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6 PROPOSAL 4 - INCREASED FLEXIBILITY TO BETTER MEET THE NEEDS OF YOUNG PEOPLE

Summary of background information in the consultation paper

6.1 There have been some long-standing concerns about the uneven nature of pace, challenge and achievement in secondary school education. One of the main aims of Curriculum for Excellence is to provide a better planned, better connected and more progressive educational experience for children and young people. This requires teaching and learning to strike a better balance between developing the skills for passing examinations and skills for learning, skills for life and skills for work. The consultation therefore sought views on the following proposals for encouraging greater flexibility to better meet the needs of young people.

Encouraging greater flexibility to study National Qualifications over 18 months or 2 years as well as one year

6.2 This would:

• reduce the current pressures on some young people from the 'two term dash' to Higher;
• increase opportunities to raise attainment by allowing greater time and a more even pace of study for National Qualifications;
• enable those staying on beyond S4 to attain more Higher level qualifications or to gather more qualifications at SCQF levels 4 or 5; and
• free up time for schools to provide a better balance between preparing for exams and developing other skills for learning, skills for work and skills for life.

6.3 The ultimate decision on whether this option is taken up will lie with individual schools and local authorities. However, the Scottish Government would work with these and other key stakeholder groups including higher education institutions and employers to encourage debate on this issue, particularly as it relates to Higher and Advanced Higher.

Introducing a winter diet of examinations

6.4 The main benefits of this would be:

• to provide greater flexibility for young people to study qualifications over different periods of time. This includes creating new opportunities for 18 month National Qualifications; and
• to be used at the end of school education for 'Christmas leavers' in S5 to take qualifications including the literacy and numeracy awards.

6.5 The Scottish Government is aware that there was a previous attempt to introduce a winter diet of examinations, although it only ran for one year. However, Curriculum for Excellence is creating a new context for Scottish education. The Scottish Government therefore believes that the time is right to reconsider the idea, particularly in view of the benefits it could bring.

Encouraging the most able students to bypass qualifications at lower levels and to study for Highers from S4 onwards

6.6 The main benefits of this would be that it:

• increases the amount of time available for developing other skills for learning, skills for work and skills for life;
• reduces the amount of time spent on external examinations; and
• provides greater opportunities for the most able young people to take more Higher and Advanced Higher courses than at present over the whole senior phase of education from S4-S6.

6.7 As with the proposal to extend the period for studying Highers and Advanced Highers, the ultimate decision on whether to bypass qualifications at lower levels from S4 onwards will lie with schools and local authorities. The Scottish Government is aware that this will require a significant cultural shift amongst the education and wider community. Some parents may also need to be persuaded of the benefits of this approach (although others have said that there is too much emphasis on passing external examinations). There is also a view that attaining lower level qualifications before Highers enables schools, young people and parents to take stock of progress and make the right choices in future learning. Young people, teachers and parents value qualifications as providing 'exam practice', particularly for progression onto Highers. These views need to be balanced against the benefits described above.

Q11. Do you agree with the proposal to allow the study of Highers and Advanced Highers over 12 months, 18 months and 2 years?

6.8 Almost all respondents (1729 of 1807) answered this question. 43% of all respondents agreed with the proposal to allow the study of Highers and Advanced Highers over 12 months, 18 months and 2 years and 36% disagreed. A further 16% agreed to the proposal to allow study over 12 months and 2 years but not over 18 months.

6.9 The majority of respondents from colleges, universities and employers/business representatives agreed. Parents, local authorities and respondents from secondary schools were more divided.

6.10 Pupils in the qualitative research were typically in favour of the proposal.

6.11 Although most felt that the proposal was a good idea in principle, opponents believed the practical problems outweighed the benefits.

