scottish qualifications authority national qualifications group awards: 2009 conference dr john...
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Scottish Qualifications Authority National Qualifications Group
Awards: 2009 Conference
Dr John Allan
Curriculum for Excellence and NQGAs
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My learning intentions for you
I want to say something about:• What is good about the current system• What needs to change • The role of Qualifications • What the major opportunities and challenges are for
SQA• The implications for the next generation of National
Qualifications• What we can do in the interim• SQA’s overall aims
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OECD Review School Education, 2007 - Strengths
• Consistent high standards in PISA
• Principle of comprehensive education
• Quality of teaching
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OECD Review - Challenges• Reduce achievement gap that opens up and
widens P5-S2
• Under achievement of those from poorer communities & low socio-economic status
• Build a stronger platform of basic education
• Improve staying on rates
• Improve attainment for all young people
• Improve positive destinations for all
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The role of Qualifications
• Support learning and teaching
• Equip young people
• Meet the needs of stakeholders and society
• Feasible to deliver
• Support Curriculum for Excellence aims
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Curriculum for Excellence values
Curriculum for Excellence should:• Enable all young people to achieve their potential
• Value the learning and achievements of all young people
• Promote high aspirations and ambition
• Emphasise rights and responsibilities
• Enable young people to build up a strong foundation of knowledge and understanding
• Promote a commitment to considered judgement and ethical action
• Give all young people capacities, attributes and capabilities
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Principles to support qualifications design• Inclusiveness• High standards• Relevance• Progression• Fitness for purpose• Fairness• Credibility/reliability• Usefulness• Structures• Feasibility/deliverability
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Challenges and opportunities for SQA
Development of appropriate qualifications:
• Ensuring Literacy and Numeracy underpins learning across the curriculum
• Modernising the majority of the SQA portfolio
• Qualifications which arise from a national debate, independent consultation and national consensus.
• A balanced programme of reform which will builds on the best features of current provision and extends the development of skills
• Growing support for the flexibility already inherent in the SQA portfolio
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Challenges and Opportunities (continued)
• The central place accorded to skills for life, work and further study
• The blurring of misconceptions of academic and vocational difference
• The development of qualifications which foster confidence, economic capacity and social cohesion.
• The development of systems for recognition of wider achievement
• Development of a single coherent framework underpinned
• The determination to tackle the stubborn relationships between social background
• The determination to provide qualifications which further support all learners
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Consultation: the next generation of national qualifications – where are we?
• 2 years of intensive engagement and research: focus groups, seminars, workshops, master-classes, literature reviews and international comparisons
• Consultation analysis and reflection
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Possible implications for the next generation of national qualifications
• Literacy and Numeracy
• Points of stability
• Points of departure
• Flexibility
• Timeline
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Timeline for the next generation of national qualifications• 2009/10 and 2010/11 – new curriculum
• 2012 – publication of new qualifications levels 2 to 6
• 2013 – publication of new qualifications level 7; last Standard Grades + current Access 2 & 3
• 2014 – first new qualifications at levels 2 to 5; existing National Courses for S5 and S6
• 2015 – first new qualifications at level 6; existing National Courses for S6
• 2016 – first new qualifications at level 7
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What should we do in the interim?Existing Qualifications and Curriculum for Excellence
The extent to which existing qualifications support Curriculum for Excellence aims, values, and principles:
– What contribution can qualifications make to the development of the four capacities?
– To what extent does the SQA Course specification reflect the principles of Curriculum for Excellence?
– What is the impact of qualifications on learning?
– What is the relationship between assessment and learning in the qualification?
– To what extent are Core Skills and essential skills, and skills for learning, life and work integrated within the qualification?
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Case Study: Skills for Work
Designed to develop employability, generic employability skills and positive attitudes to learning:
– an understanding of the workplace
– how to evaluate their own progress
– how to analyse and solve problems
– how to be adaptable
– how to set goals, reflect, and learn from experience
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Skills for Work Courses Available
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Other Skills for Work Courses being developed
Science Creative Industries Healthcare
Automative Marine
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Case Study: Vocational Group Awards (NQGAs)• Provide practical opportunities for developing skills that are relevant to the world of
work
• Promote positive attitudes and encourage reflection
• Both theory and practice-based
• Relies on variety of teaching approaches
• Takes account of learner need
• Entirely internally assessed
• Development of all five Core Skills
• Small ones – National Progression Awards
• Larger ones – National Certificates (12 units)
• Available at a range of SCQF levels (3 to 6)
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Vocational Group Awards available
Travel & Tourism
Logistics
Computing Construction Sport & Leisure
Health & Social Care
Childcare
Engineering
Hair & BeautyScience
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Vocational Group Awards under development
MusicMedia
DramaArt & Design Arts & Humanities
Business
HospitalityLandbased & Environment
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Overall SQA Aims
• Fitness for purpose
• Stakeholder consensus
• Portfolio coherence
• Improved learner experience
• Improved learner success
• Learning which drives assessment and ‘Tests’ worth teaching to
• E-enablement
• Innovative product surround
• Improved SQA processes
• An enhanced reputation