Next Generation of National Qualifications Design of Courses National 4 and National 5 James McVittie SCHOOLS

Some Caveats Constraints Awareness raising ‘Holding on to what we have’ A changing climate Flexibility v Prescription / Inconsistency

Progression The senior phase – structures Timetabling The number of subjects to be taken Pathways for progression Progression from CfE levels Progression to other than Higher Progression to Higher and Adv Higher

Delivery Issues By-passing levels Safety Net Bi-level teaching Course design – articulation/hierarchy Mathematics and Science subjects

Design Issues Welcome for emphasis on skills Course specifications and exemplars Articulation of levels/safety nets Units Flexibility v Consistency Credibility of National 4 – Internal Coursework - workload

Inclusion Strong support for inclusive approach Perceived need for definition of terms Assistive technologies Very good relationships with SQA Exemptions Support and guidance materials Arrangements being pushed and challenged

Quality Assurance Arguments for external assessment: - Credibility of National 4 - Teacher- pupil relationship - Motivation for learners - Fairness for pupils

Quality Assurance Concerns about internal assessment: - Potential for abuse - Pressure on teachers from parents - Possible increase in teacher workload - Teachers’ experience of current verification arrangements

Quality Assurance - Some Positives Understanding Standards Professional dialogue Moderation – partnerships welcomed Quality networks within and across authorities e-assessment

Quality Assurance Credible and reliable framework possible IF we provide: - Resources, including time for curriculum leaders - Course specifications, assessment criteria, exemplar materials - Robust, rigorous and well-structured measures for internal and external verification – not only in the first few years but permanently