Reasons for agreement with the proposal

6.12 The main reasons given for agreeing with the proposal were that:

• allowing a greater amount of time to study qualifications means that pupils gain a greater depth of learning. Respondents felt that this would help prevent pupils from simply learning to pass exams at the expense of learning for learning's sake
  I mean, after all, what is education all about? I think that's what we ask ourselves time and time again. Is it about depth and breadth as well? Should it be about, Higher English for example, should it be about getting a love of literature and studying books and talking. I think it should, but during the Higher course you don't really get a lot of time for that. (Headteacher, qualitative research)

• pupils will be given more opportunity to pass a qualification at a higher level or achieve a better grade than they might have in a 12 month course. This point was often made in reference to the current 'two term dash' to Higher
  This would provide greater flexibility required to meet the differing needs of pupils taking into account different paces of learning. It could also provide space for deeper learning and links with external agencies. (Western Isles Education Department, consultation response)

• increasing flexibility is a good thing. Respondents felt that this proposal caters for the different learning styles and individual needs of pupils. This would create a greater degree of personalisation in education, an important aspect of Curriculum for Excellence.
• some respondents, pupils and parents in particular, felt that pupils would benefit from being able to sit the exam when they are ready. There was a misconception that pupils would be in one course and then choose to sit the exam after 12 months, 18 months or 2 years rather than being placed on a particular timescale when the course commenced.

Caveats for agreement with the proposal

6.13 The most common reservations cited by respondents were the practical implications. These were also the main reasons for disagreement and are discussed in more detail in that section.

6.14 A proportion of pupils, parents and teachers felt that that there would be serious implications for future job prospects and for entry to university. However, this was typically not an issue for employers who were more interested in what qualifications a pupil has achieved rather than the length of time taken.

At the end of the day a qualification is a qualification, they've proved they can do it, the fact that they've taken slightly longer is to me, neither here nor there as a recruiter, it's a case that they've achieved that particular level of competence. (Employer, qualitative research)

It should be like your driving test, you passed your driving test, but you take longer than others. If it takes somebody a bit longer to pass a Higher than others it shouldn't be devalued. (Teacher, qualitative research)

6.15 Although most respondents from universities agreed that flexibility was indeed desirable, they did indicate that this proposal may affect course entry requirements and that pupils taking qualifications over longer periods may be disadvantaged. They felt that they would need to know the details of how long a pupil took to complete a qualification in order to be able to discriminate between applicants.

Universities Scotland welcomes the adoption of a flexible approach to learning that recognizes the intellectual abilities of young people develop at different rates, and is supportive of the general aspirations embodied in the proposal. However, we have serious reservations that this may impact on the competitiveness of their portfolio of qualifications when presented for entry to Higher Education Institutions…It is likely that the implementation of the proposed extended study periods will result in the period of study becoming part of the selection criteria for the purposes of entry to Higher Education. (Universities Scotland, consultation response)

6.16 Another concern that was raised by a number of respondents, particularly pupils and teachers in the qualitative research, was that an 18 month course would leave pupils with a gap in their timetable in the spring term.

It is a timetable thing as well, after they've done their winter exams what are they going to do for the next six months? (Teacher, qualitative research)

6.17 Some respondents felt that taking longer courses over longer periods of time might ultimately limit the number of courses a pupil could take. They were concerned that pupils might miss the opportunity to study Advanced Highers as they had taken longer to complete earlier qualifications.

6.18 Pupils suggested that they might be tempted to take a two year course because it was the 'soft' option - even if they were capable of taking a qualification over a shorter length of time.

Reasons for agreement with 12 month and 2 year courses but not 18 month courses

6.19 Around 16% of respondents felt that, although the option to have a 12 month and a 2 year course was good, an 18 month course would not be acceptable.

6.20 The main reasons for this were that:

• presenting pupils for a two year Higher has worked well in the past. This point was made with particular reference to the old two year English Higher
• a number of respondents thought that 18 month courses would necessitate a winter diet of exams and were opposed to winter exams in general (this is discussed in more detail in the section on Q12)
• it was felt that the practical difficulties of accommodating an 18 month course would be much greater than for a 2 year course.
  We welcome the flexibility and the possibilities for personalisation in young people's planning over the senior phase. We see merit in having options available, however our view, at this stage, is that there would be practical difficulties in implementing these proposals, particularly in the short term. The 18 month period is the most controversial and there is a concern that we will have enough difficulty and there will be enough demands on staff in changing the system to meet the broad general principles and purposes of Curriculum for Excellence without adding in the burden that an additional winter diet of examinations would bring. That said, we feel that the possibility should not be ruled out in the longer term, particularly if more creative and innovative approaches to assessment can be developed. (Association of Directors of Education Scotland, consultation response)

Reasons for disagreement with the proposal

6.21 Although around a third of respondents disagreed with the proposal, only a very small number were against the principle of increased flexibility. The majority of arguments were based on practical issues. The most commonly cited practical problems were that introducing this level of flexibility could result in many possible course variations and greatly complicate timetabling.

