All Learners in Scotland Matter - national discussion on education: final report

6.0 A Learning System

6.0.1 It is hard to think of an agile and responsive education system in Scotland without focusing on curriculum, assessment, qualifications, and the workforce. Along with learning and pedagogy, that have been covered earlier in this full report, these are the essential components of any education system and collectively, they determine and define its performance. Often, these key components are viewed as mutually exclusive entities within the system, each with their own organisational boundaries, set of priorities, rules, and specifications.

6.0.2 In the National Discussion, we heard a great deal about curriculum, assessment, qualifications, and teaching. Mainly, however, these were viewed and commented upon as being separate parts of the system. Respondents readily talked about the curriculum or assessment or teaching but rarely did they discuss these as integrated parts of a holistic system-wide approach to realising improved educational performance in Scotland. As the sections that follow highlight, the connections between different parts of the system were rarely made. The comments and opinions we heard tended to focus on specific parts of the system, often in terms of issues that needed addressing, from the participants' own vantage points.

6.0.3 It is suggested, therefore, that a future education system in Scotland would benefit from system-synergy where the structural, cultural, and practical realisation of all key components reflect a coherent, co-ordinated, and interdependent system. We also heard of the need for the entire Scottish education system to be much more of a learning system, that was able to take risks and affect change, at the local point of need. If the Scottish education system is to meet the needs of all learners in the near and distant future, then a move away from centralised control towards greater subsidiarity could be more productive. We heard repeatedly, as part of the National Discussion, about the need for more locally instigated change and innovation that could be shared or scaled up within the system.

6.0.4 We heard a great deal about the education workforce, assessment, qualifications, and the curriculum. Each of these themes will now be explored building upon what heard in the National Discussion and drawing upon the independent analysis of the data.

6.1 Education Professionals

What We Heard

6.1.1 One very strong theme that featured heavily in the responses to the National Discussion was the importance of valuing and appreciating all educational professionals working with and within schools. We listened to some robust views about the importance of teachers and the need for more support staff, including classroom assistants, learning assistants, support for learning staff, and pupil support staff. Children and young people also shared with us how they felt it was important to have more adults supporting them with all aspects of their learning. Many learners told us that they wanted more teachers, more support staff, and more adults to help them in school. We heard about the importance of class sizes affecting how much time and attention a teacher or support staff member could give to each individual child or young person.

6.1.2 As discussed previously in this report, we heard about the importance of having professionals with different expertise and specialist knowledge, such as ALN expertise or mental health expertise to support children and young people in their learning. Similarly, we heard, from a wide range of respondents, how teachers and support staff felt they needed the time to fully support learners with their learning.

"^[12]Education staff need to have the opportunity and time to complete staff training and professional development throughout their career that is related to mental health (Change Mental Health)

'Teaching timetables and classes are too full meaning no-one is winning; Class sizes should be capped at 25. (Education practitioner)

"Increase staffing from teaching staff, support staff and curricular experts e.g., art specialist needs to come back along with other areas of specialism to ensure pupils are getting the input they need. (Education practitioner)

6.1.3 We heard the importance of having high teaching standards and the centrality of good pedagogy as the basis for effective learning. We also heard concerns around teacher recruitment and retention. We heard how some schools, particularly in certain areas of Scotland, are struggling to recruit teachers and are currently over-reliant on supply or replacement teachers. Concerns were raised by parents and educators alike about the long-term impact of 'missing teachers' on learners' progression and achievement, particularly those learners with specific or additional needs.

6.1.4 When we asked about what is working well in Scottish Education currently, and what should be retained, without exception there was a strong view that the teaching profession, and those who support teachers in schools, continue to do a remarkable and important job. Inevitably, we also heard some differences of opinion about the nature of support. Conversations about ASN was a flashpoint in many of the discussions we had, particularly with parents. As noted earlier in the Inclusivity and Diversity section of this report, there as a strong sense that many children and young people with an identified ASN were not receiving the expert support or resources they needed. It was also clear, in what we heard, that the profession is generally valued and considered to be 'doing the very best possible' for all learners in Scotland.

6.1.5 There were strong views expressed in both the written responses and in the discussions that teachers in Scotland should be skilled, well-educated, qualified, experienced, and have time for ongoing training and professional development. We heard repeatedly about the importance of better preparation, training and support for teachers and professional staff, at all levels. In many of the written submissions and face to face sessions we heard the importance of raising standards and securing improvement within the Scottish education system.

