I raised this issue on the Agenda of the Education Committee on Monday night because I believe we should be monitoring and responding to the effects of switching from Standard Grades to the new National 4 and 5 examinations.
I want to make it clear that my observations should in no way be seen as a criticism of the examination results of our pupils nor their teachers in our schools. My comments should be seen as issues we should acknowledge and respond to in the current school year.
What was noticed when the changes to the examinations were first flagged up to pupils, parents and carers was the reduction in 25% of the subjects that our young people could enter in their S4 examinations. Whereas an S4 pupil could undertake 8 standard grade courses, with the new National 4 and 5 examinations only 6 subject courses could be followed throughout S4. This reduction seemed to be at odds with the aims of Curriculum for Excellence promoting a broad general education. Some of our secondary teachers had concerns about the effect on fewer choices on the number of senior pupils electing to take their particular subject. Many parents were concerned that this reduction in choice would involve not being able to gain the necessary breadth of qualifications to undertake a particular career.
Now we have some figures it is possible to see that some subjects have suffered from very significant reductions in pupil numbers in S4. Comparing 2012/13 when pupils last took Standard Grades with the first year of taking the new National 4 and 5 examinations, there has been a very big reduction in our young people taking a modern language. An 86% reduction in French, 65% reduction in German and a 21% reduction in Spanish. 666 pupils in classes taking a standard grade modern language (General and Credit classes) in 2013/14 as against 171 taking a National 4 or National 5 class in 2013/14. Changes like this are likely to have a profound effect on the number of young people taking a modern language at Higher. Advanced Higher and subsequently at University. It will also have an effect on the number of language teachers we can maintain in our schools; weakening rather than strengthening this area of the curriculum.
The second issue arises from recommendations from the Curriculum for Excellence Management Board Report This working group reviewed the experience of the first year of the new qualifications and produced a report with recommendations for teachers, local authorities and national bodies about tackling the 'significant and unsustainable level of over assessment (of pupils undertaking National 4 and 5 courses)in many parts of the system.'
With all these issues, I think that parents and carers, pupils and their teachers as well as members of the Education Committee are entitled to know how we will be supporting our secondary schools to respond to these issues in the current school year and beyond.