Scottish Studies Working Group: Conclusions and Recommendations
The Scottish Studies Working Group was established to provide strategic advice and direction to support the implementation of the
2011 manifesto commitment to develop the concept of ‘Scottish Studies’ in our schools. The Group has given particular
consideration to how to ensure that all children and young people in Scotland experience meaningful learning about Scottish
themes across the curriculum while avoiding any risk of marginalisation. The Group has provided advice which is informing the
development of more detailed proposals and conclusions and recommendations are outlined below.
Theme
Learning about
Scotland in
Curriculum for
Excellence
Conclusions Recommendations (R)
Learning about Scotland should be embedded across the curriculum and be a
natural and normal part of the learning experience from early years to senior
phase. (R) The interconnected nature of aspects of language, culture, history and
place should be used to promote excellence in learning and teaching in areas,
subjects and on an interdisciplinary basis. The Group concluded that learning
about Scotland should not be seen as a discrete subject which had potential to
marginalise such learning.
Who
Education
Scotland, local
authorities,
schools and
education
providers
While there are already opportunities at all stages and across the curriculum to
use Scottish contexts, there may be a lack of coherence, progression and
structure in some learning about Scotland. Guidance, resources and support
should be provided in English and Gaelic to address this and facilitate greater
coherence, including examples of how to make learning about Scotland a
systematic part of curriculum planning. Carleton Primary in Fife, for example,
developed a themed approach using Curriculum for Excellence and the wholeschool approach taken was commended by the Group. There should also be a
level of consistency during the year, going beyond St Andrew’s Day and Burns’
Day which provide a valuable focal point for events and activities.
Education
Scotland, Bòrd
na Gàidhlig,
Stòrlann
A guidance note on the Scottish dimension to learning should be developed taking
account of expectations around existing learner entitlements and providing advice
to ensure learning about Scotland does not become marginalised. (R) This
guidance note should be publicised alongside the launch of the Studying Scotland
online resource and on-going Continuous Professional Development (CPD) for
teachers.
Education
Scotland
When
Guidance from
Spring 2012
Spring 2012
1
Scottish Studies Working Group: Conclusions and Recommendations
Theme
Learning about
Scotland in
Curriculum for
Excellence
Conclusions Recommendations (R)
Scotland has a rich and varied landscape and natural heritage as well as a built
environment that provides amazing and limitless opportunities for learning. The
importance of outdoor learning should be highlighted in guidance and resources
and included in professional development activity. (R)
Who
Education
Scotland and
partners
When
Within next
year
Education
Scotland
Spring 2012
A variety of contexts for learning such as food, heritage, arts, culture, sustainability
and citizenship themes should be promoted as they have strong and natural
connections with learning about Scotland and help develop a relevant and
connected learning experience. Gaelic place names, for example, have excellent
potential to improve understanding of the natural environment. There are
opportunities across the curriculum including through health and wellbeing,
science, technology, numeracy, religious and moral education as well as social
studies, languages and expressive arts. (R)
The Group recognised the value of young people being able to access heritage
education and other outdoor learning experiences and welcomed the continued
support for the travel subsidy scheme through Historic Scotland. The Group
recommended that national support for access to heritage education should
continue and options should be explored to extend support to include other
organisations. (R)
The Group welcomed the development of Studying Scotland, a one-stop online
resource, being developed by Education Scotland. The website will bring together
materials in English, Gaelic and Scots and provide a central point of reference and
route map for practitioners in the context of Curriculum for Excellence. The
resource should help illustrate where Scottish contexts might be the focus and
show coherent and progressive routes through the curriculum while providing
flexibility and encouraging creativity.
2
Scottish Studies Working Group: Conclusions and Recommendations
Theme
Learning about
Scotland in
Curriculum for
Excellence
Conclusions Recommendations (R)
The Group recognised that there is a wide range of existing online resources
available, and these should be pooled across relevant organisations and
signposted more clearly through sites such as Studying Scotland to improve
access. New materials will also need to be created and these should include early
level and support key transitions at all stages. Specific consideration should be
given to the need for dedicated resources to support learning of Scotland’s
languages. (R)
Who
Education
Scotland and
partners
When
Within next
year
The Studying Scotland online resource should also be used for sharing practice
and enable greater use of Scotland as a context for learning in planned and
progressive ways. The early years, community learning and development, primary,
secondary, and further/higher education sectors should be included in efforts to
promote learning about Scotland.
