FACTSHEET 5
Scottish Certificate of Education Standard Grade
Produced by The Scottish Office Information Directorate in April 1996.
This information will be fully updated.
SCOTTISH CERTIFICATE OF EDUCATION STANDARD GRADE

Standard Grade of the Scottish Certificate of Education enables all pupils, whatever their level of ability, to follow suitable courses and gain awards. Standard Grade started in 1984 and the first certificates were awarded in 1986.

The Standard Grade programme, which has been underway since 1984, introduced new ways of teaching and assessing the traditional subjects; new multi-disciplinary courses to enrich the learning experience; and a range of short courses. Thirty six courses lead to awards at Standard Grade (Appendix 1); and sixty two to short course awards (Appendix 2). Both types of award are recorded on the Scottish Certificate of Education. This Factsheet explains the background to the introduction of Standard Grade and the changes it has brought about.

STAGES IN EDUCATION

Pupils in Scotland begin their secondary schooling when they are about twelve years of age. The curriculum they follow is divided into three stages. The first two, each lasting two years, cover the period of compulsory schooling for pupils between the ages of twelve and sixteen. An optional one or two-year stage follows for pupils aged sixteen to eighteen who wish to stay on at school. In the first two years of secondary school (S1 and S2) pupils follow a curriculum designed to provide a balanced education and to help them find out where their interests and abilities lie. The curriculum in S1 and S2 is now covered by National Guidelines for 5-14. Towards the end of S2, pupils choose the courses they will study in S3 and S4. At the end of S4, the majority of pupils take examinations leading to the Scottish Certificate of Education. An increasing number of pupils also study for awards offered by the Scottish Vocational Education Council.

THE CURRICULUM

Although Scotland has no national curriculum for the 14-16 age group schools are expected to follow certain guiding principles. In particular, all schools are to include courses in English, mathematics, a modern European language and at least one science subject in the curriculum of every pupil at S3 and S4; and to ensure that pupils select additional Standard Grade or short courses to meet the requirements of the eight modes shown in Table 1. The intention is that the programme of courses chosen by each pupil should provide an adequate experience of all the modes. The match between Standard Grade courses and modes is not exact and many courses contribute to more than one mode. Courses ascribed to the Core Area (see Table 1) are considered to meet the full requirements of each mode while courses in the Elective Area make a valuable contribution to it. Table 1 makes clear which courses form part of the core and which are optional ways of providing additional or partial coverage.

The minimum and maximum time allocations for each Standard Grade course were recommended by the Scottish CCC on the assumption that the syllabuses for English and mathematics would need 3 hours 20 minutes of class time per week, and those for other courses, 2 hours 40 minutes. Within these limits, there is considerable flexibility and schools have scope to give more or less time to any course depending on circumstances.

The existence of national syllabus and national examinations does not mean that all courses will be available in every school. Generally speaking, larger schools will be able to offer a wider choice than smaller schools. National syllabuses also leave scope for local decisions about certain aspects of content and teaching methods. Thus departments can review and adapt approaches to find better ways of motivating pupils and improving performance.

In addition to full 2-year courses, schools are now able to offer a variety of short or modular courses; National Certificate modules certified by the Scottish Vocational Education Council (SCOTVEC) and Short Courses certified by the Scottish Examination Board (SEB). These courses can be used to improve the overall balance of pupils’ programmes, to enrich or extend pupils’ learning experience, or to provide short term, attainable goals for pupils. In some cases, schools group modules or short courses together to form full, two-year courses. Many schools also offer short courses they have devised themselves which do not lead to national certification, for example courses in personal and social education, religious education or physical education.

TABLE 1:

