support to be provided from June 2013 – June 2014
Progress at local authority, school and college
level
Senior Phase

Specific guidance published on planning for learning across 3-18 which will
promote effective, realistic, planning – by June 2013.


Agree an implementation plan with the seven pilot local authorities to help
facilitate the smooth delivery of the Local Partnership Agreements. Specific
objectives will be detailed in the Local Partnership Agreements, which will
then be reviewed and measured at given points in the year –by July 2013.

Direct on-going engagement with large numbers of practitioners from across
all EAs to promote strong progression in learning through the BGE to the
senior phase – by June 2014.

Approaches to learning identified and shared which show how the senior
phase is leading to better learning and teaching, with a particular focus on
learning which drives motivation on the part of the learner including, for
example, through Outdoor Learning, Global Citizenship and Sustainable
Development Education – by June 2014.

Through partnership with ADES and other bodies as appropriate, a shared
resource and course materials, learning and teaching advice and helpful
links across the 3-18 curriculum provided – by June 2014.

Work with partners to explore curriculum approaches as they are developed,

supporting them in evaluating the impact of these approaches and
disseminate the learning – by June 2014.

Advice and exemplification provided of achievement pathways from the
BGE to the senior phase which show effective transition planning – by June
2014.
Secondary schools and colleges are further
developing the senior phase to:
o build on achievements in the BGE;
o take advantage of local flexibilities in
delivering the senior phase
entitlements;
o provide a range of flexible progression
pathways within and beyond the senior
phase to meet the needs of all
learners;
o promote the highest level of attainment
in literacy and numeracy for all;
o meet the needs of young people who
leave school at the end of S4;
o build on college partnerships;
o promote and support employability
skills, skills for learning, life and work;
and
o take account of the transition and
interim arrangements for the period of
dual running of existing and new
qualifications.
Secondary schools have a clear rationale for
the number of subjects/qualifications individuals
and groups of learners study throughout the
senior phase, which takes account of
partnerships with the education authority and
other providers and views of parents and carers
CfE Management Board - 11 June 2013 - Paper 3.2

Professional learning programmes agreed with education authorities – by
September 2013.

A support programme planned, developed and implemented for university
and college teachers and lecturers to engage with CfE and secondary
schools – first phase complete April 2014.

Youth work strategy refreshed and shared with Scottish Government and
partners for further consultation – by September 2013.

Support provided to CLD practitioners working with Adult Learners and S4S6 on recognising wider achievement – by March 2014.


Progression routes are increasingly informed by
tracking and profiling of learners’ progress
through the BGE and senior phase so that the
senior phase curriculum is under review and
evolving to better meet learners’ needs

Staff have planned opportunities to collaborate
across schools and with partners (including
college and CLD) to share resources and
evolving practice in the senior phase and to
broaden pathways and achievement.

Staff across secondary schools, colleges and
CLD will work with young people and adult
learners in the senior phase on recognising
achievement.

Secondary schools have a clear understanding
of university entrance requirements and have
signposted these to parents.

Local authorities and secondary schools to work
with local employers to ensure that they have
an understanding of the new qualifications and
the wider achievements and skills that learners
emerging from school will have following
2013/14.
Identify and embed other qualifications that support CfE – NPAs, NCs,
Youth work, Achievement Award and SCQF credit rated programmes - by
June 2014.
CfE Management Board - 11 June 2013 - Paper 3.2
STEM

BCS Chartered Institute for IT co-ordinate programme of professional
learning for those teaching computing science, both in the early years of
secondary and in support of the new national qualifications (date to be
confirmed).

Local authorities and schools have a strong
understanding of the place of computing
science in CfE, and teachers deliver learning in
the subject which is up-to-date and relevant
Literacy and Numeracy

Further development of the literacy hubs (Literacy Action Plan) and
development and online publication of the Early Literacy Appraisal & Action
Resource (ELAAR) (date to be confirmed).

Partnership working across local authorities, via the National Numeracy
Network, to improve numeracy strategies and good practice at LA level
(date to be confirmed).