6.1.6 We heard about the importance and the power of university-led Initial Teacher Education (ITE) to create a high-quality education profession. Across the themes identified as important in the National Discussion, there were responses signalling the importance of embedding any changes in curriculum, assessment, learning, wellbeing, inclusivity and diversity in teachers' preparation and development from ITE onwards. For example, integrating anti-racist education principles and practices in the professional expertise and work of teachers. Approaches to improve university-school partnerships to support the future generations of teachers were mentioned.

6.1.7 For some children and young people, we heard that a learning connection with one teacher often did not go far enough. All too frequently, those in under-represented groups, the marginalised and the vulnerable highlighted that they needed to fit around the school and not the other way around. We heard some upsetting accounts of children being excluded and treated punitively because of the behaviours they exhibited. We also heard how certain groups of children and young people felt silenced and not valued because they 'did not match the version of what was expected within the school setting'.

6.1.8 We listened to many views which underlined the need for a greater focus, in the preparation and ongoing training and professional learning of teachers, on wellbeing, neurodiversity, dyslexia, disabilities and additional support needs. The mental health and well-being of children and young people was strongly advocated as being of prime importance in any professional learning or training programme both now and in the future.

6.1.9 It is not feasible to include every aspect of an aspiring teachers' professional knowledge and practice within a relatively short ITE programme. Therefore, we heard also about the importance of supports for early career teachers, particularly the availability of induction and mentoring.

6.1.10 While views about the nature of training and professional development varied, it was generally accepted, and noted in the comments as part of the National Discussion, that collaborative learning, networking, and sharing good practice was critically important in building the proficiency and capability of the profession moving forward.

6.1.11 As indicated in the section on Inclusivity and Diversity in this report, many of the respondents we listened to, as part of the National Discussion, called for greater awareness raising through substantial professional learning on a range of themes. These included LGBT+ issues, inclusivity, racial awareness, and diversity. It was also reinforced that to fully engage with such issues teachers should have the knowledge and mandate to take appropriate action when the situation required.

6.1.12 We also heard about the importance of subject-specific and curriculum-linked professional development and learning. There was interest in the co-creation and national availability of curriculum-linked teaching resources, developed with and by teachers, subject specialists, and curriculum experts, that teachers could draw upon and adapt for use in their own classrooms and contexts. It was suggested that the new national improvement agency could provide an important role in the co-development and provision of such resources in collaboration with the education profession.

6.1.13 Continuing development of depth of subject knowledge was also considered important over a teachers' career. Any further changes in curriculum or assessments must also include attention to professional development to equip education professionals to understand and implement these changes.

6.1.14 The availability of time and space for education professionals and support staff to develop their professional knowledge, expertise and practice was important. We heard from teachers about the importance of protecting non-contact time and we heard from school leaders and the need for time to think and act strategically. Implementation of the existing government commitment to non-contact time was identified as necessary.

"Teachers need considerable support if they are to change their practice. Currently, Scotland's teachers have some of the highest contact hours in the world - there is no space for professional development, curriculum innovation and greater internal assessment." (Education practitioner)

"A teaching profession is needed with outstanding [Career Long Professional Learning] programmes that share their good practice both within specialist areas and across sectors. Student teachers need an outstanding experience of [Initial Teacher Education], perhaps within identified training schools." (Local Authority)

"Teachers need the promised extra 90 minutes of non-contact time, and more, to collaborate to improve their teaching and the learning of our young people. Time must be protected to allow improved collaboration of the right groups of people." (GTCS hosted National Discussion group)

"IOP Scotland strongly believes that widespread subject-specific professional learning is an essential element of high quality teaching and learning. Specifically, we believe there should be a systematic approach to developing teachers' subject knowledge, including a consistent national system of subject-specific professional learning within each subject which is integrated within the system, appropriately resourced, based on evidence-based practice, properly evaluated and which allows schools and teachers to plan for years ahead." (Institute of Physics Scotland)

"we have gathered a consistent theme from teachers – they need time and space to reflect, think about their learning, the impact it has had, plan what to do next and fulfil their plan. They need space to ensure their pedagogy is responsive and to discuss their ethical dilemmas, to develop their professional judgement and therefore to further enhance trust. This work is relational and should be grounded in an ethics of care. As we have said previously, our system is our people." (GTCS)

6.1.15 We heard, from many groups and respondents, how more high-quality, motivated, enthusiastic, creative, engaging, and inspiring teachers are needed throughout the Scottish education system. The passion, dedication and commitment of teachers was consistently appreciated, by many of those we talked to and seen as an absolute strength of the Scottish Education system. We listened to different groups who articulated their deepest respect for the profession but also underlined the importance of growing and sustaining the profession in the future.

