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National Dossier on Education and Training in Scotland: Summary 2003

3. COMPULSORY EDUCATION

Compulsory education in Scotland begins around the age of five and lasts until sixteen. The leaving dates for pupils who have reached age sixteen are the end of the Christmas term or the last day in May. Compulsory education is divided into primary (ages 5-12) and secondary (ages 12-16).

3A PRIMARY EDUCATION

In general terms, the purpose of primary schooling is to provide a broad basic education concentrating on enabling children to read, write and count, and introducing them to ways of examining and understanding their environment, past and present; helping them to express themselves through art, music, drama and physical activity; and developing their awareness of religious, moral and social values, citizenship and acceptable behaviour. Increasingly, pupils are being made aware of the impact of technology on society and are introduced to the use of ICT from an early stage.

Normally children enter primary school at about the age of five and transfer to secondary schools at about the age of twelve. Three broad stages are normally distinguished in primary schools: P1 to P2 (the infant or early education stage); P4 and P5 (the middle stage); and P6 and P7 (the upper primary stage).

Schools vary in size according to the community they serve: a one-teacher rural school may serve a much bigger geographical area than a large city primary school. Just over one third of Scottish primary schools have 100 pupils or fewer and less than one in ten have 400 pupils or more.

3A.1 Organisation of the School

Primary schools are organised in classes, by age, from primary 1 (P1) to primary 7 (P7). All primary school classes contain both boys and girls and cover the full range of abilities. There is no selection or streaming by ability and children are automatically promoted annually from one class to the next. Each class is normally the responsibility of a class teacher who teaches all or most of the curriculum. Education authorities frequently provide some support for the class teacher in art, drama, music and physical education by employing specialist teachers who normally teach in several different schools.

In the larger primary schools there will normally be more than one class at each stage. The normal maximum class size of thirty three has been reduced to thirty for pupils in P1-P3. In smaller schools children of a number of different stages will be combined in one class with one teacher. As far as possible, education authorities try to keep such composite classes to a limit of twenty-five pupils. In the very smallest schools where there are fewer than twenty children, one teacher will teach all the children in one class.

The school year covers three terms and must last for a minimum of 190 days (38 weeks). The actual dates of terms and school holidays are determined by each education authority. The school year normally lasts from the second or third week of August to the end of June/beginning of July, with breaks of one week in October and two weeks in December/January and March/April.

There is no legislation as to the pattern of the school day and week, but it is usual for there to be two sessions per day - one in the morning and one in the afternoon - for five days per week (Monday to Friday). The primary school week normally lasts 27.5 hours in five days of 5.5 hours each. The number and duration of lessons is determined by each headteacher in consultation with the class teachers and education authority.

3A.2 Curriculum

The curriculum in Scottish primary schools is not determined by statute or regulation but by advice from The Scottish Executive Education Department (SEED) in the various publications under the general title of the 5-14 Programme.

The aim of the curriculum is to provide breadth, balance, coherence and progression. To attain this the curriculum has been divided into a number of broad curricular areas, set in an appropriate balance. Progression is measured by attainment of five levels based on expected performance by the majority of pupils at certain ages between five and fourteen. It is recognised that pupils learn at different rates and some will reach the various levels before others. The curricular areas are:

• language
• mathematics
• environmental studies
• expressive arts
• religious and moral education

Some aspects, such as information and communication technology (ICT) and citizenship, are developed across all areas of the curriculum.

While time allocations are not determined by regulation, the national guidelines 5-14 recommend that in each week 15% of the available time should be devoted to language, 15% to mathematics, 25% to environmental studies, 15% to expressive arts and 10% to religious and moral education, leaving 20% flexible to be allocated at the discretion of the school. SEED issued to education authorities in August 2001 a circular (Circular 3/2001) setting out the flexibility in the delivery of the school curriculum available around and within current guidance on the curriculum.

3A.3 Assessment/Certification

Teachers assess their pupils' progress in a variety of ways which include watching them work, discussing their work with them, setting special tasks in which the teacher can make judgements about the pupils' performance, and setting tests, some of which will be school tests and others national. They are given guidance on the process of evaluation in the publication: 'National Guidelines: Assessment 5-14'. Teachers can use National Tests in English language (reading and writing) and mathematics to confirm their professional judgement of the attainment levels reached by pupils.

When a teacher judges that a pupil (or pupils) has/have largely completed one of the five levels (A-E) of the curriculum in the National Guidelines covering these subjects, he or she selects a test unit at the appropriate level from a catalogue published annually and sets it for the pupil(s). These National Tests do not lead to certification of pupils but are a means of helping teachers to ensure that their assessments are in line with nationally agreed standards. Under the terms of Departmental Circular 12/92, education authorities have agreed to ensure that schools, using nationally devised questions in this way, confirm pupils' progress in English language and mathematics and report the results of the tests individually to parents.