Continue to promote the development of skills for L/L/W through the ‘Skills
in Practice’ online resource, the ‘World of Work Inter-Authority Emerging
Practice Network’ and other means. (June 2014).

Improved literacy and numeracy outcomes for
young people.

Schools and local authorities are supported to
promote the place of Scots language within CfE

Local authorities are able to demonstrate
progress towards the Introduction of first
additional language from P1 and second
additional language from P5.
Learning about Scotland

Network of Scots language co-ordinators to work with the Scottish
Government and other key organisations to establish a vision for the
national development of the Scots language within CfE (date to be
confirmed).
Languages 1+2

Strategic Implementation Group will work to drive forward recommendations
from the Languages Working Group report, meeting three times during
2013/14. Continue to work with key delivery partners, Education Scotland
and Scotland’s National Centre for Languages to demonstrate good
CfE Management Board - 11 June 2013 - Paper 3.2
examples of earlier language learning (date to be confirmed).

National Languages Conference to showcase good examples and
publish findings from pilot projects.
Senior Phase Benchmarking Tool

On-going awareness raising of the Senior Phase Benchmarking Tool - by
June 2013 - June 2014.

Early Adopter edition of the Senior Phase Benchmarking Tool released – by
June 2013.

Preview edition of the Senior Phase Benchmarking Tool released – by
September 2013.

Communications in relation to the Senior Phase Benchmarking Tool and
resource pack made available – by September 2013 and between January
and March 2014.

Preview update version of the Senior Phase Benchmarking Tool available between January and March 2014.

Publication of Senior Phase Benchmarking Tool case studies developed
from work with Early Adopters and others – from September 2013 – June
2014.

Briefing publications and notifications for Senior Phase Benchmarking Tool from June 2013 – June 2014.

National support undertaken for Senior Phase Benchmarking Tool in
advance of the live version in August 2014 - from October 2013 – December
2014.

Staffs in local authorities, secondary schools and
national education agencies become familiar with
the purpose of the Senior Phase Benchmarking
Tool, including the 4 national measures and
other features that it provides.

Local authorities and secondary schools should
work with local employers to ensure that they
have an understanding of the new qualifications
and the wider achievements and skills that
learners emerging from schools will at the end
of the 2013/14 academic session.
CfE Management Board - 11 June 2013 - Paper 3.2
Curriculum for Excellence Programme Framework
Support to be provided from June 2013 – June 2014
Qualifications – development and support
Awards

Publication of third release of Assessment Support Materials for CfE Awards
on SQA secure site - by June 2013.

Case studies about the new CfE Awards published on SQA website - by
August 2013.

All Gaelic medium materials published for Project Unit (new Scottish Studies
Award) – by October 2013.
National 1–5

Updated Course Assessment Specifications and other mandatory
documents as appropriate in light of assessment development for National
2, 3, 4 and 5 qualifications revised/published on SQA website – by June
2013.

Unit Support Notes for new National 1 Units (phase 1) published on SQA
website – by August 2013.

Formative questions for each Lifeskills Maths Unit at National 3, 4 and 5
published on Open Assess (phase 2) – by August 2013.

Live questions for each Lifeskills Maths Unit at National 3, 4 and 5 published
on SOLAR (phase 2) – by August 2013.

Unit Specifications and Unit Support Notes for new National 1 Units (phase
CfE Management Board - 11 June 2013 - Paper 3.2
2) published on SQA website – by February 2014.

Unit Specifications and Unit Support Notes for New National 1 Units (phase
3) published on SQA website – by May 2014.
Higher

Assessment Overviews for new Higher qualifications published on SQA
website – by June 2013.

Unit Assessment Support for new Higher qualifications (package 1)
published – by October 2013.

New National Qualifications Subject Implementation Events (Higher) start
(approx. 140 events) - from November 2013 to March 2014.

Specimen Question Paper including Marking Instructions for new Higher
qualifications published on SQA website – by February 2014.

Unit Assessment Support for new Higher qualifications (package 2)
published – by February 2014.

New National Qualifications Subject Implementation Events (Higher)
complete (approx 140 events) from November 2013 to March 2014.

