Research publications by members of the University of Glasgow
home > services > Enlighten

The Scottish curriculum in transition: Curriculum for Excellence.

Hulme, M., Baumfield, V., Livingston, K., and Menter, I. (2009) The Scottish curriculum in transition: Curriculum for Excellence. In: British Educational Research Association (BERA) Annual Conference 2009: 'Curriculum Reform in Four Nations - a Home International Policy Symposium, University of Manchester , 2-5 September 2009, (Unpublished)

Full text not currently available from Enlighten.

Publisher's URL: http://www.beraconference.co.uk/2009/downloads/BERA-2009-Final-Programme-Final-Version.pdf


Unlike England, Wales and Northern Ireland, Scotland does not have a statutory national curriculum, but a set of 5-14 National Guidelines for local authorities and schools, standard grade courses and a national qualifications structure. Throughout 2009, schools are preparing to make the transition from the established 5-14 curriculum to a new Curriculum for Excellence. The curriculum review process, in common with other areas of education policy formation pre- and post-devolution, has been characterised by consultation.

This paper offers an account of the development of the engagement process and draws on a curriculum enactment perspective to ask:

  • What are teachers' responses to the draft sets of experiences and eutcomes underpinning the Curriculum for Excellence?
  • How does teachers' "positionality" interplay with curriculum reform (Kirk and MacDonald, 2001)?
  • What factors are likely to support or impede teachers' adaptation of the curriculum in the move towards full implementation?

Item Type:Conference Proceedings
Glasgow Author(s) Enlighten ID:Livingston, Professor Kay and Baumfield, Professor Vivienne and Hulme, Dr Moira and Menter, Prof Ian
Authors: Hulme, M., Baumfield, V., Livingston, K., and Menter, I.
Subjects:L Education > LB Theory and practice of education > LB2361 Curriculum
College/School:College of Social Sciences > School of Education > Pedagogy Policy and Practice

Enlighten Editors: Update this record