From August 2003, National tests will be replaced by more robust new National Assessments, which, over time, will become available for additional areas of the curriculum.

For reporting on the progress of pupils to parents an exemplar report has been devised which gives information on the level of attainment in each aspect of the curriculum. This report also provides parents with information on their child's personal and social development in school. The report contains a form which allows parents to comment on it and to note points which could be discussed at parent-teacher meetings. Guidance suggests that all reports should comment on pupils' strengths and development needs; provide an overall assessment of levels of attainment; identify suitable next steps in learning; and provide an opportunity for parents to respond to the report to a named teacher.

3A.4 Progression / Guidance / Transition Arrangements

Pupils in primary schools in Scotland are promoted automatically by age from year to year. Traditionally, there was a divide between primary and secondary education; in recent years considerable moves have been made to make the transition of pupils from one to the other easier and to build up connections in the curriculum.

Particularly since the decision was taken to develop the curriculum in Scotland to cover pupils from 5 to 14, the need for good relations and dialogue between primary and secondary schools has become greater. Secondary schools frequently designate a promoted member of staff to be responsible for these contacts. In some secondary schools, particularly in rural areas, where there may be as many as 20 or more associated primary schools, the task of promoting communication can be complex and time consuming. The SEED has, however, provided an exemplar primary/secondary pupil transition record for education authorities and establishments to use or adapt to suit local circumstances.

3A.5 Teachers

All who wish to teach in publicly funded pre-primary, primary and secondary schools in Scotland are required to have undergone initial training and to hold a Teaching Qualification (TQ) in order to be registered with the General Teaching Council for Scotland (GTCS). Registration is a requirement before a teacher can be employed by an education authority.

A majority of primary teachers enter the profession through the course leading to a Bachelor of Education (BEd) degree. A much smaller number each year enter through the Post-Graduate Certificate in Education (PGCE) course.

The First Minister, through the SEED controls the training of teachers in Scotland in a number of ways. Approval is required for courses, and guidelines are published by SEED which lay down the conditions under which that approval is given. Minimum entry requirements are nationally prescribed and have the force of regulation. Previously, total numbers entering teacher education courses were recommended by SEED but from 1998-99 the intakes have been set by the Scottish Higher Education Funding Council (SHEFC). SHEFC receives guidance from SEED on minimum requirements for newly qualified teachers and other factors to be taken into account in setting intakes.

Entry qualifications to the 4-year course leading to the BEd degree and a Teaching Qualification (Primary Education) are similar to the general qualifications for entry to university in Scotland.

From August 2002, all newly qualified teachers have access to a training post for one school year immediately following qualification. This is called the Teacher Induction Scheme. The training post will have a maximum class commitment of 0.7 Full Time Equivalent (FTE), with the remaining 0.3 available for professional development. Each trainee will have access to a nominated induction tutor within the school to provide advice, support and guidance. To become fully registered, probationers will have to meet the standards set out in the Standard for Full Registration (SFR).

Schoolteachers in the public sector in Scotland are appointed and employed by the local authorities. However, their conditions of service are negotiated at the national level by the Scottish Negotiating Committee for Teachers (SNCT), a tripartite body comprising membership from the local authority employers, representatives from the teacher organisations and the Scottish Executive Education Department.

35 hours of continuing professional development (CPD) per annum has also recently been introduced as a maximum for all teachers. The time is to be spent on an appropriate balance of personal professional development, attendance at nationally accredited courses, small-scale school -based activities or other CPD activity.

3A.6 Statistics (Primary Sector data from the school census September 2001)

NB More statistical data can be found on the Scottish Executive web site at http://www.scotland.gov.uk/stats/publist.aspx?theme=37&pillar=people.

3B COMPULSORY SECONDARY EDUCATION

3B.1 Organisation of the School

Secondary education in Scotland extends over six years from the age of twelve. All pupils are admitted to secondary education from primary schools when they have completed seven years of primary education. There are no restrictions on entrance. Education is not compulsory after the age of sixteen and a number of pupils leave after that point. Sixteen is also the age at which most pupils begin to take the examinations for the Scottish Qualifications Certificate (SQC) within National Qualifications, a range of assessment levels intended to cater for the whole school population.

Secondary education is divided into three broad stages, each of which has a different emphasis. The first two years (S1 and S2) provide a general education, following the national 5-14 guidelines, while the third and fourth years (S3 and S4) have elements of specialisation and of vocational education for all. Together they constitute lower (or compulsory) secondary education.