6.1.16 We heard about the importance of having stable staffing within a school environment, in terms of continuity of high-quality teaching. The challenges of teacher turnover were noted and its adverse effects on learners was highlighted again and again. Job insecurity including use of part-time, short-term contracts were a concern for ensuring continuity of professional staff and supports for children and young people. Issues of teacher recruitment and retention were raised as potential fault lines in the system now and potentially, in the future.

6.1.17 The need for clear career paths, flexible training options, better salaries, and benefits, and reduced administrative responsibilities to improve teacher recruitment were raised in many of the focus group sessions. On balance, the value of the professional workforce in Scotland was clearly acknowledged and the centrality of retaining great teachers in the profession in the future was strongly supported.

6.1.18 It was raised with us that offering more permanent contracts and better pay could be a solution to teacher turnover. The issue of making the teaching profession more diverse was also highlighted.

6.1.19 Many participants stressed the passion, dedication and commitment reflected in the profession generally. A small number of participants felt that more rigid teaching standards could improve the quality of teaching, arguing for higher minimum teacher qualifications such as post-graduate degrees, regular reviews and assessments, and enforced retirements.

"Employ the right people for the right job. The teachers for the future of our children need to interact, connect, inspire, be a role model and engage with children." (Parent)

"Teachers who excel in their role should be recognised, their skills identified and shared, we all know particular teachers who have an ability to capture the attention and engage with pupils who in another class doesn't, use these teachers as the gold standard and try to determine how we encourage all staff to achieve this." (Parent)

6.1.20 As mentioned in the section on Inclusivity and Diversity, we heard calls to diversity the education workforce. We heard about experiences of discriminatory barriers in preparation, recruitment, and promotion within the education system that require addressing. We also heard about the importance of children and young people learning with and from adults who have similar lived experiences and could act as role models. Diversity and representation at all levels of the Scottish education system is important.

“There also needs to be more diversity in the hiring of more BAME teachers. Representation is so important. Young people need to see more "people like them" in professional roles to believe they can achieve and reach their potential.” (Teacher)

“It is vital that not only is the teaching profession in schools from a diverse background but so are the institutions that hold the power in the system. There needs to exist a diversity of lived experiences and perspectives across all our institutions such as the GTCS, Education Scotland, SQA and any future inspection bodies. This will help to ensure that the aims of providing an education system that is truly inclusive, striving for equality and social justice can actually become a reality at all levels.” (Diversity in the Teaching Profession & Education Workforce subgroup)

“Members report that the current career pathway system is inherently discriminatory” (NASWUT)

6.1.21 Evidence from the National Discussion underlined how motivated, enthusiastic, creative, engaging, and inspiring teachers are vital to future educational provision. The issues of recruitment and retention in the workforce, however, was raised as a considerable challenge. Clear career pathways, flexible training options, better salaries, and benefits, and reduced administrative responsibilities to afford more time in the classroom were all highlighted as potential ways to ensure that good teachers remain in the Scottish system.

6.1.22 We heard concerns about the wellbeing of people working in the Scottish education system. For example, we heard about exhaustion, stress, anxiety, and burnout affecting people's capacity to do their work and negatively impacting their personal lives. The need for a priority commitment and linked strategies and supports for addressing the wellbeing of education professionals and support staff we proposed, for example availability of counselling services and specialist supports when needed.

“Recognition that staff and leadership wellbeing has to be actively supported to ensure a workforce who have the capacity to adequately support learners. ‘Can’t pour from an empty cup’.” (AHDS conference discussion feedback)

“Teachers’ wellbeing must be given higher priority in order that they are in the best position to be able to help pupils. The provision of professional support and also counselling, where appropriate, would be recognition of the vital role teachers play in safeguarding and supporting pupils and would be an investment in both the welfare of teachers and pupils.” (NASWUT)

6.1.23 Calls for more funding, investment, and resources were common in what we heard, as well as calls for teachers to be more centrally involved in policy making by bringing their experience to bear on future decisions and actions. It was also noted that learning assistants, early years staff, support staff, and office and janitorial staff were critically important in any school, and it was suggested that a more holistic view of the workforce was needed going forward.