MODE LANGUAGE/ COMMUNI- CATION MATHE- MATICAL STUDIES SCIENTIFIC STUDIES SOCIAL & ENVIRON- MENTAL STUDIES TECHNO- LOGICAL ACTIVITIES CREATIVE & AESTHETIC ACTIVITIES PHYSICAL EDUCATION RELIGIOUS AND MORAL EDUCATION Time - Min. Req. over 2 years 360 hrs 200 hrs 160 hrs 160 hrs 80 hrs 80 hrs 80 hrs 80 hrs Core English or English - AC English - Spoken with French German Italian Russian or Spanish Mathematics Biology Chemistry Physics Science Classical Studies Contemporary Social Studies Economics Geography History Modern Studies Computing Studies Craft & Design Home Econ. Office & Information Studs. Technological Studs. Graphic Comm. * Art & Design Drama Music * Phys. Educ. * Religious Stud. * Enrichment egs. of additional courses /activities selected from (a) two year courses Classical Studies Gaelic Greek Latin Accounting and Finance   Social and Vocational Skills Accounting & Finance Art & Design Physics Social & Vocational Skills Craft& Design Home Econ. Phys. Educ.     (b) fields of study SCE short courses/ NC modules Other langs Media Studies Accounting Money Management Navigation Statistics Biotechnology Electronics Geology Health Studs. Community Studs. Consumer Studs. Econ. Awareness Geology Industrial Studs. Media Studs. Agriculture/ Horticulture Community Care Computer Applications Craft Technology Electronics Enterprise Fabric Technology Food Technology Graphical Comm Nautical Studs. Office & Information Technology Technological Activity Technological Applications Art & Design Dance & Movement Drama Activities Media Studs. Musical Activities Photography Dance & Movement Health & Fitness Physical Recreation & Sport Religious & Moral Studies (c) school programmes Scottish/Celtic Studs.   Energy Studs. Environmental Studs. European Awareness International & Multicultural Studs. Scottish/Celtic Studs.       Related aspects of personal and social development *or relevant short courses, or appropriate activities from above courses or others below

THE STANDARD GRADE COURSES

Standard Grade has much to offer young people in S3 and S4 because, in nearly all subjects, courses are designed to match the needs of pupils of all abilities. The way this is achieved differs from subject to subject. For example, in mathematics, courses at three levels have been developed while, in English, the course is the same for all, but the skills to be acquired are differentiated. In most cases, pupils are assessed by a combination of internal and external means at or towards the end of the two-year course. In most cases, examination papers are differentiated with one set leading to awards at Credit level (grades 1-2), another to awards at General level (grades 3-4) and another to awards at Foundation level (grades 5-6). Schools, in consultation with parents, advise pupils on the most appropriated examinations to take based on past performance. However, it is open to pupils to take examinations covering two adjacent levels if there is any doubt as to the most appropriate level for them.

ASSESSMENT AND CERTIFICATION

In Standard Grade courses, pupils are assessed against performance standards related to the three levels of award. Criteria for achievement at Foundation, General and Credit Levels give a description of what pupils achieving the award should know and be able to do. At Credit level, a grade 1 award will indicate a high degree of mastery of Credit level criteria, while grade 2 will indicate a satisfactory degree of mastery and similarly for grades 3 and 4 at General level and grades 5 and 6 at Foundation level. The award is this based on the achievements of the individual, measured against stated standards, rather than on how his or her achievements compare with those of other candidates. Pupils must provide evidence of achievement in all basic aspects or "elements" of a subject before an overall grade can be awarded. For example, in English, pupils will receive separate assessments for Reading, Writing and Talking, as well as an overall grade. A profile of performance stating the grade obtained in each element will appear on the Certificate beside the overall award for the course.

Elements will be assessed in a variety of ways. In the majority of courses, pupils will have to demonstrate attainment in oral or practical skills and these skills will usually be assessed internally by the class teacher on the basis of work done on the course. Other elements, such as Writing in English will be assessed on the basis of a folio of work submitted to the Scottish Examination Board and a written examination. Others will be assessed only through a written examination. In all cases, even where an element is assessed externally, teachers will submit estimates to the Board, which may be used to improve the Board’s grades in cases of disagreement.

It is important to know that if an assessment is not available for any element, for whatever reason, no overall grade can be given for the course. The only exception to this is when a pupil follows an adapted course excluding an element because of a particular disability.

The Scottish Certificate of Education will record any Short Courses which have successfully been completed. The school or college is responsible for assessing candidates’ attainment in short courses, although the Board will moderate these assessments to make sure that national standards are being observed.

THE SCOTTISH CERTIFICATE OF EDUCATION AT HIGHER GRADE

The Higher Grade of the Scottish Certificate of Education, usually taken in the fifth or sixth year of secondary education, has continued to be the target for many including those who aim to enter higher education or take advanced courses in further education. Its place was not affected by the introduction of Standard Grade, but some adjustments were made to courses to create better progression from Standard Grade. Theses revised Higher Grade courses were developed in full consultation with the teaching profession, education authorities, higher education, industry and other interested bodies. Pupils who achieve a Credit level award at Standard Grade would normally sit the Higher Grade examination in that subject after one more year of study. Pupils who achieve a General level award at Standard Grade would normally require a further two years of study before being ready to take an examination at Higher Grade, although not all schools are able to offer courses leading to Higher Grade over two years. Sometimes, National Certificate modules are used in fifth year as a bridge to a Higher in sixth year.