A series of CPD events across Scotland should be held to highlight the availability
of the Studying Scotland resource and to provide support for teachers to build their
confidence in providing meaningful learning around Scottish themes. All partners
should help promote awareness and usage of the site. (R)
While there are examples of good practice at all stages, from early to senior
phase, there remains concern that delivery is dependent on the personal interest
and enthusiasm of practitioners. Learning about Scotland is perceived to be
sporadic, ranging quite dramatically in terms of how much and how well.
The Group recommended that Education Scotland should engage further with
practitioners and other bodies to identify good practice, inform the development of
resources and sharing of practice. (R) Networking events should build capacity
and support work on new writing and sharing of materials, understanding and
practice.
Wider use of Scottish contexts in learning should have a clear focus on
development of skills, knowledge, understanding and values.
3
Scottish Studies Working Group: Conclusions and Recommendations
Theme
Scotland’s
languages
Conclusions Recommendations (R)
Evidence should be gathered of developing practice to support the embedding of
learning about Scotland and help ensure that all young people can access well
connected learning experiences. Evidence of progress and impact should be
captured within monitoring of Curriculum for Excellence. (R)
The work around learning about Scotland can provide the framework for
strengthening the place of Gaelic and Scots and other aspects of learning about
Scotland to raise their status and help illustrate the interconnected nature of many
of the aspects of learning.
Increasing Gaelic language learning should be supported and promoted. The
increased focus on learning about Scotland should strengthen opportunities in
Gaelic language. All children and young people should have the opportunity to
learn some Gaelic, which can be supported in a variety of ways through schools
and the community. A range of models should be explored and developed by
national and local partners.(R)
Who
When
Within next
year and
ongoing
Education
Scotland, Bòrd
na Gàidhlig,
Stòrlann, ASLS,
Creative
Scotland and
other partners
Ongoing
The Group recommended that all learners should have an understanding of the
rich diversity of Scotland - including the unique contribution of Gaelic and Scots
and other aspects of our linguistic heritage - through languages and dialects,
history, literature, music, songs and as a living, vibrant culture. There are
opportunities to increase learning about the place of Gaelic and Scots languages
and the linguistic heritage of Norse, for example, in a number of curriculum areas
and this should be facilitated through sharing of practice and CPD. (R)
Teacher confidence is a significant barrier to understanding Gaelic and Scots
language and culture. There is a need to make better use of the range of existing
Gaelic materials and CPD resources by making them more easily accessible,
including potentially translating resources into English to aid teaching about Gaelic
in English. High quality Scots language resources, CPD resources and other
support material available on the Education Scotland website should be
signposted to be made more easily accessible to practitioners. This will ensure
further progress is made to increase teachers’ confidence in delivering Scotland’s
languages in the curriculum, both at teaching and learning levels.
4
Scottish Studies Working Group: Conclusions and Recommendations
Theme
Scotland’s
languages
Conclusions Recommendations (R)
Partnership working with organisations such as Creative Scotland, ASLS, Scottish
Language Dictionaries and the Scots Language Centre should be strengthened to
maximise effective use of existing knowledge, expertise and resources available
for the Scots language.
Who
The Group supports the proposed recommendations of Bòrd na Gàidhlig’s
National Plan for Gaelic. Consideration should be given to the range of courses
available through the medium of Gaelic and steps taken to ensure resources cater
for the needs of Gaelic medium pupils. (R)
Bòrd na
Gàidhlig,
Stòrlann,
Education
Scotland, SQA
When
The Group highlighted the importance and value of all Scotland’s languages and
recognised that while this Group had a particular interest in Scots and Gaelic,
strong connections could be made with the implementation of the Scottish
Government’s 1 + 2 languages commitment, with Gaelic being considered either
as mother tongue or as one of the +2 languages.
Professional
development
Supporting the development of teacher confidence in use of the Scottish
dimension in learning was identified as a priority and it was agreed that
professional development should take place in the context of other changes
including the implementation of Teaching Scotland’s Future (the Donaldson
Report) and the review of professional standards. (R)
Education
Scotland
Within next
year
Professional learning communities and networks should be supported to facilitate
professional development, capacity building and sharing of practice. The proposed
network of Scots Language Co-ordinators should build capacity and confidence in
use of Scots. (R)
Local authorities, schools and area specialists should have a role in promoting
engagement and co-ordinating work in schools and communities to ensure
networks being established have a positive impact and make best use of
resources.
5
Scottish Studies Working Group: Conclusions and Recommendations
Theme
Professional
development
Conclusions Recommendations (R)
The Group recommended that the GTCS strengthen the place of learning about
Scotland in the context of the review of professional standards. (R)
Who
GTCS
When
Within next
year
GTCS are working in partnership with universities, local authorities, professional
associations and others to develop the new standards which put a strong
emphasis on values and are expected to give teachers the tools to teach about
Scotland across the curriculum making connections with other themes including
sustainability, Scotland’s landscape and outdoor learning. GTCS will give
consideration to a requirement for teachers to be equipped to deal with a Scottish
dimension which permeates the curriculum.
