Independent Review of Qualifications and Assessment: consultation analysis

Learning in Context

Q3: What are your views on the proposals for recognising achievements in knowledge and skills in action?

CCG discussions

What CCGs like about the proposals for Learning in Context

The CCG discussions on the Learning in Context element were on the whole positive, with learners especially enthusiastic. The key benefits identified included that learners would develop skills for future careers; prepare for employment, university and for adult life; have opportunities to explore (new) areas of interest; connect and transfer learning and skills into other areas of study; and demonstrate what they had learned in an applied setting.

None of the CCG discussions was negative, but all raised some issues for further development. The main issues discussed were developing a practical framework for implementing this element; resolving assessment issues; and addressing implementation concerns. Several groups also mentioned issues relating to equity.

CCG issues in relation to Learning in Context

Guidance

It was felt that clear parameters are required to clarify what the Learning in Context element should encompass, how it will be delivered, and how it will be assessed/verified. Some respondents suggested that the Scottish Baccalaureate^[4] could provide a starting point for the development of guidance, and some suggested the UN Sustainable Development Goals^[5] could inform the context, especially for equity issues.

Objectives: Clear objectives for undertaking the project were considered critical. One respondent suggested adding 'attributes' to 'knowledge' and 'skills' as the core objectives for this element, in line with Scotland's refreshed curriculum^[6].

Scope: The guidance should set out clearly what will be achievable (e.g., how big the project should be), to manage expectations. It was suggested the guidance could provide information on the types of projects learners could consider, with options from topic suggestions through to fully developed resource packs.

Buy-in: It was suggested that a set of guidance, in clear accessible language would assist in explaining/promoting this element to a wide range of stakeholders including learners, parents/carers, colleges, universities and employers.

Assessment

There was considerable discussion within and across the groups as to whether Learning in Context should be assessed and, if so, if it should be graded. Some CCGs expressed concerns about whether and how the skills component could be quantified/measured.

Some CCG respondents considered a pass/fail option, although there was a general view that a 'fail' would not be appropriate. Likewise, levels/grades were considered, but respondents struggled to resolve an equitable/consistent way these could be applied to projects covering such widely varying issues/types of evidence.

Respondents were clear that, regardless of the decision on assessment, provisions must be put in place to ensure/verify the learners' work is their work, and to ensure consistent standards are being adopted nationally.

Implementation

The CCG groups offered several suggestions for developing the projects. These included a focus on experiential learning; and topic areas including employability, sustainability, creativity, health and wellbeing, independent living including personal finance, and social studies.

The CCG groups offered several suggestions for the delivery of Learning in Context, with many suggesting partnering with existing programme such as the Daydream Believers^[7]; working closely with colleges, who already deliver interdisciplinary learning (IDL) and project-based courses; partnering with local businesses/ employers to design, deliver and potentially assess projects; and drawing on best practice examples from settings that already deliver successful IDL/project-based learning.

Resource: Several CCG respondents mentioned the need for adequate time and resource to be allocated to planning/development for this change; including staff training; staff time allocated to preparation and supporting learners; and time in the school day for learners to undertake the projects.

Timetable: CCG respondents wondered just how flexible this element was likely to be in practice and noted that currently learners face constraints on subject choices. They stressed settings will need support and guidance to maximise flexibility.

Equity issues

Many of the CCG respondents were concerned that equity issues will present a challenge to delivering this element of the SDA. For example, issues relating to the setting itself: those located in lower socio-economic and rural areas were likely to have fewer resources and be able to offer opportunities to their learners, In addition, students from disadvantaged backgrounds were less likely to enjoy opportunities through family contacts, paid activities, and so on; while young people with additional support needs, those with English as a second language, those from minority communities and home learners are also likely to also experience additional barriers accessing opportunities.

Several of the CCG respondents commented that there was a need to be transparent about these inequalities and the challenges they placed on this element. They felt that it was important that settings, and other stakeholders including the Scottish Government, worked to address these inequalities, support the learners affected, and ensure all learners get an opportunity to be fully engaged.

"Absolutely amazing for career pathways – knowing what you want to get into, you could choose a project that gives you taste of that and choose something that helps you get there!" – [CCG discussions: Learners]

"It gives us much more to chat about in the interview situation than just the straightforward subjects. So, definitely wholeheartedly in favour of it." – [CCG discussions: Those who use qualifications]

School and College survey

Some respondents, in particular learners and colleges, were very positive about this element of the model, with respondents mentioning the key benefits from undertaking project work around a topic of personal interest as motivating learners; developing skills in a range of disciplines; developing vital work skills; and encouraging innovation and creativity.

Other respondents, while typically welcoming the proposals, often felt that more detail on the Learning in Context framework was required, especially in relation to implementation and assessment.