6.1.24 Early years education was a very strong theme in what we heard as being fundamental to all subsequent stages of education. Going forward, therefore, early years professionals need to be recognised for the foundational work that they do and rewarded in ways that reflect their expertise. Similarly, learning assistants or support assistants play a pivotal role in learning, particularly but not exclusively, by offering children or young people with additional learning needs the support they need to navigate their way through schooling and to learn successfully. We heard that all these professional groups need more recognition for the expertise that they bring and for the work they do across the Scottish Education system.

6.1.25 In summary, key responses concerning education professionals were recognition of:

• Centrality of the education workforce to the system and its importance in supporting learners and learning now and in the future.
• The pivotal need for high quality professional learning for professionals at all levels in the system.
• The need to diversity the workforce and address barriers to entry into a career in education and discriminatory practices affecting recruitment, promotion, and retention.
• Attention to staff wellbeing and working conditions are essential to respect and protect a high-quality education workforce.

Education Professionals – Call to Action:

The education workforce should be viewed holistically as a system-wide resource. The recognition, and reward, for the important work undertaken, by all in the workforce needs to be established and reflected in career opportunities and high-quality professional learning to support high-quality practice as a common entitlement for all. Attention to diversifying the workforce and to supporting staff wellbeing is needed.

6.3 The Curriculum

What we heard

6.3.1 During the engagement phase, we heard many viewpoints about Curriculum for Excellence (CfE). In fact, many comments about the curriculum featured in the written responses we read and in the group sessions where we participated. While there were mixed views, overall, we heard general support for CfE. In particular, we heard support for retaining the four capacities in CfE – successful learners, confident individuals, responsive citizens, and effective contributors. There was a consensus that maintaining a broad -based curriculum in the future was important. On the other hand, there were also other views expressed about whether, going forward, CfE was still a curriculum that was 'fit for purpose'.

6.3.2 Views about changing or overhauling or, even ending the CfE appeared in the National Discussion data. It was argued by some that CfE is too full, too cluttered, too crowded, or too congested to be delivered effectively. There were calls, particularly from those in the primary phase for CfE to be reduced, streamlined, and made clearer. Comments covered the fact that CfE should be more focussed, easier to follow and more realistic to teach.

6.3.3 Even among people who supported the continuation of CfE, there were views that it needed review and revisions. In particular, there were concerns that the essence of CfE had been lost due to the addition of further guidance and requirements. Some views that were shared with us maintained that the number of Experiences and Outcomes (Es and Os) was excessive and unwieldy to deliver. Concerns were also expressed about the introduction and use of benchmarks.

“Curriculum for Excellence was well meaning in its desire to hand back professional judgement to the teaching profession but was vague and open to a huge degree of interpretation by practitioners about what the outcomes actually mean.” (Teacher)

“Teachers across the country spend so much time reinventing the wheel. One consistent programme for literacy, numeracy, reading and writing would save on so much time - giving teachers more energy and motivation to meet their children's individual needs” –(Teacher)

6.3.5 More standardisation and direction, standard resources, and consistency in the curriculum was felt, by some, to be urgently needed. Even though views were expressed to us that the CfE should be dismantled, others wanted the Scottish Government to 'stick with it', by giving teachers and schools more time, resources, and the opportunity to create resources for its successful implementation. It was generally felt that CfE was a 'labour intensive' curriculum requiring a great deal of professional time to deliver effectively.

6.3.6 A wide range of views on the current structure of CfE were expressed along with some concerns about the potential for too much variability in interpretation and delivery. There were those who advocated a more traditional approach to the curriculum that was tightly structured and clear while others advocated a more innovative, contemporary curriculum that would respond to future needs. Several parents expressed a view that CfE was intended only for primary age children and not for those in the secondary phase. The parents we spoke to raised concerns about the fact that in the senior phase of education CfE 'failed to matter any longer', as qualifications were then 'the most important thing'.