The importance of STEC’s involvement in this work was recognised as being
critical to the delivery of suitably trained newly qualified teachers, confident in
delivering the Scottish dimension in their relevant subject and curriculum areas.
Professional update is an important aspect of the review of standards which
reinforces the idea that standards should not be seen as primarily relating to newly
qualified teachers. The standards should have a vital role throughout a teacher’s
career.
GTCS should consider how best to develop the GTCS Professional Recognition
Framework and encourage participation to recognise and encourage excellence in
learning about Scotland. (R)
Certificates for Professional Recognition are already available in specific areas of
learning, such as Scots language and outdoor learning. The proposed Network of
Scots Language Coordinators was mentioned as a model which could support this
approach. Consideration should be given to changes to categories for professional
recognition, including Gaelic.
6
Scottish Studies Working Group: Conclusions and Recommendations
Theme
Professional
development
Leadership
Conclusions Recommendations (R)
The Group recommended there should be further partnership working with
providers of teacher education to improve confidence in using Scotland as a
context for learning and strengthen collaboration on use of resources. (R)
Approaches should be developed in line with the implementation of
recommendations in Teaching Scotland’s Future.
There is a considerable area of expertise in Scotland’s university sector. There is
a strong sense of commitment and support for partnership working and
engagement as universities have valuable resources and expertise and want to
ensure the development of programmes are informed by current thinking.
Local authorities, headteachers and other senior management have an important
role in supporting a positive environment for schools engaging in learning about
Scotland. The creation of specific school champions should be considered as well
as engagement with head teachers to promote leadership in the aims of learning
about Scotland and the part their school can play. (R)
Who
Universities,
Education
Scotland and
partners
When
Over next year
and ongoing
Local
authorities,
Education
Scotland
Over next 2
school years
SQA
Within
timetable for
new National
Qualifications.
The Group highlighted the influence of inspections on securing buy-in from senior
management in schools and discussed how best to ensure all schools embed
Scottish themes in the curriculum. Evidence from inspections, including themed
inspections, on curriculum areas should be considered.
Qualifications
The Group recommended that the place of learning about Scotland should be
strengthened as part of the development of new National Qualifications to support
Curriculum for Excellence. (R) This could be done in a variety of ways including
through course support notes and a use of assessment examples. SQA should
give particular consideration to the use of Scottish contexts and Gaelic.
The Group agreed that some form of accreditation would give the study of Scottish
contexts more weight and generate more interest and uptake. While qualifications
provide rigour and incentive, there is a danger that learning about Scotland could
become marginalised or ghettoised through a separate subject, and any options
for certification must be carefully structured to avoid this.
7
Scottish Studies Working Group: Conclusions and Recommendations
Theme
Qualifications
Conclusions Recommendations (R)
Options were considered and the Group were in agreement that a stand-alone
course in ‘Scottish Studies’ was not desirable. However, a combination of a new
flexible Award in ‘Scottish Studies’ which draws on evidence of learning around
Scottish contexts from across different courses, and the strengthening of existing
provision within the National Qualifications was agreed as a potential model to
move forward. This should be available in both English and Gaelic.
Who
The Group recommended that SQA investigate options for developing an Award in SQA
‘Scottish Studies’. (R) Such an Award could be available at all levels and would
help promote a more coherent and deeper understanding of Scotland’s languages,
history and culture would have benefits for learning, life and work including roles in
heritage, hospitality, tourism and creative industries.
When
Decision
expected by
Summer 2012
The place of Scottish literature within English courses was discussed. Members
were keen to see a wider range of Scottish texts being used and taught within
schools and agreed that the best way to influence this was through the inclusion of
a specific element on Scottish texts within the external assessment of English
courses.
It was recognised that resources and CPD to support teachers in the delivery of
learning and teaching of Scottish literature would be important in ensuring
successful delivery of this recommendation and ASLS members highlighted
materials and support that they could contribute towards this.
The Group recommended that support notes for the English courses include a
statement that ‘a variety of Scottish texts must be studied’. (R)
In addition, it was recommended that the new courses in English being developed
as part of the new National Qualifications for delivery from 2013/14 include a
specific element on Scottish texts in the external assessment. (R)
SQA,
Qualifications
Design Team
As part of the
new National
Qualifications
development.
8