I WAS glad to read of the EIS's welcome for the #24m extra funding I announced for Higher Still in the letter from Bill Ramsay today. He also raised some points I'd like to clarify.
Since being appointed as Scottish Education Minister I have been listening and learning - about the vast amount of work that is being done centrally and locally to prepare for Higher Still, but also about a number of concerns expressed to me by some teachers and their representatives.
On time for preparation, education authorities are already arranging training for classroom teachers as part of their implementation plans. In June we announced that an additional two in-service days would be granted. The funding I have now announced will provide class cover to allow additional preparation time, short-term secondment of specialist teachers to assist in staff preparation, etc: whatever are the local needs.
Let me be clear about phasing. In August 1999 existing Higher courses will be replaced by the Higher Still version. In August 2000, CSYS courses will be replaced by Advanced Higher courses. Beyond that, the pace of change will be for schools and colleges to determine in the light of likely demand and available resources. But I think it a reasonable expectation that all the components of the Higher Still package should be phased in within a three-to-five-year planning cycle, so that our young people can get the full benefit of the reforms.
Where changes in content have been made, an array of support materials are being provided, so that teachers will have time to assimilate the changes and will have access to materials for all parts of courses. Taken together with the National Assessment Bank (of exemplar assessments), teachers will be better supported than ever before.
On assessment, the Higher Still system is not designed to increase teacher or pupil workload. The internal assessments are designed to reflect typical learning activities and in most cases should form part of normal course work.
Higher Still does not promote or rely on the extension of multi-level teaching. This is not a new issue, especially for smaller schools or minority subjects. Where teachers are already dealing with groups working at more than one level, the support materials provided for Higher Still should make classroom management easier.
All key aspects of Higher Still were the subject of the most extensive consultation ever in education reform. More than 1000 teachers and other professionals have been involved in the development programme. Many teachers are anxious that there be no further delay, so that they can bring the benefits of Higher Still to their pupils. But I recognise that many teachers will have a range of questions. That is why I am arranging for a helpline to be set up for secondary school teachers. The number will be announced shortly.
I also recognise the importance of keeping parents informed. As a mother I know only too well about not receiving notes intended for parents because they are still lying at the bottom of a schoolbag. So we will be placing factual information leaflets on Higher Still in major retail outlets.
I take very seriously my role in securing an education system dedicated to ensuring all our young people progress to the highest standard they can achieve. Higher Still will provide relevant learning to equip young people for their adult lives. We have given teachers the tools for the task. It is in nobody's interest - least of all the pupils' - to contemplate any disruption of this important reform.
Helen Liddell,
Minister for Education,
The Scottish Office,
St Andrew's House,
Regent Road,
Edinburgh.
September 11.
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