towards a professional
development strategy for
curriculum for excellence
management board discussion paper
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© Crown copyright 2009
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ISBN: 978-0-7559-8176-2
The text pages of this document are printed on recycled paper and are 100% recyclable
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curriculum for excellence – towards a professional development strategy > 1
PURPOSE
1. This paper is for Curriculum for Excellence Management Board. It recognises the crucial contribution
the professional development of all staff engaged in the learning of our young people to the success
of Curriculum for Excellence. It recognises that Curriculum for Excellence provides us with an
unprecedented opportunity to develop new models of professional learning for education practitioners
and their leaders and to develop and enhance partnerships approaches. The paper is not the
definitive answer to this challenge. It assesses where we are and proposes a broad strategy for the
way forward.
2. The paper should be useful in stimulating discussion about professional development in
establishments and more broadly locally. However, it is not intended to be prescriptive or exhaustive.
SUMMARY
3. There is much good teaching and professional development practice and many strengths to build on.
Nonetheless, the aims and expectations of Curriculum for Excellence require significant changes in
the thinking and practices of practitioners and the way in which practitioners carry out their
professional roles individually and collectively. Practitioners in this context are not just teachers. They
are every professional engaged in the learning of our young people.
4. High quality support will be needed to help practitioners to develop their practice. The expertise of our
educational workforce and our tradition of development provides a sound basis of good practice on
which we can build.
5. A wide range of partners offer support to practitioners, but the work needs to be coherent, aligned
and complementary. This paper places a strong emphasis on co-ordination and joint work between all
involved. It does not seek to minimise the challenge facing us, but it does promote the idea that the
challenges can be overcome through effective partnership working. A key principle is that all
practitioners need to be fully engaged in the process of implementing the new curriculum.
6. Practitioners being empowered to and taking responsibility for directing their own development with
the aim of improving outcomes for learners is vital. Senior leaders help practitioners to do this by
creating a suitable culture of improvement in their establishments. They ensure that all are engaged in
the process of development and are fully supported. They focus on creating time and space for their
colleagues to reflect and engage in discussion about teaching and learning.
7. Partnership needs to extend beyond individual establishments to embrace the range of professionals
who support learning in its broadest sense. It needs to involve multi-agency training and development
where appropriate.
8. A mixed economy of approaches to professional development will be required, and the aim will be
cultural rather than technical change. Change needs to build from establishments outwards with
appropriate support from the centre.
9. Given the range of issues to be addressed, education authorities and school leaders need to find
effective ways of making the best use of the time available for professional development.
10. It will be crucial for all partners to develop leadership for learning at all levels in their organisations.
Senior leaders will need to promote successful professional development and understand how adults
learn. They will need support themselves in understanding and implementing best practice in CPD.
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2 < curriculum for excellence – towards a professional development strategy
11. The CFE implementation partnership convened by ADES has a critical role to play in driving strategic
planning and co-ordinating and guiding the work of EAs and partners. Supporting authorities to
disseminate and share best practice will be an important feature of the partnership’s work.
12. The college sector has much experience which will stand it in good stead in implementing Curriculum
for Excellence and working in partnership with others. Scottish Government professional advisers
from the college sector will play a key role in supporting partnerships and co-ordinating the meeting of
developments needs in the sector.
13. A key role of the Curriculum for Excellence Management Board will be to monitor the implementation
of the CPD strategy to ensure that all practitioners have access to the professional development
opportunities they require, that all are fully involved in and engaged with developments.
14. All practitioners can benefit from using online resources individually or in groups. For example, GLOW
provides a trusted, safe, online environment in which practitioners, learners and adults can
communicate, collaborate and share ideas and materials. It will be necessary for key partners,
working together, to review what is available, cut down on duplication, identify gaps and plan to cover
the gaps in online resources. Partners will also need to consider what support will be needed to help
practitioners to access online support materials and use them effectively.
15. All partners need to continue to promote and support professional development. All will need to have
properly supported implementation timelines and plans which take full account of the need for CPD.
INTRODUCTION
Curriculum for Excellence aims to improve outcomes for all learners 3-18 and equip them with the
knowledge, skills and attributes they will need for learning, life and work in a rapidly changing world. It
raises expectations of the intended outcomes of learning, involves changes in learning, teaching and
assessment, and requires re-evaluation and development of the curriculum.
These aims and expectations require significant further development in the thinking and practices of
practitioners and the way in which they carry out their professional roles individually and collectively. To
implement them will require practitioners1 who
> actively seek to extend their professional development
> reflect on their practice and are open to innovation
> seek continuous improvement for their learners
> readily share their ideas and practice with their colleagues and partners and
> show leadership in different roles throughout their careers.
High quality support will be needed to help practitioners to develop their practice in these ways. The
expertise of our educational workforce and our tradition of development, for example in initial teacher
education and through CPD in establishments and beyond, provides a sound basis of good practice on
which we can build. Professional development has already played a significant role in progress so far with
Curriculum for Excellence. It will become an even more critical part of the change process in the period of
implementation ahead.
1 Where appropriate this term refers to some or all of teachers, lecturers, nursery nurses, community learning and development
workers and other professionals, eg careers advisers working in Skills Development Scotland. Parts of this document will be
relevant to those who work in museums, libraries, outdoor education or sport development and in other educational areas.
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The audience for this paper is primarily the range of partners represented on Management Board2 who
can provide the necessary support for practitioners and facilitate their professional development. The
paper places a strong emphasis on co-ordination and joint work between all involved. It does not seek to
minimise the challenge facing the education profession, but it does promote the idea that the challenges
can be overcome through effective partnership working. A key principle is that all practitioners need to be
engaged in the process of implementing the new curriculum.
The paper sets out some key ideas about how practitioners learn and develop. It then goes on to indicate
how the partners can take the ideas into account in supporting practitioners to deliver learning and
teaching fit for the 21st century in order that they can play their part in achieving the high aspirations of
Curriculum for Excellence. It addresses some specific aspects of professional development too. There are
many models of professional development. This paper does not set out a preferred model, but it is based
on ideas which are common to current thinking around the world about professional development.
An appendix sets out a suggested timeline of key milestones from the programme framework and related
project plans, CPD-related events, and advice on related CPD priorities. The timeline will be updated in
partnership with the CFE Implementation Partnership convened by ADES. The programme framework set
out broad expectations for implementation which had been agreed in the Curriculum for Excellence
Management Board as a basis for effective local planning. The framework was circulated by Scottish
Government to Directors of Education and other key stakeholders in January 2009. Together with the
appendix, this paper sets out a strategy which, as it is implemented, will help practitioners to play their
key role in ensuring that the high aspirations of Curriculum for Excellence are achieved.
GOOD PRACTICE IN PROFESSIONAL DEVELOPMENT
The Evidence
The ideas in this section take account of the educational context in Scotland. They are based on a range
of sources including:
> research findings3 from a number of countries around the world
> HMIE evidence, for example as summarised in Improving Scottish Education, and from ongoing tasks
on collegiality and professional development
> established good practice in professional development highlighted by partners and from various focus
groups and forums organised by them
> responses from a conference for secondary headteachers
> summary findings from an EIS survey of members
> the findings of research carried out by the University of Glasgow into the needs of teachers engaging
with CFE experiences and outcomes.