Secondary education aims to provide an education which prepares pupils for a place in society which meets their personal, social and vocational wishes, the expectations of their parents, of employers and of tertiary education.

All secondary schools in Scotland are comprehensive in character and most offer six years of secondary education. In the more remote areas, in particular the Orkney, Shetland and Western Isles, there are two-year and four-year secondary schools which offer only lower secondary education. The courses offered in these schools do not differ essentially from the courses offered in the corresponding years of larger schools. All secondary schools offer a general education and, alongside it, some more vocationally oriented courses, for pupils from their third year onwards. Education authority secondary schools vary in size from under 100 pupils to around 2,000. The majority (70%) of Scottish secondary schools have between 400 and 1,200 pupils.

The school year, week and day are organised as at primary level. Each lesson lasts around forty minutes, but schools have considerable freedom to decide on the pattern of their own timetables.

3B.2 Curriculum

All secondary schools offer a similar range of subjects at each stage. The core subjects at each stage are the same but what is offered beyond the core is a matter for the school to decide. Pupils have different specialist teachers for different subjects. They may be taught as a whole class or in groups within the same class in order to differentiate teaching. Classes have no more than thirty pupils in earlier years, no more than twenty-five in later years. In certain practical subjects, e.g. science, the number of pupils is restricted to twenty.

The Scottish curriculum is not prescribed by law but advice on the curriculum of the secondary stage is given to all schools by the SCCC (now Learning & Teaching Scotland (LTS)) document 'Curriculum Design for the Secondary Stages'.

At lower secondary level, in the four years of compulsory education, the curriculum is divided into two stages, each lasting two years. The first two years (S1 and S2) provide a general education, following the national 5-14 guidelines. The aim of the 5-14 programme is to aid planning and sustain pupil progress and transfer from primary to secondary. The third and fourth years (S3 and S4) have elements of specialisation and of vocational education for all.

Schools are recommended to design their curriculum for S3 and S4 using the following eight modes:

• language and communication
• mathematical studies and applications
• scientific studies and applications
• social and environmental studies
• technological activities and applications
• creative and aesthetic activities
• physical education
• religious and moral education

All subjects taught fall within the scope of one or other of the eight modes and every pupil should study at least one subject from each of them.

In addition to the full 2-year courses in S3 and S4, schools are now able to offer a variety of short courses. The most common format for such courses is that of National Units leading to the award of National Qualifications by the Scottish Qualifications Authority (SQA).

National Qualification unit courses can be used to complement the curriculum at S3/S4 and are available in a wide range of subjects. SQC (formerly SCE) Short Courses have also been available since 1988. These are now available in 14 subject areas, the most popular of which are Religious and Moral Education and Creative and Aesthetic Studies. The SQC Short Courses are being replaced by National Units leading to the new National Qualifications brought in through the Higher Still programme. However, such Short Courses are being phased out from 2002 - entries for them will be accepted until 2004. Schools can also offer Short Courses which they have devised themselves but which do not lead to national certification.

3B.3 Assessment/Certification

Pupils are subject to continuous assessment according to the internal procedures of each school and are promoted automatically to the next class.

In the first two years of lower secondary education (S1/S2) assessment is carried out in accordance with the national 5-14 guidelines. At the end of the four years of lower secondary education, pupils are eligible to receive the Scottish Qualifications Certificate (National Qualifications) from the Scottish Qualifications Authority (SQA). This certificate, intended to be attainable by all pupils is gained by external examination together with an element of assessment carried out by the school itself and moderated by the SQA.

The official certificate issued by the SQA setting out a pupil's achievement in Standard Grade courses also records any of the National Qualifications units which have been successfully completed. The school is responsible for carrying out the assessments of the work of pupils on these Short Courses but the SQA moderates school assessments to make sure that national standards are maintained.

The SQA also offers modules which can be taken by pupils in S3 and S4 and, if they complete them successfully, the pupils receive credit towards the National Certificate, which is a 'non-advanced' vocational qualification.

A National Record of Achievement (NRA) was introduced in a pilot scheme in February 1991. It was a standard document for recording details of qualifications and learning experiences which would be recognisable by, and command wide acceptance from, employers throughout Great Britain and beyond. The NRA was replaced by a Progress File in secondary schools from session 1999-2000. It is also available to the post-school sector, including further education colleges, and for Skillseekers and New Deal training programmes. The Progress File helps users (of whom five different groups have been identified) to assess their own development; to consider what core skills they possess and how they might develop them further; to record their qualifications and their non-educational achievements; and to plan their careers.