Coursework information including Marking Instructions for new Higher
qualifications published on SQA website – by March 2014.

Unit Assessment Support for new Higher qualifications (package 3)
published – by April 2014.

HE engagement (information) curriculum (Higher and Advanced Higher for
HE faculty staff (4 events) – April 2014.

Registrations submitted on SQA’s Events Booking
System (EBS) by end of October.
CfE Management Board - 11 June 2013 - Paper 3.2

HE engagement (information) conference (Senior Phase curriculum and
qualifications) for UK-wide university admissions staff (1 event) – June
2014.

Updated Course Assessment Specifications and other mandatory
documents as appropriate in light of assessment development for new
Higher Qualifications published on SQA website – by June 2014.

Professional focus papers published for new Advanced Higher.
SSLN

Scottish Survey of Literacy and Numeracy 2013 survey complete – by
December 2013.
Qualifications - Implementation 2013-14

Publication of 2014 examination timetable – by June 2013.

Deadline for centres seeking approval to offer National Courses at National
4 and 5 for 2014 – by September 2013.


QA of internal assessment — centres to receive notification of National 1–5
selections for first round November/December verification – by
October 2013
Receipt of entries for National Qualifications for August 2014 certification
from schools – by November 2013.

Centres to ensure they are approved to offer all
National Qualifications for which they intend to
enter candidates in 2013/14.

Centres to ensure they have materials collated
and packaged ready for uplift on 24 October.

Schools to ensure they have submitted initial
entries for National Qualifications (Courses and
Units) by 8 November and take action on
subsequent Entries Eligibility Report; sign off
Entry Profile Summary Report.
CfE Management Board - 11 June 2013 - Paper 3.2

QA of internal assessment — centres to receive notification of National 1–5
selections for second round February verification – by December 2013.

Centres to ensure they have materials collated
and packaged ready for uplift on 15 January.

Receipt of entries for National Qualifications for August 2014 certification
from colleges – by January 2014.

Colleges to ensure they have submitted initial
entries for National Qualifications (Courses and
Units) by 31 January.

Visiting examination period – from February – by May 2014.

Centres to ensure they have materials collated
and packaged ready for uplift on 28 April.

Centres to ensure they have Coursework
packaged and ready for uplift on 25 March. Art
and Design to be uplifted on 30 April.

QA of internal assessment — centres to receive notification of National 1–5
selections for third round May verification – by March 2014.

Uplift of externally assessed Coursework for all National 5 subjects with a
timetabled exam (except Art and Design) – by March 2014.

Deadline for submission of entries; changes of level and withdrawals to
avoid/prior to late charges being applied – by March 2014.

Centres to take appropriate action to ensure
entries are accurate as at 31 March.

Uplift of externally assessed coursework for all National 5 subjects that have
coursework components only – by April 2014.

Centres to ensure they have Coursework
packaged and ready for uplift on 24 April.

Submission of estimates for all National Courses – by April 2014.

Centres to submit estimates to SQA by 28 April.

Examination period from 29 April to 6 June 2014.

Centres to submit forms by 24 April.
Submission of internal assessment mark forms for National Courses in
appropriate courses – by April 2014 – note some exceptions apply.

Centres to ensure that all Unit results have been
submitted to SQA by 23 May.
Submission of outstanding Unit results for candidates with exam-based
National Courses – by May 2014.

Centres to check reports on outstanding entries
and results and take any appropriate action.
SQA provision of eligibility reports to centres and local authorities – by June
2014.

Staff in secondary schools, colleges and CLD and
other partner providers are aware of and take



CfE Management Board - 11 June 2013 - Paper 3.2

account of the implications and changes to
qualifications including recognising achievement
and evidence for exceptional circumstances
consideration service and verification.
College Development Network will showcase/illustrate how existing
resources (Skills for Work, online learning materials and appropriate NPAs)
can be used to support Curriculum for Excellence Qualifications - from
September 2013 - March 2014

Local authorities and secondary schools should
work with local employers to ensure that they
have an understanding of the new qualifications
and the wider achievements and skills that
learners emerging from school will have following
2013/14