The University of Glasgow report indicates a number of priorities for CPD. These include development
needs relating to working with broader guidance, developing methodology for learning, teaching and
assessment, establishing shared understanding of standards, and updating and extending aspects of
specialist knowledge relating to specific curriculum areas. Additional priorities relate to literacy, numeracy
and health and wellbeing across learning and overall curriculum design. The report also highlights the
value of ensuring that all practitioners are engaged by the programme.
2 The wide range of national and other bodies involved. Among others, Scottish Government, Learning and Teaching Scotland,
SQA, HMIE, SCIS, Teacher Education Universities, Scotland’s Colleges, ADES, local council officers in education and community
learning and development, teaching unions, Skills Development Scotland.
3 See Appendix A for a list.
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Key Features
In best practice, practitioners take responsibility for directing their own development in a continuous
process of extending their experience and expertise. They see their engagement in professional
development as a necessary part of being a professional, and adopt a key aim of improving outcomes for
learners. When this happens, the development is driven by professional motivation to improve learning
and it takes place with a clear understanding of national expectations for learning. Senior leaders help
practitioners to do this by creating a collegiate culture of development and improvement in their
establishments, and ensuring that all are engaged in the process of development and are fully supported.
They need to focus on creating time and space for their colleagues to reflect and engage in iterative
discussion about teaching and learning.
Effective professional development is evidence-based. It needs to be informed by research and by
acknowledged best practice in professional development, for example by building on the type of
approaches which have led to success in programmes like Early Intervention and Assessment is for
Learning. It needs to be collaborative where necessary, and individualised where needed.
The recent engagement and trialling processes for the draft experiences and outcomes provided
important professional development activity across all sectors for the staff involved. There were many
positive features of this work, and there is much to be learned from this type of approach. One of the
main findings of the University of Glasgow interim report was that teachers had valued highly the
professional discussion and development which were an important part of the engagement and trialling
activities. Partners will find it useful to take the findings of this research into account when deciding upon
local priorities. Further comment on practitioners’ requests for further exemplification of some key aspects
comes later in this report.
Professional development is sometimes represented in a polarised way – ‘specific’, that is, to do with
subject content, or ‘general’, that is, pedagogical, or how to teach. A better model may be a continuous
rather than discrete spectrum going from specificity to generality and which includes content knowledge
(subject matter), pedagogical knowledge (knowing how best to present this subject matter), general
pedagogical knowledge (for example about how to manage and organise classes and use ICT),
knowledge about how learners learn, and knowledge about the education context including cultures and
aims, purposes and values locally and nationally. Good professional development will involve an
appropriate blend of activities of various types as individual practitioners build up their portfolio of
development activities to make continuous progress in their own learning and contribute to development
in their own establishment.
The best professional development is achieved through engagement in a range of types of professional
development, involving a variety of approaches and activities, clearly linked to priorities. Practitioners in
Scotland are increasingly engaging in a wide range of activities which are appropriate to the purpose of
improving outcomes for all learners, including
> experiential and work-based learning and research including group activities, co-teaching, lesson
observation and discussion, and joint planning and evaluation
> reflective work (including meetings and seminars on theory and practice)
> sharing good practice within and beyond their own establishments and clusters
> participation in conferences and meetings, and in working and advisory groups
> participation in activities with education faculties or GTCS
> mentoring, coaching and buddying partnerships
> shadowing opportunities and secondments, including work with HMIE as an associate assessor
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> personal reading and research, including engaging with online resources and discussing and sharing
good practice through these resources
> participation in professional learning communities locally and more widely
> activities leading to university qualifications, or other accreditation or professional recognition, including
the Chartered Teacher programme, leadership courses and Scottish Qualification for Headship
> such activities as business breakfasts, learning lunches and twilight conversations.
GENERAL PRINCIPLES FOR PARTNERS
Effective leadership in establishments and education authorities will promote the growth of professional
learning communities with a supportive learning, performance and development culture. There is no more
important task for them.
It is important that we build on the promising signs in professional development noted above, and
achieve the culture change which is necessary for transforming education and implementing Curriculum
for Excellence. There is much good teaching practice and many strengths to build on, as partners help
practitioners to develop their pedagogy, for example in active learning, co-operative learning, embedded
problem-solving, effective use of technology, learning through purposeful play at appropriate stages, and
outdoor education.
Collegiality on this agenda will bear results and practitioners individually and in teams need to be
enabled to take ownership of the process and take responsibility for their own professional development.
Partnership needs to extend beyond individual establishments to embrace the range of
professionals who support learning in its broadest sense. It needs to involve multi-agency training
and development where appropriate. Such cross-sectoral professional development has advantages in
relation to quality but also to economy in a period of limited resources.
Curriculum for Excellence sets out the agenda for change across education 3-18 as a whole. It will be
important to align all professional development structures to address the intentions of Curriculum for
Excellence in a way which integrates and encompasses all initiatives and priorities, for example GIRFEC,
Determined to Succeed, and 16+ Learning Choices.
A mixed economy of approaches to professional development will be required, and the aim will be
cultural rather than technical change. All partners will need to build on current good practice and further
develop an environment of opening up learning, which involves reflection, observation, evaluation and
discussion, in a way which is mutually supportive, collaborative and interactive. Some partners may be
involved in direct delivery of professional development. Others will be involved in different ways, for
example through brokerage, facilitation or ‘training trainers’. Given the emphasis on professional freedom
combined with professional responsibility, such facilitating activities will be no less important than
delivering direct support through conferences and other means. However, there will continue to be a
place for appropriate centrally-driven direct support.
Senior leaders in establishments will themselves need to be supported to drive and support staff to
transform their practice and to develop leadership for learning at all levels. In doing this, partners will need
to help practitioners to identify their professional development needs and prioritise, balancing between
their individual needs and the priorities for the establishment and local education authority more widely.
Carrying out professional review and development in a meaningful and outcome-focused way,
closely centred on the expectations of Curriculum for Excellence, and building on good practice,
will be one way of achieving this prioritisation and balance. Improvement planning in establishments must
be grounded in the outcomes of effective staff professional development and review.
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At the same time, effective development will be dependent on a culture of leadership at all levels.
Where staff at all levels in educational establishments take and are given the opportunity – and support –
to lead innovation and improvement in learning and teaching. Such opportunities will themselves be a
very effective means of professional development.
Curriculum for Excellence means that it will also be important to see initial education or qualification as a
practitioner in education as the start of a continuum of professional development that continues
throughout a practitioners career. That will require partners to ensure initial education is integrated
better with continuing professional development and that establishments, education authorities and
others support that integration.
WHAT PARTNERS CAN OFFER
Putting Curriculum for Excellence into practice will rely on the contributions which all partners can offer to
professional development. To achieve the best outcomes, these contributions need to be aligned and
complementary. This implies some common development activities across teams as well as sharing of
good practice and programmes.
Senior leaders in schools and other establishments are key players in ensuring the professional
development of their colleagues. Among their many contributions, they can create an environment in
which learning is shared, offer models of good practice and create structures in which the valuable time
available can be used efficiently on high-value activities which are well matched to identified staff needs.
Senior leaders have a vital role in creating the culture where leadership at all levels is a reality. It will be
essential for them to give strong leadership to their staff and balance priorities in a well-judged way. They
will need to employ the processes of professional review and development expertly to ensure that the
development needs of individual practitioners are met, while also ensuring that the needs of learners are
fully taken into account and the establishment improvement plan is appropriate and implemented
effectively.
