Chaotic response to CfE leaves teachers in dark

In its submission to the Commission on School Reform being carried out by think-tank Reform Scotland, the RSE’s education committee raises concerns about the lack of “independent systematic research” or evaluation of Curriculum for Excellence (CfE).

It recognises that CfE has the potential to “lead the world”, but adds: “Unfortunately, however, the evidence base for the effectiveness of this educational approach is nowhere to be found.

“There are assertions of ‘success’, but no proper evidence. Without high-quality evaluation, not only do we not know what is going well and what is not, without an evidence base we have no way of developing a proper understanding or ability to plan so that things go better.

“In these circumstances, Scotland will not have the impact internationally that is so desires.”

The report said there was currently “no overall strategy” for how all the various parts of the education and skills sectors could be integrated.

Led by Professor Sally Brown, an educational researcher and former deputy principal of Stirling University, the RSE’s education committee includes Keir Bloomer, former chief executive and education director of Clackmannanshire Council, Professor Graham Donaldson, the former senior chief inspector for schools, Dr Paul Thomson, head of Jordanhill School and Professor Geoffrey Boulton, regius professor emeritus of Edinburgh University.

Earlier this year, researchers at Stirling University’s School of Education found some schools were struggling under the weight of expectations, with many over-stretched teachers worried about the impact on students of CfE.

The report, one of the first published since the introduction of CfE in 2010, said many schools had embraced the new framework, with positive results. But others had only introduced it when it became “absolutely necessary”, despite having had six years to prepare. Some had simply adopted a “tick-box” approach, doing the minimum required.

The report warned many teachers were continuing to feel “anxiety” about how “vague” the new curriculum is, with many saying they were “floundering in the dark”.

Many teachers expressed concern pupils were being treated like “guinea pigs”.

According to the report, which used interviews and a survey of teachers from one unnamed local authority to compile its findings, many schools have adopted an approach of “strategic compliance” rather than a genuine attempt at overhauling the curriculum.

The report noted: “In some schools there has been a pro-active whole-school or departmental approach to curriculum development based around discussion of the principles, practices and ‘big ideas’ of CfE. This ‘big picture’ view potentially enables schools to make radical changes to develop practices fit for purpose in the context of the new curriculum.

“In contrast, other schools have focused on cross-referencing the Experiences and Outcomes with existing content. This potentially minimises change, to that absolutely required to meet the perceived demands of CfE.”

A Scottish Government spokesperson said: “The Scottish Government does have a clear overview. Curriculum for Excellence offers a strategic vision for the future education of children and young people and has the commitment of all the key players including parents. A key feature of Curriculum for Excellence is the choice and personalisation it offers.

“Ongoing implementation of Curriculum for Excellence is subject to scrutiny from the range of education partners that make up the Curriculum for Excellence Management Board. Their views shape and inform ongoing delivery of the biggest change in Scottish education in a generation.”