Curriculum for Excellence

 

Background

The Committee is undertaking work on the central elements of its remit on an ongoing basis.  This page will be updated to reflect the work done on Curriculum for Excellence.

Performance and role of key public bodies 

The Committee undertook an inquiry into the performance and role of a number of key public bodies including the SQA and Education Scotland. That work included the delivery of the Curriculum for Excellence.

Read more about the Committee's work on the performance and role of a number of key public bodies

The Committee received a large number of submissions in relation to the SQA and Education Scotland as part of its work on public bodies. Following the conclusion of this work the Committee has continued to receive submissions and these are available below:  

Focus Groups and Surveys

Evidence sessions

Curriculum for Excellence Management Board - 17 January 2017

On 18 January 2017, the Committee took evidence on Curriculum for Excellence from the decision making bodies.

Oral Evidence

Read the Meeting Papers and Official Report

Written Evidence

Cabinet Secretary for Education and Skills - 29 June 2016

The Cabinet Secretary for Education and Skills gave evidence to the Committee on 29 June 2016.  In advance of this meeting, the Convener wrote to the Cabinet Secretary asking for a written statement on the Scottish Government's plans for Education and Skills policy in Session 5.

Meetings and visits in Stirling - 30/31 August 2016

To inform the further planned evidence sessions in September and October the Committee undertook a number of meetings and visits in Stirling.

Stakeholder evidence - 28 September 2016

The Committee received written and oral evidence from stakeholders and experts.

Oral Evidence

Read the Official Report of the meeting on 28 September 2016

Written Evidence 

SPICe Briefing

Scottish Government evidence - 2 November 2016

National 5 and 4 Courses/Examinations.

The following correspondence is related to National 5 and 4 courses/ examinations.

Correspondence

The Convener wrote to the Cabinet Secretary for Education and Skills seeking further information on issues raised during the evidence session on 2 November.  The Cabinet Secretary responded to this letter on 1 December 2016.

The Convener wrote to the Cabinet Secretary for Education and Skills on 7 October 2016 in advance of the Cabinet Secretary's evidence session on 2 November, seeking clarification in relation to key documents for the delivery of Curriculum for Excellence.  The Cabinet Secretary for Education and Skills responded to this letter on 11 October 2016.

COSLA wrote to the Committee on the role of education authorities with information relating to ASN, early years provision, attainment gap, Scottish Government Governance Review, education spend, and the Audit Scotland report on Teacher Workforce Planning.

The Convener wrote to the Cabinet Secretary for Education and Skills highlighting specific issues arising from the Committee's session with the Curriculum for Excellence Management Board on 18 January 2017. The Cabinet Secretary responded on 2 March 2017.

Following the evidence session on 18 January 2017 with the Curriculum for Excellence Management Board, the Convener wrote to all mainstream state Scottish Secondary Schools, local authorities and Higher Education Institutions regarding the senior phase of Curriculum for Excellence.

COSLA wrote to the Committee following the evidence session with the CfE Management Board with some points of clarification.

The Cabinet Secretary for Education and Skills wrote to the Convener to inform the Committee of guidance issued today on behalf the Assessment and National Qualifications Group in respect of changes to the National Qualifications.

Following the Committee meeting of 29 March 2017 the Convener wrote to the Chief Executive of the SQA for a clarification of points raised in the Performance and Role of Public Bodies report.

The Committee received emails expressing concern about a new National 5 Computing Science qualification.