As noted earlier, practitioners need to continue to accept responsibility for their own development, and
be professional and collegiate. Individuals will benefit from participation in learning together with their
colleagues and being open to and involved in partnership working around their development. Partnership
working takes many forms including within, between and among departments, stages, cluster schools,
colleges, community learning and development, ITE faculties and national agencies. Chartered
Teachers are experienced practitioners in schools who – working collaboratively – have a lot to offer their
colleagues’ professional development. The recently revised Standard for Chartered Teacher and the
SNCT Code of Practice for Standard Teachers should help ensure Chartered Teachers’ expertise is best
deployed for this purpose.
Professional associations and trade unions have an important role to play in the professional
development of their members to support Curriculum for Excellence. The EIS have a network of
accredited Learning Representatives and many other associations have a similar commitment to the
development of their members. Development is often offered in partnership with employers and other
partners. It includes the support for those who wish to become Chartered Teachers. Associations and
trade unions also have an important role in ensuring their members have a voice at the national and local
level around professional development.
Education authorities have already built up considerable experience and expertise in providing and
facilitating effective professional development for teachers. Further strategic leadership from education
authorities to encourage reflective practitioners and support changes at school and cluster level is
essential. Education authorities can achieve much by providing a clear vision and putting their own stamp
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upon the process of professional development, taking into account local circumstances. A key role will be
to support schools to make the best use of time and expertise in planning for essential continuing
professional development, including the sharing of good practice. The provision for officers and
practitioners of an elaborated implementation plan which is aligned to the Curriculum for Excellence
programme framework and which takes into account the local framework of priorities will be useful.
Senior staff will need to harness the potential and maximise the roles of central local officers, ensuring that
they are fully briefed and have good professional development themselves. Education authority CPD and
CFE co-ordinators can usefully work together with development officers and various people and other
partners, for example LTS area advisers. In some education authorities, an LTS area adviser sits on the
authority’s implementation group.
In providing and facilitating professional development for practitioners in independent schools, the
Scottish Council of Independent Schools uses expertise from within its own ranks but also delivers
professional development activities using a wide range of providers. As for other bodies, partnership
working will be beneficial.
The CFE implementation partnership convened by ADES has a critical role to play in driving strategic
planning and co-ordinating and guiding the work of EAs and partners. In this role it will ensure that
progress in implementation is maintained. To achieve its aim of enabling partners to find strategic and
operational solutions it will be a forum for sharing of practice and advice in a constructive manner. Among
other things, it will usefully co-ordinate joint work within and among education authorities, for example to
produce and share professional development resources and approaches, and promote networks
including curriculum and subject area development networks. Supporting authorities to disseminate and
share best practice will be an important feature of the partnership’s work. This work will be vital in
ensuring a good balance between, on the one hand, local initiative and flexibility at establishment and
authority level and, on the other, national consistency and entitlement for children and young people.
Helping authorities to facilitate professional development for their own central officers will also be a
strategic priority.
The college sector has experience which will stand it in good stead in implementing Curriculum for
Excellence and will enable it to support colleagues in other sectors through partnership work on
professional development. Examples would include internal and non-standard means of assessment,
integrated projects which would have the potential to help in respect of Baccalaureates, flexible
timetabling, recognising achievement, and evidence gathering for student profiles. Curriculum for
Excellence is on the learning and teaching strategy of every college, and there is a CFE lead officer in
each college. The College Principals’ Convention will monitor the need for professional development in
colleges, and the college sector representative on the ADES implementation partnership will help the
sector to take forward implementation plans which will include CPD needs. Scottish Government
professional advisers from the college sector will play a key role in supporting partnerships and identifying
and co-ordinating the meeting of developments needs in the sector. The Scotland’s Colleges
organisation has experience of developing support packages for Skills for Work and other programmes
and will be able to build on this experience in providing support for lecturers on Curriculum for Excellence.
Its website is currently showcasing examples of the four capacities in action in colleges.
Through the Curriculum for Excellence Management Board, all partners, including teacher trade
unions, can contribute to discussion on policy, provide constructive input based on their respective areas
of experience and expertise, and take a lead in implementation of the new curriculum. In taking part in
board meetings, and as they work to implement board decisions in their own organisations, it will be
important for members to promote key principles of CPD and Curriculum for Excellence, including the
central idea that curriculum reform has to come from establishments rather than relying wholly on central
direction. A key role of the board will be to monitor the implementation of this strategy to ensure that all
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practitioners have access to the professional development opportunities they require, that all are fully
involved in and engaged with developments, and that there is a suitable balance between central and
establishment-driven development from the early through to the final stages of implementation of the new
curriculum.
By chairing and participating in the management board, and working closely with partners, Scottish
Government will help to provide direction, clarity and co-ordination, without compromising the essential
nature of Curriculum for Excellence, including the fact that development of the new curriculum needs to
come from establishments. Government professional advisers, including those from the college sector,
can offer much by way of support and advice to education authorities and other partners and groups of
practitioners in this regard, as can government communications specialists. The CFE communications
group which has recently been set up and on which all partners are represented, will play a key role in
ensuring that all involved, including parents, are kept fully informed and that information is aligned with key
principles. Further comment on the importance of good communications comes at a later point in this
document. Partners such as education authorities and Scotland’s Colleges are responsible for providing
direction and clarity to their constituencies, in the context of clear national advice but in a way which takes
account of local circumstances.
A Scottish Government CPD project manager will play a key role in co-ordinating the professional
development workstream and ensuring alignment and complementarity in the work of partners. The
project manager will keep the CPD timeline updated (see Appendix B for a draft version) and lead work
with partners to continue to scope development needs for effective implementation of Curriculum for
Excellence. Given the wide range of partners involved in providing or facilitating CPD, it will be particularly
important for the project manager to work with others, particularly the ADES Implementation Partnership,
to map existing development opportunities and identify and eradicate overlaps and duplication. It will be
equally important for the manager to work to maintain agreement among partners on critical
responsibilities in respect of CPD, particularly to identify and address gaps in provision. In doing these
tasks, the manager will need to ensure that communications between and among partners are effective.
The Scottish Government’s own National CPD co-ordinator and team will work under the direction of
Scottish Government to priorities agreed by the Management Board and in agreed ways, and will
continue to have much to offer, not least in supporting the work of education authority CPD and CFE
co-ordinators and supporting other networks. They will maximise their impact by close liaison and
partnership working with other key bodies and groups, for example LTS and its groups of area advisers,
development officers and assessment team, and colleagues within Scottish Government, for example
professional advisers and other officers including those in support for learning within schools directorate.
A specific and useful role for the project manager and national CPD team will be in assisting education
authorities in the induction, training and co-ordination of work of the one-hundred teachers who are to be
seconded to do CFE development work.
Learning and Teaching Scotland will play a key role in supporting professional development. LTS
activities stimulate and promote professional dialogue, reflection and debate. They also help in the
creating and sharing of good practice in learning, teaching and assessment to improve outcomes for
learners. The organisation is already doing much, and has a series of key events and documents planned.
Building the Curriculum insights aim to help schools to go through the process of curriculum modelling.
Perhaps more importantly, LTS will lead and facilitate the delivery of cluster-based professional
development which builds on the best practice identified through such initiatives as Assessment is for
Learning, enterprise, Scottish Continuing International Professional Development and international
education. LTS is currently in discussion with Scottish Government and SQA about the new assessment
and qualifications arrangements, including related professional development matters.
