Hansard

The context that the member has addressed is important. However, as she knows, I built in an additional year, which has been important in allowing us to better capture teacher voice in the reform process. The current system is dealing with a number of different pressures. Yes, reform offers us opportunities, but we need to be mindful of the practicalities and how things will play out. I will talk about that later, particularly in relation to continuous assessment. How reform to the curriculum, qualifications and assessment is advanced in that context requires to be understood, although I think that there is consensus in the Parliament that change must come.

Crucially, reform must be interwoven with the driving of educational improvements. In its most recent report, the International Council of Education Advisers reminded us of that, stating that

“Clear beneficial impact on the learning and experience of the young people and their teachers should be the acid test of any proposals.”

I firmly agree.

I thank Professor Louise Hayward and her review group for the substantial report and the recommendations on senior phase qualifications. Some, although not all, are asking for significant change. The independent review made 26 wide-ranging recommendations and challenges us to look at our senior phase qualifications differently.

Central to the proposed new approach could be the creation of a Scottish diploma of achievement, comprising three elements. The first is programmes of learning—subjects in today’s parlance. The review recommends that we change the balance of assessment, moving away from overreliance on high-stakes exams; increase the use of digital assessment; and remove completely national 5 exams, which are usually taken in S4.

The second element is project-based learning, which would be a formal opportunity to build skills and put knowledge into practice through a project that is based on interdisciplinary learning. The third element is a personal pathway, which would be an opportunity for young people to personalise their diploma by including a range of achievements that reflect their interests.

Taking those elements in their totality, the move to a Scottish diploma would represent a radical departure from our current qualifications offering. Any change to our qualifications system requires to be managed carefully. Indeed, having been a teacher when the curriculum for excellence was introduced, I know that there are lessons for the Government to learn on how we can work better to support the profession on qualifications reform.

As I announced to Parliament in December, a curriculum improvement cycle has already begun, with maths being the first area to be updated. Curriculum improvement in maths will involve working with the profession to better align the broad general education and senior phases to ensure smoother progression. I am pleased that we will shortly appoint a maths specialist to lead on that work nationally. Progression between the BGE and senior phases should be seamless, but we know that that is not always the case.

The new qualifications body will consider the content of qualifications to ensure progression as part of the curriculum improvement cycle, but the other change that is needed relates to rebalancing the assessment methods, as recommended by Professor Hayward. Ideally, we would do both at the same time, but that will not always be possible if we are going to make progress at pace.

Not every qualification has to look the same in the future. Coursework requirements were reintroduced this academic year, following the removal of modifications that were put in place during the pandemic. Although that was welcomed by some young people and teachers for some subjects, it has not been welcomed by all. Therefore, I asked the SQA to work with the teaching profession as part of its evaluation of 2024 to consider the experience of a return to full course assessment. That might inform future potential changes that do not have to wait for substantive qualifications reform.

I have also had an assurance from the SQA chief examiner that it will consider the impact of the reintroduction of coursework in its approach to grading this year, which is right and proper. That nuance is required with regard to external assessment weighting. I am firmly of the view that some subject areas would be better served by practical assessment. How that might be administered in every subject area will involve engagement with subject specialists in our schools but, in the future, there should not necessarily be a requirement for a final exam for every single course.

There are potential quick wins, on which I am keen to see the new qualifications agency move at pace, working with the teaching profession. That partnership between our national bodies, local government, teachers and professional associations will be critical to implementing reform. As Mr Kerr’s amendment notes, this cannot just be about our schools.