…how do you timetable a class of 18 pupils for Higher History - 6 want to sit this year, 6 after 18 months and 6 after 2 years? In skills-based courses, it might be possible for pupils to sit when ready, but we had difficulty formulating this for content-heavy courses like Chemistry. (School Leaders Scotland, consultation response)

6.22 It was suggested that the complication in timetabling could be resolved by increasing staffing levels (and therefore funding) but it was felt that this was unlikely to happen. Consequently, respondents thought that multi-level teaching would result. Teachers felt that problems with timetabling courses would lead to pupils in one classroom working at different speeds as well as different levels which would be extremely challenging, if not impossible, to teach.

6.23 This was thought to be a particular problem for small schools which may not be able to offer the classes separately due to insufficient pupil numbers for each option.

6.24 A number of respondents believed that if schools offer different levels of flexibility, there would be inconsistencies across Scotland. Pupils in small schools, in particular, could be disadvantaged as they would not have access to the same level of flexibility as their counterparts in larger schools.

6.25 Some respondents felt that the delivery of a 1 year course over 2 years would cause difficulties. It was felt that pacing the material over the time period would have to be carefully managed as the less pressured pace might demotivate some pupils, especially if they see others completing the same course in 12 months.

6.26 As discussed previously, parents, pupils and teachers were also concerned that employers and Higher Education institutions would not value awards taken over 18 months and 2 years as highly as those taken over 12 months.

Q12. Do you agree with the proposal to introduce a winter diet of examinations?

6.27 The vast majority (1715 out of 1807) of respondents answered this question. Overall, the majority of all respondents were in opposition: 24% agreed and 69% disagreed.

6.28 The majority of parents, employers and respondents from secondary schools were opposed to a winter diet of exams. This was not the case for colleges, universities and employers/business representatives. A larger proportion of respondents agreed than disagreed in each of these subgroups.

6.29 Pupils who took part in the qualitative research commonly disagreed with the introduction of a winter diet of exams.

Reasons for agreement with the proposal

6.30 The main reasons cited for agreeing with the proposal were that:

• it provides Christmas leavers with an opportunity to gain qualifications before they leave school
  …give Christmas Leavers an opportunity to sit exams just before they leave school. They are often the ''disappeared'' who slope off with no recognition. Often these pupils simply bide their time from August to December with no real purpose. Something should be put in place for them at the appropriate level. (Secondary school teacher, consultation response)

• spreading exams out over the year would reduce the pressure of having too many at once. This view was held by pupils and college students, in particular
  I think it's a good idea, breaking up your exams instead of having that pressure all in the one time. (College student, qualitative research)

• it is necessary to introduce winter exams if there are to be 18 month courses. More flexibility in assessment will give pupils the opportunity to work at their own pace
  If there is going to be flexibility in the period of study times, it seems logical to also allow flexibility in the assessment periods. I do not believe that it helps students who have completed a course to have to then wait six months for assessment. (Individual, consultation response)

• it gives pupils the opportunity to resit exams they have failed in the summer.

Caveats for agreement with the proposal

6.31 A common caveat cited, mainly from secondary school respondents, was that if winter exams were to be introduced, they should only be available for pupils to resit exams and not for initial presentation.

…for resit purposes only, to allow pupils to resit courses and move on to something more appropriate or access further education and training. (Secondary school teacher, consultation response)

6.32 The majority of the concerns raised by those who were, nonetheless, in agreement, were logistical issues. These are reflected in the arguments raised in opposition to the proposal below.

Reasons for disagreement with the proposal

6.33 The majority of respondents were not in favour of introducing a winter diet of exams. Overwhelmingly, they felt that it would be impossible to reconcile the 'logistical nightmare' with any benefits gained. Respondents highlighted many practical problems, all of which were thought to disrupt the school year and lead to an increase in costs.