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Overall, LTS is well placed to play a central role in professional development through, for example, its
experience in the engagement strategy for draft experiences and outcomes, supporting previous reviews
of national qualifications, and promoting collaborative enquiry in initiatives such as AIFL. In respect of the
experiences and outcomes, LTS is producing materials for practitioners called “Support for Reflection and
Engagement”.
LTS will continue to organise the annual Scottish Learning Festival which provides high quality CPD for the
7,000 practitioners who attend. ‘LTS Online Services’ has become a key source of information, guidance,
support and good practice for practitioners and others. GLOW can provide a trusted, safe environment
for practitioners, learners and adults to communicate, collaborate and share ideas and materials.
LTS also has a role to play in supporting close partnership working between schools and the Youth Work
and voluntary sectors. Its national development officers work with education authorities and voluntary
sector officers in schools or in communities. The officers have supported self-evaluation and other
activities which have led to identification of good practice and aspects for improvement, including
professional development and training needs. Workers in youth and voluntary services see positive
advantages in being involved in joint training and development events with their colleagues in schools,
and these advantages will be enjoyed by the school partners too when they are involved in partnership
development. It can be the case that CLD youth services, Young Scot, local college and Skills
Development Scotland are delivering programmes supporting literacy, numeracy and health and
well-being, providing opportunities for achievement and accreditation and personal development for many
of the young people in communities around school clusters. It would be remiss for them not to be
involved in joint training. Education authorities and school leaders therefore have an important role to play
in ensuring that opportunities for mutually beneficial joint training and development activities are
maximised. LTS has much to offer in promoting and delivering partnership professional development,
including with national CLD managers.
Some of the development needs for youth and voluntary workers which were identified by LTS youth work
development officers included leadership of partnerships, self-evaluation of partnership programmes, and
recognising the achievements of young people in community settings. LTS is undertaking a series of
professional development events from June through autumn 2009 on sharing good practice on
partnership working. It can also offer customised professional development for individual and groups of
education authorities. Learning Connections has also carried out a trawl of development needs for
people in the CLD sector, so the CPD needs of those practitioners are well known. As noted above,
partnership working will be needed to meet these development needs, and the benefits will be mutual.
The Youth Work sector has built up experience in assessing the progress of young people and delivering
a range of award, volunteering and personal development programmes, from which practitioners in
schools can learn.
The Scottish Qualifications Authority has a key part to play in directly providing CPD which supports
its central role in developing and maintaining qualifications and the National Assessment Resource. More
specifically, SQA has a significant contribution to make in the further development of assessment literacy
across the system, in ensuring understanding of standards and in assuring quality. Practitioners involved
in assessment for certification look to SQA to provide them with CPD in these areas.
SQA, LTS and Scottish Government are discussing programmes which will support new assessment and
qualifications arrangements, including any related professional development activities needed, and are
agreeing their respective roles in respect of CPD. SQA will build upon its existing mechanisms to provide
CPD which will underpin the new qualifications ensuring that they fully support Curriculum for Excellence
aims, values and purposes. Key aspects will include:
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> teacher assessment literacy
> quality assurance systems
> qualifications
> data management
> e-enablement
> the National Assessment Resource
> the Scottish Survey of Achievement
> communication, engagement and understanding standards
> action research, case studies and exemplars of good or innovative assessment practice
> the role of existing qualifications in supporting Curriculum for Excellence
One of the significant strengths of the Scottish qualifications system is the engagement of teachers and
other education professionals in the development, implementation and maintenance of the system. SQA
currently seconds over 15,000 practitioners drawn from the system and plans are in place to ensure that
their CPD needs are fully met as we move towards the introduction of the next generation of national
qualifications. Their involvement and the work to support them will assure the integrity of existing
qualifications and help to ensure a smooth transition to the new qualifications. This will include CPD for
SQA verifiers, examiners, assessors and educational authority staff and centre staff, including
administration staff who will provide external and internal quality assurance for the new and revised
qualifications.
In addition, the teams who will develop the new and revised qualifications will include key practitioners
drawn from education authorities, schools, colleges and universities, partner organisations, employer and
trade unions nominations. Colleagues in these groups will be trained for this role and will thereby provide
a significant CPD resource for the system and for their organisations. CPD support will also form an
integral part of support to staff who will develop the SSA and the National Assessment Resource for 3 to
15 and the senior phase.
SQA will employ a variety of mechanisms to provide CPD. These mechanisms will encompass
face-to-face seminars, workshops and courses, including on-line access through the Understanding
Standards Website and SQA Academy with direct on-line access for all practitioners to new qualifications
as they are being developed. The model also includes making the materials available online through SQA
Academy and face-to-face workshops and then training education authority and centre staff to deliver it.
A key feature of the approach is the electronic forum through which ideas are raised and best practice
shared. Participants are also encouraged to evaluate and reflect on their activities and apply for GTCS
Professional Recognition. SQA intends to increase significantly the support offered through technology to
connect with more people and provide resourcing that can be used at a local level.
SQA has plans also to develop further its Professional Development Workshop programme and quality
networks and augment the programme of understanding standards and practitioner events through the
provision of assessment literacy workshops and seminars. These will be designed to ensure that staff
who will be delivering the new Curriculum for Excellence qualifications have a good understanding of new
approaches to classroom assessment and the expected standards, including the assessment of new
qualifications in literacy and numeracy. Additionally there will be CPD on e-enablement and the potential
benefits this can offer to learners. This CPD would include the development, delivery and quality
assurance of classroom assessment and information on on-screen assessment, use of e-portfolios and
other innovative forms of e-assessment.
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curriculum for excellence – towards a professional development strategy > 11
For SQA staff, the existing Integrated Staff Development programme and series of research seminars and
Master-classes is being further augmented to ensure that staff across the organisation are able to fully
integrate Curriculum for Excellence in all aspects of qualifications development and operation.
Skills Development Scotland works with every secondary school and every college. It is therefore well
placed to provide supportive input as establishments work out and put into place their implementation
plans. It is particularly well placed to support establishments to make effective arrangements for learner
transition into positive destinations. In addition to helping learners directly, the organisation can help
practitioners and senior leaders, for example by advising them on good practice in relation to skills
development and curricular pathways for learners. In some establishments, the organisation’s advisers
take part in and contribute to discussions about developing the curriculum. Pilot projects in two education
authorities are looking at how the links between the advisers and secondary schools can be
strengthened, and how partnership working between the authorities, colleges and universities can be
developed further.
The development of professional education is important to Scottish Universities and many of the
professions look to universities for professional education and higher level skill development. The link
between research and teaching and the ways in which research, evidence and knowledge exchange
informs practice in the professions and industry is central to the expertise in the Scottish University sector.
The sector continues to have close links with schools and colleges. In developing strategies for
Curriculum for Excellence and the associated professional development, local authorities need to include
local universities within these discussions at the earliest possible stage.
Universities are key to pushing skill levels even higher. This in turn contributes to and helps to maintain
competitive economic advantage. Universities are central to the development of graduate attributes for
the 21st Century. University staff are increasingly aware of the aims, principles and potential impact of
Curriculum for Excellence upon potential students.
The development of professional education is important to Scottish Universities and many of the
professions look to Universities for professional education and higher level skill development. The link
between research and teaching and the ways in which research, evidence and knowledge exchange
informs practice in the professions and industry is central to the expertise in the Scottish University sector.
