A Curriculum for Excellence: a review of approaches to recognising wider achievement

Brian Boyd, Summer Kenesson, Liz Seagraves, L.C. Siebelt, Learning and Teaching Scotland (Funder)

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The is the report of work undertaken by the Quality in Education Centre of the University of Strathclyde on behalf of Learning and Teaching Scotland into Recognising WiderAchievements of young people both in and out of school.Desk research and empirical research were undertaken in January and February 2007. This short timescale inevitably limited the extent of the work undertaken. The views ofstakeholders were sought through interviews and questionnaires. Definitions of wider achievement have been emerging in the UK since four key areaswere identified by the DfES (DfES, 1984). These were recognised in 'National Records of Achievement' and included recognition of achievement (exams and other activities), motivation and personal development, curriculum organisation, and a document of recordthat is 'recognised and valued'. Further policy development in the 1990s and into this century raised further issues including the range of activities and variation in types oflearning, equity of access to opportunities, and challenges of assessment.
Original languageEnglish
Place of PublicationGlasgow
Publication statusPublished - 2007


  • curriculum for excellence
  • assessment
  • achievement
  • education
  • scottish education
  • scotland


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