6.34 It was suggested, mainly by teachers, that providing the space for exams is very difficult. They believed it 'ties up' the assembly hall/sport halls or equivalent large area for a substantial period of time and affects all pupils, not just those sitting exams. This is aggravated by the fact that these types of areas are already in use for dances and concerts during the Christmas period, and sports halls are needed more during the winter in general.

…in a school, you have to have a very big area, you have to have a quiet area and you have to have an area where potentially 200, 300, 400 pupils can sit a very, very, important exam. You also have five, six, seven, eight hundred other pupils who still need to have their education to be taken seriously as well, so where would you hold it? (Headteacher, qualitative research)

6.35 It was felt that to fit two exam diets (and the associated prelims, marking for teachers and study leave for pupils) into the school year would seriously impact on teaching time.

I would be concerned if there were two diets of examinations in the year and different young people sitting exams at different times. I think it would cause quite a lot of disruption to the normal course of a school year and that would have to be planned very carefully. Factor into that that we also have to have prelims, because prelims are important for appeals, then you could potentially have in the course of a 12 month period, given that you have the holidays there, not very much time for teaching, but quite a lot of time given over to exam diets (Headteacher, qualitative research)

6.36 It was also suggested that the SQA might struggle with the resource implications of a second diet of exams.

6.37 Respondents (especially pupils and teachers) felt that if a winter diet of exam were added to the school year pupils would feel like they had exams all the time, especially if there were to be two sets of prelims as well.

… you feel like you're continually studying, you're just studying the whole time. (Pupil, qualitative research)

6.38 It was felt by a number of respondents that holding exams in winter would have specific seasonal problems. Schools are busy with events and activities such as concerts and dances at this time. This means that pupils will be distracted from exams and will not fully focus on studying. It was also pointed out that the extra curricular activities that pupils participate in around Christmas are important in the development of the 4 capacities of Curriculum for Excellence.

6.39 Finally, some respondents commented that a winter diet was tried before and was not successful.

Caveats for disagreement with the proposal

6.40 Of the respondents who disagreed with the proposal, a few did feel that a winter diet of exams may be possible if the assessment were delivered using a different method. The possibility of using e-assessment methods was suggested as a way of easing some of the logistical problems.

Q13. If you agree with the proposal to introduce a winter diet of examinations, what subjects and levels of qualification might first be offered?

6.41 Around a fifth of respondents (391 out of 1807) answered this question. Of the 448 respondents who were in favour of introducing a winter diet of examinations, 87% answered this question.

6.42 This question was not explored in the qualitative research.

6.43 Many respondents did not provide reasons for their responses.

6.44 Around a quarter of respondents suggested that every subject at every level should be offered. Concerns that emerged were related to this being the fairest and most flexible option for pupils.

Why only some subjects and levels of qualifications? If educationally good for one, then surely educationally good for all. (Secondary school, consultation response)

If a winter diet did go ahead, it would be vital to offer the full range of subjects at every examination diet, otherwise pupils studying "minority" subjects would be disadvantaged. (Sector Skills Council: Skills for Logistics, consultation response)

6.45 Those who did feel that particular subjects should be offered first felt that it should be high uptake or 'core' subjects such as Maths, English, Numeracy and Literacy. One of the reasons given was that using subjects where there was likely to be sufficient demand for a winter diet would provide the most worthwhile trial.

If adequate resources, including time, are made available, then those subjects with highest uptake should be chosen. If these can be successfully introduced through a winter diet then credibility will be achieved and confidence will grow. (College, consultation response)

If it is to be introduced, begin with the subjects with the greatest number of candidates to test the water. (School Leaders Scotland, consultation response)

6.46 Less commonly, it was suggested that subjects with a more practical or vocational element should first be offered.

6.47 In terms of the levels offered, there were two main viewpoints. The most common suggestion was that Highers (and to a lesser degree Advanced Highers) should be offered first. However, very few respondents provided reasons for their response. Less commonly it was felt that it should first be offered at SCQF level 4 and 5. This was linked to a view that a winter diet would be most beneficial for Christmas leavers.

