Posted: Wednesday 15 February 2012
An Excellent Curriculum? An Independent View
As the Rector of Scotland’s second oldest school I have always been a passionate believer in the values of Scottish education and have been delighted with the breadth and challenge my own children have enjoyed. However, I am becoming increasingly aghast at what is happening to our cherished curriculum. As an independent school we believe in progress and normally welcome new initiatives. Systems need to change. However, we have to ensure that standards are at least maintained. Unfortunately the Curriculum for Excellence has thrown up a number of major concerns for us. There is a clear feeling now that we are sleepwalking into a possible disaster from which it may take generations to recover.
An exaggeration? I wish.
First, there is the astonishing decision to cut the number of subjects pupils take in S4 from 8 to just 6, or possibly 5! How can it be that S2 pupils are being told they cannot choose 3 sciences in S4? What are the implications of this? Pupils will drop subjects in S3 without achieving any meaningful qualification. Their subject choice range for Higher will be consequently much reduced. The teaching of languages, creative subjects, even social sciences, will shrivel. The very names of the new qualifications – National 4 and 5 - smack of political conformism rather than intellectual aspiration.
This reduction in subject choice is a betrayal of the excellent Scottish tradition of breadth and rigour. Whilst pupils elsewhere benefit from breadth - just remember that pupils in England and the rest of the UK habitually take up to 10 subjects up to the end of S4 – young Scots will substantially lose out in competiveness when it comes to applying to Higher Education, particularly if they wish to apply for courses outwith Scotland.
Not surprisingly therefore in an independent school such as the High School of Dundee I feel we have an obligation to our pupils to continue with 8 subjects up to the end of S4. At least we have the choice.
Secondly, in this disconcerting new world, what is happening to the subjects for study? In my experience a school that offers a range of modern languages to Advanced Higher, three discreet sciences at all levels, and subjects such as Latin and Economics, is one that provides the intellectual basis for pupils to move on to any university in the world. Similarly, the ‘creative’ subjects, such as music, art and drama, are a core element of any good school. The implementation of Curriculum for Excellence is threatening to impoverish rather than enrich the creative spirit our society so badly needs.
Thirdly, the implementation process has been breathtakingly longwinded and unprofessional in its inefficiency. The endless meetings full of jargon and woolly thinking would be bearable if the reality were different, but it is surely unprofessional when S2 students currently making subject choices for exams in 2015 are doing so without full knowledge of the courses they will be taking.
At the High School of Dundee we remain committed to Scottish education. The underlying principles of Curriculum for Excellence are worthy, but in independent schools they have been our bread and butter for generations rather than a wondrous revelation. Change is needed. The bathwater needs to be replenished; but don’t reduce the size of the bath, confiscate the soap and hot tap, and stop the baby getting out.
Dr John D Halliday
Rector, High School of Dundee