The sector continues to have close links with schools and colleges. In developing strategies for
Curriculum for Excellence and the associated professional development local authorities need to include
local universities within these discussions at the earliest possible stage.
Universities are potentially key outlets for sustaining Curriculum for Excellence and are involved in the
higher education and development of many 18 year olds. University admission systems need to be aware
of the new qualifications associated with Curriculum for Excellence. Parents will wish to know at an early
stage whether Universities accept the new qualifications for entry into University. Universities have the
potential to be a very powerful force for Curriculum for Excellence.
The university Faculties of Education are a source of good practice and expertise and should play a
significant role in supporting the implementation of Curriculum for Excellence. The aims, principles and
purposes of Curriculum for Excellence are already well embedded in ITE programmes and plans are
already in place to ensure the continued development of Curriculum for Excellence agenda to support the
phasing of implementation plans at a local and national level. The Faculties will continue to consider the
implications of Curriculum for Excellence for their own teaching practice and explore ways of engaging
colleagues from other subject disciplines.
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12 < curriculum for excellence – towards a professional development strategy
Faculties of Education have particular expertise and experience in developing effective partnerships with
education authorities and schools. There are opportunities to build on some of the creative partnership
approaches recently developed by universities and their partner education authorities to support Initial
Teacher Education and the continuing professional development of teachers and teacher leaders. Utilising
these partnerships will enable a more coherent approach to professional learning spanning ITE, Induction
and the whole of a teacher’s career and could enable and encourage a ‘continuum of professional
learning’ to become a reality.
Faculties also have considerable expertise in learning, including in professional learning. This could be
drawn on to support schools and local authorities in developing contextually relevant learning. There is
also a need to ensure that leaders of professional learning in all stakeholder organisations are aware of the
most recent research in the area. Faculty of Education staff are well placed to support the sharing of this
information.
Faculties of Education have expertise and experience in research. Amongst other things they have
produced informative research focusing on professional learning, particularly, although not exclusively,
teacher professional learning focusing predominantly on the following significant themes: collaborative
continuing professional development (CPD); action research; practitioner inquiry; informal learning; and
career-stage-specific CPD and curriculum. Another area of expertise and experience relates to evaluation.
This could be used to provide support for schools and education authorities in evaluating their practice
and measuring the impact of Curriculum for Excellence. They also have relevant experience in such
activities as promoting teacher action research and supporting practitioner inquiry.
Education authorities and others should identify how these partnerships and activities can be further
developed and enhanced. The CPD project manager, the national CPD team and the communications
group will need to ensure that partners are helped to capitalise on the experience and expertise of
universities in order to identify how they can contribute most effectively. Education authorities and
universities should explore ways in which existing partnership arrangements can be further developed.
In its role of keeping under review the standards of education, training and fitness to teach of persons
entering the teaching profession, and in maintaining the professional standards, the General Teaching
Council for Scotland plays a key role in professional development. Specific aspects which can be of
assistance include professional recognition awards and research grants for small-scale action or
work-based research projects. Scottish Government is currently consulting on how the organisation might
move to independence as a self-regulating profession-led body. An important part of this consultation
involves considering how GTCS might extend its role in CPD, particularly in respect of the professional
development and accreditation of teachers.
HM Inspectorate of Education contributes to professional development in a range of ways. Inspection
processes build capacity through professional dialogue with teachers, including discussion of innovations and
by identifying examples of good practice which can be shared. Associate assessors bring their expertise to
HMIE inspections and reviews, learn about evaluating curriculum, learning and teaching and gain knowledge
of practice across the country. Their expertise can be used by their education authorities, schools and
colleges. At a national level, HMIE gathers and shares evidence on positive developments and on aspects
causing difficulty and which might require to be addressed through CPD. Gathering and disseminating good
practice is also a key role, and the organisation will continue to build good practice examples into its website.
HMIE will continue to organise joint good practice conferences with LTS in individual curriculum and subject
areas. In addition it runs major CPD conferences based upon HMIE evidence, which address priorities
including leadership, improvement through self-evaluation, learning and teaching and the curriculum. HMIE
will continue to expand and develop online support for professional development, particularly within Journey
to Excellence, to assist in the implementation of Curriculum for Excellence.
curriculum for excellence
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curriculum for excellence – towards a professional development strategy > 13
SPECIFIC ISSUES
Given the range of issues to be addressed, education authorities and school leaders need to find effective
ways of making the best use of the time available for professional development. They need to establish
appropriate and realistic priorities in line with local authority plans. There are 6 in-service days per year for
this and the next two years, plus 35 hours CPD per year, the equivalent of 5 days, plus time from within
the 35-hour working week. Practitioners will need effective leadership and support from senior leaders in
establishments, and best use of existing resources including CPD and CFE co-ordinators and LTS
officers, to prioritise their activities and effect the necessary changes.
Scottish Government is co-ordinating the production of exemplification materials which can be used
to support professional development. These materials will clarify and exemplify aspects likely to cause
most difficulty. The materials will be produced by a range of partners with Scottish Government
co-ordinating. The priority areas for exemplification will be decided using a range of sources, including the
Glasgow University research which has already been used in finalising the experiences and outcomes.
Practitioners need to be involved in and engaged with the developing and using of exemplification
materials, which should take account of the good practice already existing and build on it. Aspects are
likely to include:
> literacy, numeracy and health and wellbeing across learning
> areas in which expectations have been raised, for example, science and modern languages
> learning and teaching approaches
> standards and progression
> inter-disciplinary work
> processes of deriving curriculum models
> tracking and profiling
> transitions.
All partners will have something to contribute to some of the aspects listed above.
As noted earlier in this paper, the assessment framework and national assessment resource will be
key materials in helping practitioners to develop the necessary deep understanding of assessment and
standards. The Scottish Survey of Achievement has the potential to make a contribution in respect of
standards and other aspects too. Practitioners who are involved in the creation of new test material, field
officer activity, marking, or reference group membership will learn much which they can report back to
their colleagues. In addition, learning and teaching points are extrapolated from each year’s survey. The
survey also collates information on the professional development needs of teachers in the participating
schools.
As noted at various points above, leadership for learning will be critical. Senior leaders will need to
promote successful professional development and understand how adults learn. Their role in building
capacity, confidence and communities of enquiry will be crucial. They will need support themselves in
understanding and implementing best practice in CPD. Over the last few years, education authorities and
others have been building on their previous practice in developing leaders and have adopted a range of
innovative approaches. Continuing these approaches will be important to develop leadership at all levels.
Scottish Government has a part to play through, for example, organising the Leadership Summer School
and promoting and supporting leadership strategically. HMIE work will build on its Leadership for Learning
document and conferences and will produce further advice and support. SCSSA can help practitioners
and partners to develop leadership at all levels in their establishments and organisations. The impact of
curriculum for excellence
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14 < curriculum for excellence – towards a professional development strategy
leadership work across all partners needs to be maximised, and the main agenda should be Curriculum
for Excellence.
All practitioners can benefit from using online resources individually or in groups. Key resources would
include the CFE website hosted by LTS, GLOW, CPDfind, CPDreflect, Journey to Excellence and the
Scotland’s Colleges site. It will be necessary for key partners, working together, to review what is
available, cut down on duplication, identify gaps and plan to cover the gaps in online resources. Partners
will also need to consider what support will be needed to help practitioners to access online support
materials and use them effectively.