The General and Advanced General level of exams should be offered first at winter as these are the levels that most Christmas leavers would be taking. This could be a big improvement for such students and would give them something to aim for instead of them often being a disruptive influence in classes. At present they know full well that they are not going to be in school for the final exams in summer, and so have little incentive to work hard. (Secondary school, consultation response)

6.48 An alternative stance was that the winter diet should be used for resits only.

The disruption to schools and indeed the students own continuity of study would be considerable - with one exception - the introduction of a winter diet of exams for leavers who did not succeed at Intermediate 2/Higher/Advanced Higher during the previous summer diet. (Secondary school teacher, consultation response)

Q14. Would you agree with changes to the system which allowed the most able students to bypass qualifications at lower levels and begin study for Highers from S4 onwards?

6.49 Almost all (1716 out of 1807) respondents answered this question. Overall, a small majority were in favour: 52% agreed while 43% disagreed. Half of those who agreed did so with caveats.

6.50 A higher proportion of local authorities agreed.

6.51 While the young people's representatives who responded to the consultation question tended to be in favour, pupils who took part in the qualitative research were generally against the proposal.

Reasons for agreement with the proposal

6.52 The main reasons given for agreeing with the proposal were that:

• it would challenge and motivate the most able pupils
  High achieving and bright pupils can often get bored and switched off to education, consequently not achieving their best. Allowing pupils to progress as appropriate would allow them to be challenged at their level. (Individual, consultation response)

• the increased time for teaching and learning (rather than assessment) would deepen pupils' learning and increase achievement
  It is essential to enable children and young people to focus on learning rather than assessment and qualifications (Aberdeenshire Council, consultation response)
  This move would increase attainment […] more intensive, in-depth teaching could be started earlier (Individual, consultation response 406)

• it was achievable for the most able pupils
• it was working well in some schools already.

6.53 It was evident from the qualitative research with parents and teachers that even those who disagreed with the proposal tended to appreciate these benefits.

6.54 In the qualitative research, some parents of very able children felt they would be happy for their child to bypass lower qualifications if the relevant teacher(s) were confident that they were capable.

Caveats and concerns from those in agreement

6.55 The main caveats from those who, overall, supported the proposal were:

• that there needed to be careful selection of the pupils allowed to bypass the lower qualifications - it should be decided on a case by case basis
• that there needed to be adequate compensatory arrangements in place as a safety net.

6.56 Parents raised a concern that the pupils themselves should be confident about bypassing the lower qualifications and should not be forced to do so if they were not comfortable about it. This was also a concern raised by a few respondents from secondary schools who felt there needed to safeguards against pupils being pushed to bypass qualifications by parents or teachers.

6.57 Other concerns mirrored the reasons given below by those who opposed the proposal.

Reasons for disagreement with the proposal

6.58 One of the main reasons for opposing the proposal was the view that pupils benefit from the exam practice gained by taking qualifications at lower levels. The lack of exam practice was a particular concern for respondents from secondary schools, parents and pupils (including the most able). They that felt exam practice developed exam technique, built confidence and motivated pupils to work.

Even the best students need practise in sitting exams to be more comfortable in the exam environment, to develop the practical skills of revising for exams and techniques to do their best IN the exam ( e.g. doing the easiest questions first, time keeping etc).(Secondary teacher, consultation response)

If you don't have the technique you could get a worse mark - you mess up and stuff and don't read it quite properly. (Pupil aspiring to higher education, qualitative research))

Lower level exams gave you a chance to see what the exams were like. You get all of them at the one time so then you weren't as nervous or scared or anything like that. (Pupil aspiring to higher education, qualitative research)

I don't really learn if I don't have an exam because, I'm like, there's not much point. (Pupil aspiring to higher education, qualitative research)

6.59 Prelims and internal assessments were not seen as a sufficient substitute for external exam practice because there was not the same pressure.

6.60 Another major concern, which emerged in the qualitative research with parents and pupils in particular, was the lack of a safety net if things 'go wrong' later on. The possibility of pupils 'going off the rails' and dropping out of school, or unexpected illness or difficulties in their personal lives, were frequently mentioned.

