Talk:Curriculum for Excellence

Curriculum for Excellence seems to share many of the characteristics of "Outcome Based Learning" followed by the progressives, as distinct from the more traditional education.

A summary table from the Campaign for Real Education may help - http://www.cre.org.uk/philosophies.html

Traditional v Progressive TRAD. Education should be reasonably authoritarian and hierarchical PROG. Education must be egalitarian TRAD. The curriculum should be subject-centred PROG. It must be child-centred and relevant TRAD. Emphasis should be on content PROG. Emphasis must be on skills TRAD. (Book) knowledge and accuracy are essential PROG. Experience, experiment and understanding are more important TRAD. Rationality and the consideration of factual evidence should predominate PROG. Creativity and feelings are more important than facts TRAD. Recognition of right and wrong PROG. Right and wrong depend on one’s point of view TRAD. There should be a product PROG. It is the process that matters TRAD. The product, or knowledge of content, should be objectively tested or measured PROG. Criteria provide a framework for subjective assessment or tasks based on skills TRAD. Competition is welcomed PROG. Co-operation must take precedence TRAD. Choice between different curricula and/or different types of school is essential to maximise individual strengths PROG. Entitlement for all replaces choice and differentiation; equal opportunities can be used to construct equality of result

Lack of citations
As it stands, this article is not anything like encyclopedic quality. It wouldn't be hard to find some citations on the internet given the number of websites and news articles on the subject, but this just sounds like opinion as it stands.Ironically the criticisms of vagueness are themselves vague and unsubstantiated! Lord Spring Onion (talk) 14:49, 3 March 2011 (UTC)

1. "A greater specificity in description would, no doubt, result in rejection by those who have a Christian world-view." There is no explanation or citation for this.

2. The blurb is quite vague, but as far as I can tell, basically C for E means that the courses are all one year (like Highers), you can take five levels of exams at any time through the final 3 years (instead of everyone doing Standard Grades), and there are updates and changes to some of the courses. Ox-alex (talk) 10:05, 15 January 2012 (UTC)

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New Higher and Advanced Higher didn't replace the Standard Grade
It's claimed in this edit that


 * The new qualifications are National 1, National 2, National 3, National 4, National 5, Higher and Advanced Higher which replaced the former Standard Grade.

I don't know all the fine detail of the updated qualifications system, but it's pretty clear that neither the revised Higher nor the Advanced Higher "replaced the former Standard Grade", since the new Higher was a replacement for the previous version of the Higher(!) and the Advanced Higher replaces the CSYS (Certificate of Sixth Year Studies), both of which followed on- in that order- after Standard Grade.

The referenced PDF confirms this, so I've updated it.

Ubcule (talk) 20:32, 22 May 2024 (UTC)