Good communications are part of good CPD. A Scottish Government co-ordination group has been
set up to ensure that all partner organisations, parents and learners are fully and appropriately informed.
The work of this group should ensure that all involved have clarity and understanding about all aspects of
Curriculum for Excellence. Major centrally-organised events such as conferences will have a role to play in
keeping all informed and up-to-date, and will have a role to play in highlighting good practice. The group’s
work should take account of the needs of ADES (including CLD interests), SCIS, Scotland’s Colleges,
schools, early years centres, universities and their education faculties, the business community and sector
skills councils, unions, health and social work sectors, school subject associations, and other interested
parties, for example the Scottish Museums Council and librarians’ organisations, and of course parents
and parent bodies, children and young people.
Curriculum for Excellence needs to be implemented for all learners. It has to be fully inclusive and to take
full account of equality and diversity issues including those related to gender, race, sexual orientation or
disability. Consequently consideration has to be given to those with additional support needs. GTCS
and Scottish Government worked together to draft competencies for teachers linked to professional
recognition. Scottish Government also worked with the Teacher Education Universities to develop the
framework for inclusion, which provides a structure for the areas of professional learning teachers should
engage with at different stages in their careers. The next stage in the development is to provide more
guidance on CPD for teachers and leaders in this area. These are very good example of partnership
working on, among other things, ITE and professional development for equality and diversity. Overall, joint
work has led to a framework for professional recognition and competencies in certain aspects of
supporting learners with additional support needs, and these have the potential to help all practitioners to
meet the learning needs of their learners. The support for learning branch of Scottish Government
schools directorate which liaised with GTCS and STEC on these developments also oversees the work of
a number of positive behaviour advisers, a national helpline, and the production of materials for allied
health professionals. In addition it oversees a development officer who works on additional support for
learning and transitions in relation to ‘More Choices, More Chances’. The group therefore has much
potential to work with other partners and other Scottish Government officers such as the National CPD
team to ensure that the ASN agenda is kept to the fore and supported effectively.
CONCLUSION AND NEXT STEPS
All partners need to continue to promote and support professional development.
All will need to have implementation timelines and plans which take full account of the need for CPD.
A Scottish Government project manager will take on the task of finalising and implementing the CPD
strategy in collaboration with all partners and including fleshing out CPD timelines and co-ordinating
partnership work on professional development. A draft CPD timeline guidance is attached at Appendix B
of this paper. Liaison with all partners will be a key part of the manager’s work, and will include particularly
the ADES implementation partnership, liaison with LTS, SQA, HMIE and Scotland’s Colleges, work with
the SG communications group, and internal work in Scottish Government.
curriculum for excellence
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curriculum for excellence – towards a professional development strategy > 15
It may be worth finishing this paper by reference to findings from one of the referenced research papers. It
focused on professional learning communities, and found that these communities were of most value
when they involved:
> shared values and vision
> collective responsibility for learning
> collaboration focused on learning
> individual and collective professional learning
> reflective enquiry
> openness, networks, and partnerships
> inclusive membership, and
> mutual trust, respect and support.
If we create this type of learning community across the country then Curriculum for Excellence will
succeed for all learners.
APPENDIX A
Among the research papers scrutinised were the following. A Scottish Government CPD Project Manager
will co-ordinate the production of lists and summaries of relevant research for practitioners and partners,
including that related to CPD, leadership, and the development of effective learning and teaching
programmes.
Inquiry into Effective Strategies for Teacher Professional Learning (Parliament of Victoria Education and
Training Committee, February 2009).
Factors influencing the Transfer of Good Practice (Demos and the University of Sussex, DfES Research
Report 615, 2005).
Teachers Learning with Digital Technologies – A Review of Research and Projects (Universities of
Nottingham, Oxford Brookes and Brighton, 2006).
Creating and Sustaining Effective Professional Learning Communities (Bolam et al, DFES RR637, 2005).
Professional Learning in the Learning Profession – A status report on Teacher Development in the United
States and Abroad (NSDC Stanford, 2009).
Schools and Continuing Professional Development in England – State of the Nation Research Report
(TDA London, 2009).
Evidence Matters: Towards Informed Professionalism in Education (A Morris, 2009).
Leading Collaborative Enquiry in School Networks (National College for School Leadership, England).
School Leadership and Student Outcomes: Identifying What Works and Why (University of Auckland,
2007).
Assessment is for Learning: Exploring Programme Success (Universities of Edinburgh and Glasgow).
curriculum for excellence
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An indication of key national CPD events and activities in each year is included.
The fourth column includes outline guidance on the range of CPD and development actions which centres and others might usefully undertake, and the types
of support and guidance which education authorities and others have planned or might provide in the relevant time period.
The second and third columns re-state the National Developments Timetable and the Activities and Outcomes in Education Centres as listed in the ‘central
column’ of the Programme Framework for those years.
In the following table, the first column shows the education year from 2008-09 up to 2016-17.
The timetable will be developed further by the ADES Implementation Partnership and the Scottish Government CPD project manager. Further development will
take account of the common and differing needs of practitioners in different sectors.
It includes work done by the ADES Implementation Partnership on the period March – June 2009.
This timetable based around the Provisional Programme Framework which was issued by Scottish Government on 29th January.
Draft Guidance and CPD Timetable
APPENDIX B
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curriculum for excellence
National Developments
Timetable
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July 2009
Assessment framework
published.
Start of release of exemplification
materials for assessment.
June 2009
Guidance on models for
organising the curriculum –
outputs from Testing the
Framework activity.
May 2009
SSA based on 5-14 curriculum
(reading and writing).
Announcement on way forward
for NQs following consultation
(including Literacy & Numeracy).
Advice/guidance to local
authorities/schools/colleges re
what needs to be done to
prepare for delivery of CfE in the
classroom.
2008/09
April – May 2009
P5 in 2008-09. Following current Publication of full set of
Experiences & Outcomes.
curriculum in P5.
Start of release of exemplification
P6 in 2008-09.
materials for Experiences &
Following current curriculum in
Outcomes.
P6.
Building the Curriculum – Skills
for Learning, Skills for Life and
P7 in 2008-09.
Skills for Work guidance
Following current curriculum in
published. Start of release of
P7.
exemplification materials for
Skills guidance. (Start of release
of exemplification materials to
support CFE from 2008/09.)
Education Year
Practitioners engage in a process of reading and
reflection, and joint discussion and planning, aided
as necessary by relevant partner organisations and
within their own centres, and by national events
where appropriate.
Suggested CPD events and activities
Whole school/college discussion of BTC3, and
identification of key elements for planning, takes
place. Consideration of 4 contexts for curriculum –
ethos, subjects, inter-disciplinary learning and
achievement – and of principles of curriculum
design, led by leaders at all levels. EAs provide
opportunities for HTs and school leaders to discuss
BTC3 and implications. Reflective questions are
used to stimulate discussion. Working groups and
networks begin to develop models for curriculum
delivery and planning.