6.3.7 Some participants commented that access to a wide variety of subjects during the broad general education phase and then a depth of learning through specialising in chosen subjects in the senior years of high school still made perfect sense. We also heard concerns about a narrowing of the curriculum in the senior phase with an over emphasis on examined subjects.

6.3.8 Reading, writing, spelling, and maths were described as fundamental for learners' success during and after formal education. Many respondents, particularly learners themselves, were keen to suggest new subjects or a new prioritisation for certain disciplines. Recommendations included more: arts and music; drama and crafts; Science, Technology, Engineering and Maths (STEM subjects); languages, including Gaelic; history; home economics; Personal and Social Education (PSE); and Religious and Moral Education (RME).

6.3.9 Generally, the views we heard were supportive of a more joined-up approach to the curriculum between different educational phases and a smoother transition throughout the learner journey, including the senior phase. Many of the group discussions echoed this position emphasising the need for greater clarity and coherence for the learners on the curriculum journey. The need for dedicated staffing, with time and resources, to support collegiate planning to smooth transitions between stages and sectors of education was noted. We also heard calls for teachers and schools to have greater flexibility to adapt the curriculum to meet pupils' needs and to offer the curriculum through varied learning pathways.

6.3.10 In terms of the future, it was felt by many that we spoke to, that CfE would benefit from a continual review process to ensure that it remained relevant, up to date, and fit for purpose to meet the needs of learners in a changing world. It was suggested that a regular curriculum review process would ensure curricula remained relevant and provide a planned approach for professional development and curriculum-linked resources to support teaching and learning.

6.3.11 It is important to note, however, that we heard strong support for CfE and particularly for the four capacities. Many respondents highlighted how these capacities offered learners in Scotland a positive foundation for education, providing structure and offering teachers both flexibility and autonomy.

"The four capacities capture the intention of realising the human right to education and preparing young people for democratic citizenship. It is critical that these are retained, but with the added clarity that the capacities co-exist in equal measure to one another." (Education practitioner)

"Whilst the four capacities of the Curriculum for Excellence are still relevant and provide a good skeletal framework for teaching, it needs to be updated in line with recent advances in the field of learning and education in the digital age." (Local Authority)

"Decluttered curriculum with children prepared for life, children having wider experiences and an understanding of their interconnectedness in the world." (Education practitioner)

"we should retain the Curriculum for Excellence but strip it back down to the original text (i.e., lose all the extra directions, such as the Experiences and Outcomes, which leave teachers bogged down in bureaucratic detail). Teachers should be trusted to teach and children to learn." (Upstart Scotland)

"A move to regular curriculum review cycle will allow stability over a known period to allow expertly developed core curriculum resources for teachers to use, high-quality professional learning etc. Too often in the past teachers have been left to inefficiently reinvent the wheel for themselves. Good curriculum frameworks and resources developed by expert practitioners, those with expertise in curriculum-making and assessment will give a good base from which teachers can build. Teachers can then focus on developing their pedagogy and classroom practices to improve the learning of our children and young people." (GTCS hosted National Discussion group)

6.3.12 We also heard that there were things that needed to be included in the curriculum to address and reflect some really important aspects. We heard about the importance of rights and understanding and respecting all forms of diversity and equality should be integrated in the curriculum and curriculum-linked resources, for example understanding and appreciation of race, gender, sexual orientation, disabilities, poverty, and other protected characteristics. One of these aspects was having an anti-racist curriculum. A number of participants raised concerns that CfE is largely mono-cultural, with alternative perspectives regarded as an add-on. While it was acknowledged that some issues around racism and Black history are covered in the current curriculum, it was noted that this could be viewed this as tokenistic. It was also noted that within CfE the language on equality and inclusion is not robust enough to encourage teachers to build anti-racist approaches explicitly into the curriculum. Hence, there was a strength of feeling common and some very vocal calls to decolonise the curriculum by teaching black and ethnic minority history which reflects the experiences of ethnic minority individuals, their influence on Scotland, and Scotland's role in the slave trade and colonisation.

6.3.13 Other comments about changes to CfE included ensuring that the curriculum reflects and responds to linguistic and cultural diversity. There were also some suggestions to embed anti-racist principles into assessment processes and for careers guidance and vocational learning to avoid casual stereotyping, for example linked to gender or race.