I have had enough experience of students who are met with personal, health and family difficulties at the same time as they are meant to be studying for exams. Missing out the lower levels may then mean that they have no relevant qualifications. (Individual, consultation response)

6.61 Although the proposals for compensatory arrangements might help to some extent, they were seen as insufficient because they would probably not cover situations where pupils left school altogether or did not sit the final exam at all.

6.62 For these reasons, some teachers felt that the option to bypass lower qualifications would not be taken up:

The history of the last 50 years has shown us, that every time we give that opportunity it's not taken, because parents want the best for their children and want that safety net […] other things could come in, things in your personal life or your own life suddenly affect you and you're simply not able to carry on at school or whatever and I think that is always the fear that parents will have and pupils will have. (Teacher, event)

6.63 The other main reasons cited by those opposed were that pupils needed the knowledge base gained from the lower qualifications before they could handle the Higher and that they would lack the maturity for Highers.

If you fast track in Maths, it has been shown that it is not as successful as somebody taking the two years on current Standard Grades, because, yes, you can get them to jump through the hoops, but they don't understand it, they haven't got the maturity or the depth of experience, so when they come to the Higher, yes they've got the bits, but they're not quite sure what to do with it. (Teacher, qualitative research)

I worry about whether the students have the maturity required to study at Higher, which is a big step up in maturity terms from the Standard Grade, especially in English texts which deal with very complex emotional issues in some cases. (Teacher, consultation response)

6.64 When it was suggested in the qualitative research that the content of the lower qualifications could be covered - there was just no need to spend time preparing for and sitting the exam - a common response was that pupils may as well sit the exam then, and have it 'in the bag'. It was felt that the most able pupils would be untroubled by the exams at the lower level anyway.

6.65 Other reasons given for opposing the proposal (mainly from secondary school respondents) were:

• the difficulty of identifying pupils who might be suitable to bypass lower qualifications without having the results from external assessment at lower levels (these respondents felt internal assessments were insufficient)
• resourcing and logistical problems ( e.g. with multi-level classes). Small schools/departments may not be able to provide this option and this was seen by some as elitist because the option would probably not be offered in schools with relatively few very able pupils
• increased pressure on both pupils and teachers
• pupils having to choose their Highers earlier without the benefit of knowing what their best subjects were from lower level exams
• it has been tried before and not worked
• it goes against the principle of inclusiveness and creates a two-tier system. (This point was made by pupils and parents as well as teachers).

Q15. Do you have any other ideas for increasing flexibility within the senior phase (S4 to S6)?

6.66 Nearly half of respondents (819 out of 1807) made suggestions for increasing flexibility in the senior phase. Most respondents from colleges and local authorities made suggestions. Fewer employers/business representatives and parents who responded to the consultation did so ¹⁵.

6.67 Suggestions for increasing flexibility in the senior phase fell into five broad categories:

• increasing the number of vocational courses and opportunities
• better resourcing
• the nature and structure of qualifications offered
• timetabling and timing
• modes of delivery and assessment.

6.68 Each of these areas is discussed below.

Increasing the number of vocational courses and opportunities

6.69 By far the most common suggestion for increasing flexibility, proposed by over a third of the respondents who made suggestions, related to increasing the number of vocational opportunities. This included vocational courses within school and placements with employers. There were calls for better links with colleges and industry in order to facilitate this.

I would like to see more meaningful links with the real world and for instance, in my subject, I would love to see, rather than getting them to do the Higher in 4th year, if they're really that great have them go out on an industrial placement. I would rather see that time used to make the connection between life outside of school and the school itself. (Teacher, qualitative research)

6.70 Many respondents felt this was particularly important for the less academic pupils. For example, one teacher in the qualitative research commented:

I think a greater emphasis on vocational courses will really help, I think that two years ago when I had [name of class] and it was guys who, if they work at all when they leave school, I hate to say it, but they will be like driving a bus or working in a check-out or something and yet I was teaching them to do critical essays and I just thought 'this is just silly'. I kind of think having vocational courses will make a huge difference. (Teacher, qualitative research)

6.71 However, others made the point that vocational courses were of relevance to all pupils.

6.72 In addition to more vocational opportunities, it was suggested that life skills courses in general should encouraged.

