Reduced subject choice under Curriculum for Excellence is affecting opportunities and outcomes for Scotland’s young people, research finds

20 February 2023

Curriculum narrowing and a reduced choice of school subjects under the Curriculum for Excellence are affecting outcomes for Scotland’s young people, according to a new study from the University of Stirling.

In what is considered to be the most comprehensive study yet of Scottish secondary schools’ curriculum provision, the three-year study, funded by the Nuffield Foundation, revealed inequalities in outcomes for young people, with those in areas of high deprivation adversely affected.

In an accompanying blog published today, Dr Marina Shapira and Professor Mark Priestley say they found “significant unintended consequences for young people, teachers and schools, and serious equity concerns”.

The mixed-method study analysed existing and new data, from the Scottish Government, and from newly generated data from surveys, interviews and focus groups involving school leaders, local authorities, teachers, young people and parents.

The study reveals that S4 students (typically aged 15 to 16) were studying fewer subjects than before the Curriculum for Excellence (CfE) was introduced. This is contrary to the original aims of CfE, which was to broaden the secondary school curriculum.

The curriculum narrowing affected students from all socio-demographic backgrounds, the study found. But those attending schools in areas of high deprivation were more adversely affected than their peers in less deprived areas.

Those in schools in more deprived areas were also more likely to postpone studying for National 5 qualifications until S5 and for Highers in S6, says the report.

The researchers found that the enrolment of S4 students in non-compulsory subjects, such as Expressive Arts and Modern Languages, has also continued to decline under CfE.

The study also reveals a “culture of performativity” in Scotland’s secondary schools, with teachers under pressure to raise attainment.

Dr Marina Shapira
Associate Professor in Sociology, University of Stirling

The research reveals the pressure on teachers to raise attainment, which can lead to decision making that is contrary to the purposes and principles of CfE. This narrow focus on what is assessed for National Qualifications can be argued to be counter-educational.

Dr Marina Shapira, Associate Professor in Sociology at the University of Stirling and Principal Investigator on the project, said: “The research reveals the pressure on teachers to raise attainment, which can lead to decision making that is contrary to the purposes and principles of CfE. This narrow focus on what is assessed for National Qualifications can be argued to be counter-educational, limiting young people’s opportunities to develop the knowledge, skill and attributes that are essential for successful transitions beyond school and for adult life.”

Professor Mark Priestley, Co-Investigator on the Project, said: “The findings indicate that attainment driven decision-making is central to the culture in which schools operate. There is a pressure on schools to perform in particular ways, and many practices which involve schools striving to meet the demands of the system, rather than the system supporting decision-making grounded in an educational rationale.”

The report offers several recommendations on performativity and curriculum provision in Scotland’s education system, including: curriculum provision; building capacity; policy development; further research into the impact of curriculum narrowing; and better access to data for research.

Dr Shapira said: “The findings of this study highlight the need for further research into the impact of curriculum narrowing on the educational experience of young people in Scotland and for policy and practice changes that will emphasise meaningful purposes and principles to better prepare our young people for their futures.”

Dr Emily Tanner, Programme Head at the Nuffield Foundation, said: “This in-depth study, drawing on multiple data sources and perspectives, provides new evidence on the implications of curriculum provision and choices on young people’s outcomes. Understanding how opportunities vary according to social background provides an essential basis for taking action to reduce inequalities.”

Head shot of Mark Priestley in front of book shelves

Mark Priestley
Professor in Education

The findings indicate that attainment driven decision-making is central to the culture in which schools operate. There is a pressure on schools to perform in particular ways, and many practices which involve schools striving to meet the demands of the system, rather than the system supporting decision-making grounded in an educational rationale.