6.3.14 We also heard about the importance of retaining a focus on wellbeing in CfE and that this needed to receive the same importance and prominence as academic attainment in literacy and numeracy. As discussed in the section on Health and Wellbeing, issues of mental, emotional, physical, and cognitive health require attention in Scottish education, especially in the context of the impact of a global pandemic and a cost-of-living crises.

"Children need to be exposed to a wide range of stories and cultures, so that they build empathy. It's important to encourage reading stories about/written by people of different ethnicities, of different social backgrounds, of different levels of ability, different genders and gender identities etc." (Education practitioner)

"While the vagueness and flexibility of the current Es & Os and Benchmarks allow for creativity and innovation, it is our perspective that fundamental issues of human rights, inclusion, and anti-discrimination/prejudice/bullying should not be lost to impreciseness" (TIE)

"Education Reform presents an opportunity to reconsider the curricular content of education in Scotland. As it stands, the Curriculum for Excellence does not recommend or require gender equal curricular content, nor content which is anti-racist, LGBTQ+ or disability inclusive (Scottish Government, 2008). In practice, this means that some young people will have access to progressive learning, where many others do not. Access to a curriculum which emphasises equality and rights must not be available to all." (Zero Tolerance)

6.3.15 The mainideas emerging from the National Discussion feedback on the curriculum suggest that while there is general support for retaining CfE and the four capacities, there is a question mark though over whether CfE reflects contemporary issues and important aspects, such as rights, diversity, and equality. There was not an overarching view that CfE needed to be withdrawn, but there was strong support for updating CfE in ways that encompassed issues of a more contemporary nature. On balance, the evidence underlined a general concern that the CfE is too cluttered and there is a gap between the principles of CfE and its application in practice. We heard a great deal about the need for a regular curricular review process and for national available curriculum-linked resources to support teaching and learning.

6.3.16 In summary, the key findings concerning curriculum are:

• CfE in both its realisation and delivery is viewed as being unnecessarily variable. It is viewed as overly cluttered with too much content and potentially not the right content.
• The four capacities remain a real strength of the curriculum and should be retained.
• As part of the review of the curriculum the technical framework of the BGE (including the Experiences and Outcomes) needs to be re-visited to ensure it is still fit for purpose and aligns with emerging recommendations about the Senior Phase from the 'Hayward Review'.

Curriculum – Call to Action:

A regular curriculum review process should be established to ensure that the curriculum remains fit for purpose, reflects contemporary learner needs, and can be effectively delivered in ways to ensure that all learners in Scotland have high quality curricularlinked learning experiences.

6.4 Future Assessment and Qualifications

What We Heard

6.4.1 Many of those we listened to, within the National Discussion, including parents, employers, teachers, young people, and specialist organisations that support young people, were particularly exercised about the issue of assessment and qualifications. In summary, the data reflected two completely polarised positions. Firstly, there was strong support for the current assessment and qualification process as a guarantee of high academic standards. Secondly, there was also a strength of feeling that the current assessment and qualifications framework was deeply flawed, narrow, and inherently discriminatory.

6.4.2 On the second of these positions, we heard a great deal of advocacy about the need for a change in assessments and qualifications to offer more opportunities for success for more learners. We heard the need for effective and flexible learning pathways with academic, practical, and vocational options, that recognised and rewarded a broader set of skills, abilities, and talents.

"The qualification system, as it stands in Scotland, is a highly privileged and closed system. It excludes learners, who do not learn in the way the qualifications require and signals to those learners that their talents, abilities, and skills are simply not recognised, so will not be rewarded". (Parent)

"How can an education system write off so many young people simply because they do not fit into the qualifications funnel?" (Education practitioner)

"Vocational skills, technical skills, practical skills are needed in society, but they are seen as not being worthy of an exam or a qualification". (Employer)

"We hear so much about excellence and equity in Scotland but really excellence depends on discounting equity. This is a system with failure and disillusionment, for so many young people, hard-wired." (Education practitioner)

"Relentless focus on attainment, has pulled us away from focussing on each child's journey at their pace." (AHDS conference discussion feedback)

"Giving parity of esteem to each of the four capacities would see the current narrow focus on attainment being replaced by a system which recognises and celebrates the achievements of all learners – one which considers a diversity of pathways which are genuinely suitable and accessible for all learners in the senior phase; which challenges system and societal assumptions that do not value so-called vocational and academic learning equally; and one in which every young person is seen and valued." (EIS)