Many respondents were negative about the proposal. Respondents mentioned there were already interdisciplinary opportunities within schools (e.g., Youth Philanthropy Initiative Scotland and Saltire Awards). Some commented that this approach was reasonably successful and did not need to be amended. Most felt it had not been successful and were concerned that project work element would not be effectively integrated into the curriculum.

Several referenced current experience of the Scottish Baccalaureate. This is an SCQF-levelled qualification, which includes an interdisciplinary project. Because this is a formally graded qualification, the interdisciplinary project is subject to national guidelines and externally verified by the SQA. Respondents commented there may be lessons to be learned from this approach.

One of the responses to the School and College survey suggested that if the overriding objective of the element is to undertake a project designed to develop key skills (such as collaboration, task planning, problem solving, group work, resilience, and creativity), then that should be the focus, and there should not be requirement for the project to tackle a significant issue or be interdisciplinary.

Guidance on requirements

Many of the respondents commented that guidance on how this element would be structured would be helpful, and suggested this should be developed and supported nationally. Examples of what the guidance should address included the following.

• Information/advice on who should lead and develop the projects.
• Project resourcing: ideas for projects, specifications, sponsors/contacts, funding and other resources, and so on.
• Assessment and validation: one respondent suggested the meta skills framework^[8] (or something very similar) could be formally adopted and supported.
• Exemplar materials: these could include examples of projects, assessment protocols, and some best practice examples from settings already undertaking project work and IDL. External bodies, including scrutiny and research bodies, could assist with the design/development of project examples.

Implementation

Respondents identified a number of implementation issues they felt could be a barrier to delivering the Learning in Context element effectively.

Delivery: There were concerns that some learners do not have the maturity, knowledge or skills to undertake independent project-based learning. Some suggested that very small groups with significant levels of staff support could be required to maintain motivation and support learning outcomes, for example, just S6. One respondent suggested introducing a scaled-down version of IDL earlier (e.g., during S1-3) to help scaffold the necessary skills.

Workload issues: Many respondents felt a key issue would be identifying the source of additional staffing resources to support this new element.

Teacher training: Several respondents commented that the proposal demands additional skills from subject teachers, and that support for new teachers through initial teacher education (ITE) and ongoing support for all teaching staff through continuing professional development (CPD)/career-long professional learning (CLPL) would be essential.

Other implementation issues: A small number of other implementation issues were also raised:

• Provision is needed for learners who move school during the year before they have completed their project; to support teamwork/fieldwork elements; and to provide completion time (especially if the new school has finished their IDL element).
• Timetabling: two main issues were identified. The current timetable structure (typically 50-minute slots) creates a barrier to undertaking meaningful project work; and difficulties designing timetables to accommodate staff from different disciplines working together on IDL projects.
• Pilot/gradual roll out: phased/pilot rollouts were suggested by some, to test this element of the model to see how it works in practice and to give settings an opportunity to adapt.
• Implementation planning: respondents suggested an implementation programme should be developed in consultation with practising teachers. Several respondents stressed that sufficient time and resources would need to be allocated to the development process.

Assessment issues

Several issues in relation to assessing this element were raised.

• A few respondents asked generally how the project work would be assessed, if it would be given a pass/fail mark or if would be given a grade.
• Respondents asked how consistency of assessment within/between schools would be achieved; several suggested national standards and/or guidance should be developed. Topics to be included: numeracy, literacy, and meta-skills.
• Linked to this, they asked how the assessment of the project would relate to the marking of single subjects.
• There were further concerns about individual subject teachers assessing IDL projects given projects could reasonably cover three or four subject areas.
• Concerns were raised about differential levels of support (teachers, private tutors, parents/carers, possibly AI) that learners may have access to, and how that will be addressed in the assessment.
• Further, given the projects are learner-led, any two projects could vary enormously in scale, complexity and difficulty. Will degree of difficulty be taken into account during the assessment.
• Several respondents asked if there was an intention for the project to be externally marked or verified.

Other issues

Equity: One respondent felt this element may be particularly challenging for learners with Additional Support Needs (ASN). Another felt schools in more affluent areas will be able to offer projects with substantial opportunities and chances to develop their skills, while schools in lower socio-economic areas may not be able to offer as many opportunities/may have to prioritise staff resources on core skills.

Literacy: Several respondents expressed concerns about the suitability of this element for learners with literacy and numeracy difficulties, who may not be motivated to participate in project work.

Perception by employers/university: Several respondents considered that universities and employers would continue to be only/mainly interested in Subject Studies.

"Lovely idea, but really? This will be a nightmare to organise and collate the data, most pupils who opt in and have support at home will do it because they have to, not because they want to. Staff will be left chasing up those pupils who have no interest and get little or no support at home." – [School and College survey, School community]