Scottish Credit and Qualifications Framework

The origins of the Scottish Credit and Qualifications Framework (SCQF) were in the Scottish Credit Accumulation and Transfer (SCOTCAT) scheme, agreed by all Scottish HEIs and FE colleges in 1992. The SCQF is now being progressed under the partnership of the Scottish Executive, Scottish Qualifications Authority (SQA), the Quality Assurance Agency for Higher Education (QAA), and Universities Scotland.

The framework currently incorporates all the mainstream Scottish qualifications from Access level to Doctorate level. This includes both academic and vocational qualifications provided in schools, further education higher education, and the workplace. Qualifications in the framework are allocated credit points and placed in one of the 12 levels within the framework. Individual academic qualifications are credit-rated according to their "size" in terms of notional learning hours (1 credit point for each 10 hours of learner effort, assuming a 1200 hour learning year).

The SCQF is designed to make the Scottish qualifications system easier to understand for individuals involved in learning, employees, employers and education and training providers and demonstrates the relationships between qualifications. It allows learners to plan progress towards their learning and career goals; and will allow the transfer of credits from one qualification towards another in relevant subjects and therefore avoid repetition of learning.

Future SCQF developments will include incorporating qualifications of professional bodies and other awarding bodies operating in Scotland into the framework. Consideration will also be given to how flexible forms of learning (community education, voluntary sector and learndirectscotland learning) can be incorporated.

3B.4 Progression / Guidance / Transition Arrangements

All pupils are admitted to secondary education from primary schools when they have completed seven years of primary education. There are no restrictions on entrance. Additionally, promotion from year to year is normally by age, i.e. pupils move on from stage to stage irrespective of their performance in any single year.

Secondary schools have a well-established system of guidance, with staff who are appointed to schools with the particular remit of offering personal, curricular and vocational advice to pupils. Schools have different ways of organising their guidance systems, but it is usually the case that a guidance teacher has responsibility for a particular group of pupils either for a year or for several years. Such guidance is particularly important at the major decision points when pupils have to make choices about which subjects to take and which to discard, for example at the end of S2, and again in S4 when they choose subjects for specialisation in upper secondary education or require advice about what they might do on leaving school at the statutory age.

3B.5 Teachers

All who wish to teach in publicly funded nursery, primary and secondary schools in Scotland are required to have undergone initial training and to hold a Teaching Qualification (TQ) in order to be registered as teachers with the General Teaching Council for Scotland (GTCS). Teachers who have achieved the Teaching Qualification (TQ) are provisionally registered with the GTCS. Full registration then follows a period of probation and assessment.

From August 2002, all newly qualified teachers have access to a training post for one school year immediately following qualification. This is called the Teacher Induction Scheme. The training post will have a maximum class commitment of 0.7 Full Time Equivalent (FTE), with the remaining 0.3 available for professional development. Each trainee will have access to a nominated induction tutor within the school to provide advice, support and guidance. To become fully registered, probationers will have to meet the standards set out in the Standard for Full Registration (SFR).

Most secondary teachers enter the teaching profession, after taking a degree, through the Post-Graduate Certificate in Education (PGCE) course. A few enter through the Bachelor of Education (BEd) degree which is offered in a limited number of subjects and a few through combined degrees which include subject study, study of education and school experience.

The First Minister, through the SEED controls the training of teachers in Scotland in a number of ways. Approval is required for courses, and guidelines are published by SEED which lays down the conditions under which that approval is given. Minimum entry requirements are nationally prescribed and have the force of regulation. Previously, total numbers entering teacher education courses were recommended by SEED but from 1998-99 the intakes have been set by the Scottish Higher Education Funding Council (SHEFC). SHEFC receives guidance from SEED on minimum requirements for newly qualified teachers and other factors to be taken into account in setting intakes.

Schoolteachers in the public sector in Scotland are appointed and employed by the local authorities. However, their conditions of service are negotiated at the national level by the Scottish Negotiating Committee for Teachers (SNCT), a tripartite body comprising membership from the local authority employers, representatives from the teacher organisations and the Scottish Executive.

35 hours of continuing professional development (CPD) per annum has also recently been introduced as a maximum for all teachers. The time is to be spent on an appropriate balance of personal professional development, attendance at nationally accredited courses, small-scale school -based activities or other CPD activity.

3B.6 Statistics

NB More statistical data can be found on the Scottish Executive web site at http://www.scotland.gov.uk/stats/publist.aspx?theme=37&pillar=people.

Statistics for compulsory and post-compulsory secondary schools (SEED, September 2001):

Statistics for initial training of teachers (2002-2003) for compulsory and post-compulsory secondary school teaching:

NB More statistical data can be found on the Scottish Executive web site at http://www.scotland.gov.uk/stats/publist.aspx?theme=37&pillar=people.

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