SCOTLAND'S CURRICULUM FOR EXCELLENCE.

Foreword
Acknowledgements
Table of contents
Acronyms and abbreviations
Executive summary
	Curriculum for Excellence in context
	Key findings
		Scotland’s Curriculum for Excellence continues to be a bold and widely supported initiative, and its design offers the flexibility needed to improve student learning further
		Stakeholder engagement is at the heart of Curriculum for Excellence and offers the possibility, with better structure, for shared ownership and effective leadership of CfE
		Continued efforts are needed to enhance the coherence of the policy environment with Curriculum for Excellence
		The approach to the ongoing implementation of Curriculum for Excellence has lacked structure and long-term perspective
	Recommendations for next steps: Focus on student learning progress
		Balance Curriculum for Excellence so students can fully benefit from a coherent learning experience from 3 to 18 years
		Combine effective collaboration with clear roles and responsibilities
		Consolidate institutional policy processes for effective change
		Lead the next steps for Curriculum for Excellence with a long-term view
1 The Scottish education system in context
	Introduction and methodology
	The Scottish economic and social context
	An overview of the Scottish education system
		School education structure
		Teachers and school leaders
		Attainment
		Student performance
			15-year-olds’ levels in reading, mathematics and science
			15-year-olds’ levels in global competences
		Equity
		School environment, health and well-being
		Governance and funding
	Education policies
		Curriculum for Excellence
		Main education policies and priorities around Curriculum for Excellence
			Getting it right for every child
			Early childhood care and education
			Scottish Attainment Challenge
			Developing the Young Workforce: Scotland’s Youth Employment Strategy
			Teacher policies
			Leadership
			New national courses and revised national qualifications
			The National Improvement Framework
	Tensions around Curriculum for Excellence that impact student learning
	Conclusion
	References
	Note
2 The design and implementation of Scotland’s Curriculum for Excellence
	Introduction
	An overview of Curriculum for Excellence and its components
	The Curriculum for Excellence vision as a driving force
	Coherence of the Curriculum for Excellence components
		Contents and student learning
		The role of teachers
		Materials and resources
		Grouping, location and time
		Assessment
	Overall implementation of Curriculum for Excellence
	Conclusion
	References
3 Stakeholder engagement at the heart of Scotland’s Curriculum for Excellence
	An overview of stakeholder engagement with Curriculum for Excellence
	From inclusive involvement to collective ownership of Curriculum for Excellence
	Responsibilities for more transparent engagement with Curriculum for Excellence
	Communication for a shared meaning of Curriculum for Excellence
	Conclusion
	References
4 Towards a coherent policy environment for Scotland’s Curriculum for Excellence
	The policy environment for curriculum implementation
	Flexibility management: The challenge for teachers and school leaders
	A promise to align assessment and qualifications to Curriculum for Excellence
	From competing priorities to a more coherent policy ecosystem for Curriculum for Excellence
	System governance and the policy cycle
	Conclusion
	References
5 Considerations for the future of Scotland’s Curriculum for Excellence
	An overview of the implementation approach
	Progress with implementation of Curriculum for Excellence
		A bold initiative requiring a focus on the learner’s journey
		Towards a shared ownership of Curriculum for Excellence
		Continuing efforts towards alignment
		An adaptable approach to implementation
	Recommendations for next steps: Focusing on student learning progress
		Recommendation 1. Balance Curriculum for Excellence so students can fully benefit from a coherent learning experience from ages 3 to 18 years
			1.1. Re-assess CfE’s aspirational vision against emerging trends in education
			1.2. Find a better balance between breadth and depth of learning throughout CfE
			1.3. Adapt the Senior Phase to match the vision of CfE
			1.4. Continue building curricular capacity at various levels of the system using research
		Recommendation 2. Combine effective collaboration with clear roles and responsibilities
			2.1. Ensure stable, purposeful and impactful stakeholder involvement with CfE
			2.2. Revise the division of responsibilities for CfE
			2.3. Structure a coherent communication strategy to support developments of CfE
		Recommendation 3. Consolidate institutional policy processes for effective change
			3.1. Provide dedicated time to lead, plan and support CfE at the school level
			3.2. Simplify policies and institutions for clarity and coherence
			3.3. Align curriculum, qualifications and system evaluation to deliver on the commitment of Building the Curriculum 5
			3.4. Develop a systematic approach to curriculum review
		Recommendation 4. Lead the next steps for Curriculum for Excellence with a long-term view
	References
Annex A. OECD assessment team members
Annex B. Schedule of the OECD visits to Scotland (United Kingdom)