Whole-school/college, departmental and
cross-sectoral discussions take place. All staff are
involved appropriately. Leaders provide focus for
All establishments have considered the role of
working groups/inter-disciplinary working. Changes
active learning at all stages, have made changes to to teaching and learning and to aspects of
practice and have plans for further development.
coursework are introduced. Through centrally-led
IST, working groups, ASGs etc, EAs facilitate
All staff are familiar with the advice of BTC3 and its
networking across sectors and enable and support
implications for the learners they serve.
collaborative working and discussion. Outcomes of
Each establishment with its partners reviews its
working groups are disseminated within EA. EAs
self-evaluation and improvement plan to
provide opportunities for dissemination of
confirm/modify and to show the stages and
innovative practice in teaching and learning and
sequence of implementation of CfE within the
planning approaches.
establishment in line with national timetable
Centres continue to develop active learning, AifL
(including sequencing of implementation work
approaches, co-operative learning, rich tasks.
across all curriculum areas, and proposals for
Feedback is shared among staff. Approaches are
ensuring that literacy, numeracy and health and
evaluated and built into future planning at all
wellbeing are developed across all aspects of the
stages. EAs support and facilitate new learning
curriculum).
approaches. Outcomes and good practice are
October 2008 – March 2009
disseminated to all establishments. Resources and
Establishments continue to work with the draft Es
support materials are available to all
and Os in planning high quality learning and
establishments. Scotland’s Colleges organisation
teaching.
provides support to colleges as appropriate.
General prerequisites:
Confirmation that all staff have undertaken
discussion of the four capacities (including the
‘with’ and ‘and able to’ examples) and design
principles and made changes in practice both at
individual teacher and whole-establishment level in
order to support the development of the four
capacities.
Activities and Outcomes in Education Centres
curriculum for excellence – towards a professional development strategy > 17
Education Year
National Developments
Timetable
Suggested CPD events and activities
Working groups on curriculum planning for S1 or
S1-S3 are established. EAs make available
resources developed locally to assist staff with
programmes for S1.
Centres give priority to discussion and CPD about
developing literacy, numeracy and H&WB across
the curriculum. Guidance is given to centres on
more detailed sequencing of implementation,
supported by EAs’/college overall implementation
All secondary teachers and staff beyond the school
policies and plans. EAs continue to support
who provide curricular experiences engage in
development of numeracy, literacy and H&WB
discussion about the Es and Os in their curriculum
across all aspects of the curriculum.
areas. As a minimum, they begin to amend S1
programmes in all curriculum areas based on
EAs provide or facilitate appropriate CPD for school
published Es and Os.
leaders on implementation. Colleges do the same
for college leaders at all levels. Leaders arrange
that appropriate staff development time is directed
towards exploration of approaches to developing
literacy, numeracy and H&WB across the
curriculum. With the publication of final Es and Os,
all staff follow up on work already undertaken with
drafts to identify content, unpack and deconstruct,
match tasks and programmes to content, build
progression and continuity. Experiences of and
proposals for planning for S1 are shared across
secondary departments and faculties. Examples of
good practice on approaches to literacy, numeracy
and H&WB across the curriculum are
disseminated. EAs continue to arrange events,
working groups, focus groups to interrogate and
unpack Es and Os and to provide as appropriate,
additional guidance for teachers on programmes of
study. Inter-authority collaboration ensures
coherence and coverage of all curriculum areas,
and networks are used to facilitate dissemination of
quality programmes of study.
April 2009 – June 2009
All teaching staff engage with Es and Os in literacy,
numeracy and health and wellbeing and identify
changes needed in their practice.
Activities and Outcomes in Education Centres
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> LTS quarterly seminars for members of the assessment community. Local networking events to encourage use of assessment self-evaluation toolkits and SSA findings.
> LTS national Glow groups established for every area. Online resources available and updated on an ongoing basis.
> June 2009 – guidance through Building The Curriculum Insights on the process of developing curriculum models. The ADES implementation partnership will facilitate earlier
discussion in April and May of some of the raw materials from the Testing the Framework process.
> June 2009 – HMIE/LTS CFE Good Practice in Computing conference, HMIE/LTS CFE Good practice in Technological Education conference, HMIE/LTS CFE Good Practice
in Early Years conference, HMIE Good practice in school improvement conference, Testing the Framework event.
> May 2009 – Science Summit, School of Ambition conference, Chartered Teacher annual conference.
> April 2009 – Glow learn training for Glow mentors, HMIE/LTS conference on Opening Up Learning for Curriculum for Excellence, an Early Years conference, Youth Work and
School launch.
> Regional launch events for experiences and outcomes April and May 2009.
> March 2009 – HMIE/LTS CFE Good Practice conferences on literacy and numeracy.
> May, June 2009. Start of an ongoing process of dissemination of exemplification materials, including materials related to experiences and outcomes, skills and assessment.
> A series of three HMIE conferences on Child Protection.
> A series of LTS conferences for primary and secondary teachers on financial education.
2008/09 National CPD Events and Activities
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October 2009
Publication of research based on
Recognising Achievement
collaborative enquiry projects.
2009/10
P5 in 2008-09. Now in P6.
Some learners experiencing
learning and teaching based on
CFE experiences and outcomes.
December 2009
Publication of guidance from
P6 in 2008-09. Now in P7.
Recognising Achievement
Some learners experiencing
learning and teaching based on collaborative enquiry projects.
CFE experiences and outcomes.
Guidance on recognising
Achievement in the Early Years.
P7 in 2008-09. Now in S1.
Some learners experiencing
August 2010
learning and teaching based on
Certification of first Scottish
CFE experiences and outcomes.
Baccalaureates.
National Developments
Timetable
Education Year
October 2009 –March 2010
Local authorities develop plans for recognising
achievement and develop local guidance and
timeline for implementation during 2010-11.
Focus on specific needs by educational sector,
ensuring that the needs of for example, Primary
schools, are addressed in the planning for full
adoption 2010/11.
Highest priority to literacy and numeracy at all
stages and third and fourth levels in all curriculum
areas.
All schools focus upon progression and developing
shared professional understanding of standards
using the exemplars and guidance provided.
August 2009 onwards
All establishments continue to move, with their
partners, to full implementation of all sets of
experiences and outcomes and related
assessment at all stages following the priorities in
their improvement plan.
Engage with BTC paper on Assessment.
Develop new timetables and partnership
arrangements as needed for August 2010 start (or
June as the case may be).
August 2009 – December 2009
All establishments use the guidance on curriculum
models to develop a plan for any changes to the
organisation and structure of the curriculum and
the stages of implementation of that plan year on
year.
Activities and Outcomes in Education Centres
Curriculum planning for S1-S3 and other stages
continues.
Centres continue to match tasks and programmes
to content, to build progression and continuity.
Specific aspects for attention include matters
related to presentation of learners for Scottish
Baccalaureates.
There is an increasing focus on assessment
matters and work on recognising achievement, and
a continuing focus on cross-curricular aspects.
Centres continue to give priority to discussion and
CPD about developing literacy, numeracy and
H&WB across the curriculum.
Practitioners continue to develop appropriate
teaching and learning approaches. EAs continue to
provide opportunities for dissemination of
innovative practice in teaching and learning and
planning approaches.
A key matter is the involvement of staff in the
development of curriculum models and the
provision of support for them in respect of any
implications for their practice.
Practitioners continue to engage in a process of
reading and reflection, and joint discussion and
planning, aided as necessary by relevant partner
organisations and within their own centres, and by
national events where appropriate.
Suggested CPD events and activities
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curriculum for excellence
> LTS and SQA working together on support for assessment and qualifications, eg arrangements documents for new awards in literacy and numeracy, and work on new
Higher and Advanced Highers in science.
> HMIE ‘Count Us In’ conference on inclusion, Spring 2010.