6.73 Related to these calls for more vocational and life skills courses was a suggestion that the status of these types of achievements and experiences should be improved. One specific concern was related to non school based learning:

Formal inclusion of achievement and attainment by young people in settings outwith school at all stages of their learning must be included if Curriculum for Excellence aspirations are to be achieved. There is a real risk that learning providers other than schools will be looked upon as second class or worthless if the achievements gained are not formally recorded in young people's Scottish Qualifications Certificate/Summary of Attainment. (Youth Scotland, consultation response)

Better resourcing

6.74 The second most common issue raised was the need for more resources (including funding and staff) in order to increase flexibility.

There are huge resource implications, which cannot be ignored: flexibility by definition is less efficient. We would like to see the development of Skills for Work and other vocational type courses but again there are massive resource implications. (Secondary school, consultation response)

In all of the proposals on increased flexibility it is absolutely vital that resources are available within schools to allow the flexibility to take place. (Scottish Trades Union Congress, consultation response)

6.75 A teacher in the qualitative research suggested that increased resources for smaller schools would enable them to match the flexibility in course choice offered in larger schools:

If it has been proven in the past that there has been less flexibility with regard to the curriculum choice with number of courses available and so on in small schools compared to larger schools […] why not have increased revenues coming into smaller schools relative to larger schools, so that we do have a higher staffing ratio, that we are allowed to do things, that because of numbers it is possible for large schools to do. (Teacher, qualitative research)

6.76 Another suggestion was to encourage collaboration among neighbouring schools in order to increase course choice.

6.77 A few respondents proposed smaller classes as a way to increase flexibility - presumably on the basis that this would enable a wider range of courses and different classes studying qualifications over different time periods.

The nature and structure of qualifications

6.78 Another relatively common suggestion, mentioned by 9% of those making suggestions, related to increasing the flexibility of units by having stand alone units and 'group awards' such as Baccalaureates.

[Below Higher] it might be worth exploring more creative options, for example, borrowing more from the college system where course units can gain accreditation and build towards an award. This would be more in keeping with the principles of flexibility and personalisation envisaged by Curriculum for Excellence. (The Educational Institute of Scotland, consultation response)

Shared units common to different courses and qualifications would help to reinforce the principles of a Curriculum for Excellence. (Secondary school, consultation response)

6.79 Other suggestions relating to the structure of qualifications were:

• short courses and modules
• better articulation/progression between levels
• more scope for lateral progression (particularly for less able pupils).

6.80 A few respondents suggested widening the range of qualifications to include, for example, A levels, GCSEs and National Certificates.

…the full range of Scottish qualifications […] could be used to accredit their learning and formally recognise wider achievement. These other qualifications (National Certificates, National Progression Awards, Higher National Qualifications, Scottish Vocational Qualifications and the qualifications increasingly used in Scotland from other awarding bodies) provide methodologies, design principles and practical differences that can both inform and reduce unnecessary duplication in the development of the new qualifications. (Scotland's Colleges, consultation response)

Timetabling and timing

6.81 Several suggestions related to the timetabling of courses and assessments. These included:

• a common S4-S6 timetable
• abolishing the column system for choice of course
• studying qualifications over different timescales
• more guidance for timetablers
• allowing pupils to choose a wider range of subjects
• improving specialisation by allowing earlier choice of course
• a diet of resits
• assessment on demand rather than a fixed diet of examinations.

6.82 A few consultation respondents made suggestions relating to flexibility around age:

• progression should be based on ability not age
• early presentation should be allowed
• the Christmas leaver requirements should be abolished and pupils should be able to leave after S4, or when they are ready, regardless of age.

… pupils should be able to leave school when they are ready to follow what they would like to do (Shetland Islands Council, consultation response)

Modes of delivery and assessment

6.83 A few respondents suggested flexibility around different modes of delivery such as distance learning and e-learning.

6.84 Similarly, there were suggestions relating to reducing the amount of assessment and different approaches to assessment (including open-book exams, dissertations, team projects and e-assessment). One local authority suggested that use of the City and Guilds model of online examinations would allow for presentations and resits at any time, and remove the need for specific diets.

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