Exploring Curriculum Making in Scottish Secondary Schools: Trends and Effects

Citation

Shapira M, Priestley M, Peace-Hughes T, Barnett C & Ritchie M (2023) Exploring Curriculum Making in Scottish Secondary Schools: Trends and Effects. Scottish Affairs, 32 (4), pp. 397-424. https://doi.org/10.3366/scot.2023.0473

Abstract
This article presents the findings from a recent study funded by the Nuffield Foundation, which aimed to provide insights into the experiences of young people and teachers in secondary schools across Scotland under the Curriculum for Excellence (CfE). Our research has uncovered a decrease in the number of National Qualifications entries in S4 under CfE, a phenomenon commonly referred to in Scotland as 'curriculum narrowing.' Furthermore, we have identified evidence of social stratification in overall and subject entry patterns in S4, with students from disadvantaged areas experiencing a more significant decline in entries and being limited to a narrower range of subjects. Marina Shapira is an Associate Professor in Sociology in the Faculty of Social Sciences at the University of Stirling and the Principal Investigator on the Nuffield Foundation funded project: Choice, attainment and positive destinations: exploring the impact of curriculum policy change on young people. Additionally, our study has revealed signs of curriculum fragmentation during the Broad General Education phase (years S1-S3). The findings from our study also suggest that the curriculum decisions made in schools are primarily driven by the demand for better attainment data, particularly in National Qualifications during the Senior Phase (school years S4-S6), with less emphasis on what it means for an individual to become an educated person in a modern and complex society. Based on our findings, we have concluded that curriculum fragmentation and narrowing under CfE have a detrimental impact on the progression and attainment of young people. Schools that offer a broader curriculum in S4 demonstrate higher enrolment rates for Higher qualifications in S5 and Advanced Higher qualifications in S6. In contrast, schools that offer a narrower curriculum in S4, particularly those in deprived areas, are more likely to experience delays in higher-level qualification entry. A broader curriculum in S4 has been associated with improved performance in National 5 qualifications, higher scores in international tests such as PISA English and Maths, and higher scores on OECD measures of global competences. On the other hand, a narrower curriculum is correlated with less favourable outcomes after leaving school, especially in terms of Higher Education enrolment.

Keywords
Education; Secondary Schools; Qualifications; Scottish Curriculum for Excellence (CfE); Curriculum narrowing; Outcomes of young people

Notes
Mark Priestley is Professor of Education at the University of Stirling, director of the Stirling Centre for Research into Curriculum Making, and the co-Investigator on the project. His research interests lie in the school curriculum -theory, policy and practice -and especially the processes of curriculum making across different layers of education systems. Dr Tracey Peace-Hughes was employed by the University of Stirling as a Research Fellow on the project. Dr Camilla Barnett is a Research Fellow at the University of Stirling and was the project research assistant. Her main research interests are in the fields of social stratification and inequality, with a particular focus on gender-based inequalities; and quantitative research methodologies. Michelle Ritchie was the project research assistant and about to commence her PhD in Queen Margaret University, Edinburgh She is a GTCS registered teacher of Modern Studies. Her main research interests are curriculum theory and provision.

Journal
Scottish Affairs: Volume 32, Issue 4

• Accepted manuscript