> Four meetings of the ADES Implementation Partnership between September and December 2009 inclusive.
> Following publication of the assessment framework in July 2009, assessment materials and information will start to be provided as part of the ongoing provision of
exemplification.
> At appropriate points in the education year SQA provide information and support for centres on presenting candidates for the Scottish Baccalaureates.
> Autumn 2009 – HMIE regional conferences on collegiality, CPD and chartered teachers – good practice.
> November 2009 – HMIE/LTS CFE Good Practice Conference in Arts and Creativity, HMIE/LTS CFE Good Practice in RME conference, HMIE/LTS conference on Good
Practice – Autism.
> September 2009 – HMIE/LTS CFE Good Practice in Mathematics conference, HMIE/LTS CFE Good Practice in Scottish History conference, Scottish Learning Festival.
2009/10 National CPD Events and Activities
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> National CPD team continues to lead and co-ordinate the work of EA CPD co-ordinators.
> HMIE continue to gather and disseminate examples of good practice.
> LTS and SQA continue to work together on support for assessment and qualifications.
2010/11 National CPD Events and Activities
P7 in 2008-09. now in S2.
Making subject choices for
courses based on existing
qualifications.
May 2011
CFE version of SSA. (The
decision as to which cohorts will
be assessed by the SSA has yet
(April 2008-09) to be decided).
Guidance on S3 Profile.
Local authorities develop policies and guidance for
the use of CfE assessment resource within their
overall arrangements for assessment.
August 2010
Availability of new CfE
assessment resource
infrastructure.
2010/11
P5 in 2008-09. now in P7. All
learners now experiencing
learning and teaching based on
CFE experiences and outcomes.
P6 in 2008-09. now in S1. All
learners now experiencing
learning and teaching based on
CFE experiences and outcomes
and CFE structure of broadbased education.
Activities and Outcomes in Education Centres
National Developments
Timetable
Education Year
Suggested CPD events and activities
22 < curriculum for excellence – towards a professional development strategy
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curriculum for excellence
April 2012
Publication of unit and course
specifications for new/revised
qualifications at SCQF 2-6.
2011/12
P5 in 2008-09. now in S1. All
learners now experiencing
learning and teaching based on
CFE experiences and outcomes
and CFE structure of broadbased education.
(Associated development work with setters,
markers, moderation processes led by SQA in
collaboration with partners, starting well in advance
of this date.)
Active engagement by staff supported by a
programme of CPD on assessment approaches,
including moderation, and on familiarisation with
content of SCQF 2-6.
SSA reporting based on CfE will feed into and
inform the gradual development of shared
understanding of standards, which will have been
underway from April 2009.
Activities and Outcomes in Education Centres
> National CPD team continues to lead and co-ordinate the work of EA CPD co-ordinators.
> HMIE continue to gather and disseminate examples of good practice.
> LTS and SQA continue to work together on support for assessment and qualifications.
2011/12 National CPD Events and Activities
P7 in 2008-09. now in S3.
Commence courses for existing
qualifications including Standard
Grade.
P6 in 2008-09. now in S2.
Continue CFE broad-based
general education.
National Developments
Timetable
Education Year
Suggested CPD events and activities
curriculum for excellence – towards a professional development strategy > 23
curriculum for excellence
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Active engagement by staff supported by a
programme of CPD on assessment approaches,
including moderation, and on familiarisation with
content of SCQF 7.
Associated development work with setters,
markers, moderation processes led by SQA in
collaboration with partners, starting well in advance
of this date.
April 2013
Publication of unit and course
specifications for revised
qualifications at SCQF 7.
August 2013
Final certification of qualifications
at Standard Grade (SCQF 3-5)
and current Access 2 & 3 (SCQF
2 & 3). (Existing Access will still
be available in 2013/14. Lapsing
policy will allow session 2012/13
legacy cohorts to complete in
2013/14.)
2012/13
P5 in 2008-09. now in S2.
Continue CFE broad-based
general education.
P6 in 2008-09. now in S3.
Complete CFE broad-based
general education. Make choices
for senior phase. First possible
S3 profile. (Decision on structure
and timing of the introduction of
S3 profile still to be considered
and decided (April 2009)).
> National CPD team continues to lead and co-ordinate the work of EA CPD co-ordinators.
> HMIE continue to gather and disseminate examples of good practice.
> LTS and SQA continue to work together on support for assessment and qualifications.
2012/13 National CPD Events and Activities
P7 in 2008-09. now in S4.
External assessments for
existing qualifications including
Standard Grade. Last cohort to
sit these exams.
Activities and Outcomes in Education Centres
National Developments
Timetable
Education Year
Suggested CPD events and activities
24 < curriculum for excellence – towards a professional development strategy
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curriculum for excellence
August 2014
First certification of new/revised
qualifications at SCQF 2-5.
2013/14
P5 in 2008-09. now in S3.
Complete CFE broad-based
general education.
P7 in 2008-09. now in S5 (or
other learning environment).
External assessments for
existing Highers and
Intermediate 1 and 2.
P6 in 2008-09. now in S4. Start
senior phase of CFE external
assessments, if appropriate, for
new qualifications.
Make choices for senior phase.
National Developments
Timetable
Education Year
Activities and Outcomes in Education Centres
Suggested CPD events and activities
curriculum for excellence – towards a professional development strategy > 25
curriculum for excellence
SUCCESSFUL LEARNERS > CONFIDENT INDIVIDUALS > RESPONSIBLE CITIZENS > EFFECTIVE CONTRIBUTORS
P7 in 2008-09. now in S6 (or
other learning environment).
External assessments for
existing Intermediates, Highers,
Advanced Highers and
Baccalaureates.
Final certification of current
versions of qualifications at
Higher (SCQF 6) and Advanced
Higher (SCQF 7).
First certification of revised
qualifications at Higher (SCQF 6)
August 2015
Final certification of qualifications
at Intermediate 1 & 2 (SCQF 4 &
5)
2014/15
P5 in 2008-09. now in S4. Start
senior phase of CFE external
assessments, if appropriate, for
new qualifications.
P6 in 2008-09. now in S5 (or
other learning environment).
External assessments for new
qualifications including revised
Highers.
National Developments
Timetable
Education Year
Activities and Outcomes in Education Centres
Suggested CPD events and activities
26 < curriculum for excellence – towards a professional development strategy
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curriculum for excellence
August 2016
First certification of revised
qualifications at Advanced
Higher (SCQF 7).
2015/16
P5 in 2008-09. now in S5 (or
other learning environment).
External assessments for new
qualifications, including revised
Highers.
External assessments for new
qualifications, including revised
Advanced Highers and
Baccalaureates.
P6 in 2008-09. now in S6 (or
other learning environment).
National Developments
Timetable
Education Year
Activities and Outcomes in Education Centres
Suggested CPD events and activities
curriculum for excellence – towards a professional development strategy > 27
curriculum for excellence
SUCCESSFUL LEARNERS > CONFIDENT INDIVIDUALS > RESPONSIBLE CITIZENS > EFFECTIVE CONTRIBUTORS
2016/17
P5 in 2008-09. now in S6 (or
other learning environment).
External assessments for new
qualifications including revised
Advanced Highers and
Baccalaureates.
Education Year
National Developments
Timetable
Activities and Outcomes in Education Centres
Suggested CPD events and activities
28 < curriculum for excellence – towards a professional development strategy
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curriculum for excellence
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