End of Session Reports are provided to pupils at the end of May/beginning of June each year.The following information may give you a guide to Cf E levels: The path that most children and young people are expected to follow is set out below It is recognised that children and young people will progress at different rates; some will require addtional support and may take longer for their learning to be secure at a particular level; others will achieve secure learning sooner.
With different teachers for different subjects, the programme has not fallen quite so naturally into their approach.
However, many schools are making great strides and developing cross-curricular topics, involving different subject departments.
It has been fascinating to watch the recent media coverage of the debates about the increase in paperwork and bureaucratisation within Curriculum for Excellence.
First, we saw a piece in Times Educational Supplement, reporting that Ken Muir of Education Scotland was suggesting that Cf E has become weighed down by excessive paperwork ( Now, Education Secretary Mike Russell has weighed into the debate, saying that Cf E should engender “clarity” and that schools, head teachers and councils should not distort the new curriculum with “a smokescreen of bureaucracy and unnecessary paperwork” (see the Scotsman ).
Accompanying this media coverage of the bureaucratic demands of Cf E on teachers, was an interesting letter in the Herald, presumably from a teacher, saying that Cf E has also become a relentless paper chase for pupils (
I agree wholeheartedly with these observations, and am saddened that such a promising policy is not yet living up to its potential. Instead we should be asking why we have come to such a situation, and how we might remedy it. We found, for example, that many primary teachers clearly perceived curriculum development to consist mainly of assessing, recording and reporting against outcomes.
Such views are likely to derive from assessment driven philosophies encouraged under the former 5-14 system, but have clearly been magnified by the trajectory of Cf E as a policy.
You will probably have heard of the “four capacities” that it aims to develop – Confident Individuals, Successful Learners, Effective Contributors and Responsible Citizens.
These reflect the purpose of Cf E, to provide pupils with learning/teaching that is more relevant to the changing world.