"Change exams to make them more suited to everyone's strengths by making a wider variety of questions that don't just benefit those with a good memory. Show children what their exams will look like and tell everyone how they will be set up." (Learner, 15)

"Develop data metrics that allow for integrated measurements of success." (UCAS)

"Supporting the individual needs of every child and young person in Scotland's schools can be achieved by widening our measurement of success." (Barnardos)

"I hope that a radical move away from a high-stakes exam diet is being considered. However, I believe it is vital that a robust and anonymised external assessment system remains." (Education practitioner)

6.4.3 While the importance of literacy and numeracy continue to be recognised as fundamental, we heard concerns about an overly narrow focus on attainment and the subjects that are tested and measured. We heard very strong opinions about the need to recognise a broader, wider set of achievements reflecting the wealth of talent that children and young people bring to school, whatever their context, situation or setting. The need to give equal value to all four capacities in CfE was noted. Young people expressed their support for wider achievements to be valued and they reinforced how opportunities to showcase more practical skills in education should be valued and counted. Children and young people, particularly those caring for adults, underlined how life skills should be taught, and how subject content should be made more applicable and relevant to real life.

6.4.4 We heard, from learners, that they wanted to see a Scottish education system in the future as one where everyone's learning progress matters, with an individualised approach to learning rather that a standardised approach that they felt simply discounts learners who do not fit. Many young people we spoke to talked about the need for a divergence from the standard curriculum allowing young people to have the freedom to learn and to follow their own individual interests.

6.4.5 Within the National Discussion, many learners raised the examination system as a highly contentious issue, expressing how stressful and delimiting exams could be. We also heard that the focus on qualifications was having a washback effect to drive all stages of schooling was noted with concern. As a secondary school student commented, there needed to be a shift away from "learning as compliance" associated with their regular experience of test preparation and retrieval as part of their schooling.

6.4.6 It was clear from what we heard that many young people do not consider exams to be an ideal assessment and feel strongly that a continuous assessment model, across subjects, would be the preferred, if not fairer, approach. We also heard from the education profession about the importance of developing and using formative assessment to provide timely, specific feedback to scaffold and support children and young people's learning and progress.

'Exams are a quick-fire judgment on you. The results affect your life for better or worse'. (Learner)

'How can an education system that states it is equitable just shut down the options for so many young people in Scotland willingly, and in the full knowledge that so many talented young people in Scotland will feel discarded and not good enough'. (Education practitioner)

'I am scared the exam system will just show that I am worthless.' (Learner)

6.4.7 Young people of all ages were very vocal about the need for a range of assessment options and pathways that afforded them recognition through a broader range of qualification options that underlined what they could do not what they could not do. It was clear, from what we heard, that the narrative about assessment and qualifications, needs to change to provide a better balance of learning options and learning pathways, for young people, that offer them parity of esteem, the opportunity to be recognised and qualifications that will be accepted whatever career path they choose.

6.4.8 Many learners, who were preparing for examinations, raised with us the acute pressure that they were feeling because of the importance of the exam outcomes for their future careers and lives. These young people underlined the stress that they felt from ongoing external assessments, particularly in the senior phase, where the 'stakes are very high'.

6.4.9 We recognise that an Independent Review of Qualifications and Assessment^[13] is also being conducted. We have shared what we heard from the National Discussion with Professor Louise Hayward and look forward to the detailed recommendations from the Independent Review of Qualifications and Assessment. The content of our National Discussion report is based on responses to the National Discussion exclusively, not other reviews in progress. We also heard that while the Independent Review of Qualifications and Assessments is mainly focused on the senior phase of schooling, there is a need to review and update assessments at all stages of schooling in Scottish education, including in primary and early secondary years.

6.4.10 In summary, the responses concerning future assessments and qualifications identified:

• The need for a broader set of qualifications that affords learners, more opportunities to demonstrate a breadth of learning progress and achievements.
• Changes are needed to the current examination system to offer learners more opportunities and diverse pathways to success and recognition.
• The importance of continuous assessment and formative assessment, as well as external assessments, in providing feedback to support learners' progress.

Future Assessments and Qualifications – Call to Action:

A future education system should capitalise upon, and harness, the abilities, skills, and talents of all children and young people in Scotland. It should break down the academic/vocational divide, offer a broader set of assessment and qualification options, and formally recognise and reward the achievements of all learners.