THE CERTIFICATE OF SIXTH YEAR STUDIES

The Certificate of Sixth Year Studies (CSYS) is normally taken by pupils who obtain a pass at Higher Grade in their fifth year and who wish to continue their studies into sixth year. Minor changes to CSYS were undertaken as a consequence of revision to Higher Grade.

MODULES AND SHORT COURSES POST-16

Pupils continuing in full-time education, and adults returning to education can opt to study for National Certificate modules or SEB Short Courses as an alternative or complement to Higher Grade and CSYS courses. In some schools and in colleges, modules are grouped together to form programmes sometimes leading to a group award, for example a schools Group Award or the General Scottish Vocational Qualification (GSVQ). It is not unusual to find schools operating in consortia, which may include a further education college, in making provision post-16.

THE FUTURE

In March 1994, following consultation on the report of the Howie Committee (a major review of curriculum and examinations in the fifth and sixth years of secondary education) the Secretary of State announced his decision in Higher Still: Opportunity for All to introduce a new, post-16 system for students in schools and colleges. Thus the Higher Still Development Programme was launched, involving partnership between the Scottish Office Education Department, SCOTVEC, SEB, education authorities, further education, higher education, parents’ representatives and other interested bodies. In 1998-1999, a new framework of units (modules), courses and group awards will replace existing qualifications. This new framework should ensure:

Higher standards of attainment for all students Recognised qualifications for all students An even gradient of progression from earlier achievements Opportunities to ensure that students attain qualifications in a broad range of subjects Competence in core skills One unified curriculum and assessment system which is easier to understand and use.

The Higher Still Development Programme will seek to ensure good progression from Standard Grade courses but will not involve change to these courses or to the stage at which they are taken. Standard Grade courses will, however, continue to be responsive to changing circumstances, for example scientific and technological advances or to societal needs.

In August 1995, the Secretary of State announced his decision to set up a new qualifications body taking over the existing functions of SCOTVEC and SEB and the certification of Higher Still.

APPENDIX 1

Arrangements until 1986

Until 1986, examinations taken at the end of S4 were for the Ordinary Grade, which was introduced in 1962 for the top 30% of the ability range. In practise, far more than 30% took the Ordinary Grade, and by 1985, 75% of all school leavers held at least one award at Ordinary Grade. However, a substantial minority of school leavers still held no nationally recognised certificates recording their achievements at school. In addition, many pupils achieved very limited success in the Ordinary Grade courses which they attempted, while the same examination provided insufficient challenge for the pupils of highest ability. Furthermore, these pupils were faced with only two terms in which to complete much more demanding Higher Grade syllabuses, a situation which was widely criticised. Thus, there were weaknesses in the provision of courses and qualifications to meet the needs of the full ability range and to ensure appropriate progression to Higher Grade.

The Munn and Dunning Reports

The first steps to remedy these problems were taken with the setting up of the Munn and Dunning Committees, whose reports were published in 1977. Briefly, the Munn Report recommended a restructuring of the curriculum to be followed in S3 an S4 to meet the needs of the pupils of all abilities; the introduction of teaching and learning methods which reflected pupils’ needs and circumstances; and the development of new courses which crossed traditional subject boundaries. The Dunning Committee recommended that all pupils should be given the opportunity to take courses leading to the Scottish Certificate of Education and that both examinations and internal assessment by teachers should play a part in determining awards. All pupils should be assessed in a way which would enable them to demonstrate positive achievement.

The Standard Grade Development Programme

In 1983, after widespread consultation, the Secretary of State announced his intention to proceed with reforms based on the reports of the Munn and Dunning Committees. The Scottish Education Department worked closely with the Scottish Consultative Council on the Curriculum, the Scottish Examination Board and education authorities throughout the Development Programme. Courses were introduced in four phases with the first group of subjects coming on stream in 1984 for examination in 1986 and the last in 1989 for examination in 1991. Since then, other courses have been added as needs have been identified, for example English – Alternative Communication and English – Spoken were introduced in 1994; and Urdu will be introduced in 1997. A period of overlap with the former Ordinary Grade examinations enabled education authorities and schools to match the pace of change to the support available. Exemplar teaching and learning materials, produced nationally, assisted teachers in the early years of implementation.

Support for Introduction

The successful implementation of Standard Grade was in large measure due to the level of involvement of teachers, education authorities, examinations officers and HM Inspectors working with the Scottish Office Education Department (SOED) and SEB in the first instance to develop the courses and latterly with SOED and the Scottish Consultative Council on the Curriculum to develop support materials for teachers. Other agencies also lent their support, for example industry advised on and sponsored a number of the materials developed for use in schools.