THE BIGGEST shake-up of the school curriculum for a generation risks ending up making only “superficial” changes, Scotland’s education watchdog has warned, writes Grant Smith, education reporter.

HM Inspectorate of Education said not all teachers had access to the high-quality training needed to help them implement the Curriculum for Excellence.

It said there was “not yet a clear enough link” between the continuing professional development (CPD) of school staff and improvements in children’s learning.

The curriculum is meant to give pupils a smoother, more flexible path through schools that aims to ensure they acquire both academic qualifications and broader skills that will help in their later life and work.

HMIE senior chief inspector Graham Donaldson said, “While Scottish teachers have highly-developed professional skills, the success of the reform will depend on teachers developing new knowledge, understanding and practice.”

The teachers’ agreement, that was meant to set out how professional skills were to be enhanced, had “yet to be fully realised” and implementing the curriculum depended on this being done.

HMIE has compiled a report based on inspections of schools across the country over the past two years.

“While we have found a great deal of encouraging practice, this is not in evidence consistently across all schools and education authorities and not all parts of the agenda are yet being systematically addressed.

“There is a risk that, in the face of this agenda and a failure to use resources to the full, changes may be superficial, and that energies may be directed towards activities that will not lead to the outcomes we seek for learners,” he said.

The report said some local authorities had cut CPD due to budget problems and schools were using more “in-house” training and information technology like Glow, the national schools intranet system.

There were many examples of good practice, but also a need for more evaluation of CPD’s impact on pupils’ progress.

Inspectors looked at the role of chartered teachers, a position created to allow experienced teachers to stay in the class rather than move to management posts.

With around 900 chartered teachers in Scotland, and more going through the programme, the numbers are still well short of averaging one per school.

The report said, “In many schools and authorities, senior staff were uncertain about the role of chartered teachers in contributing to professional development and school improvement.

“Headteachers did not always know who among their colleagues was undertaking the programme.

“This has had an obvious impact on the capacity of senior leaders to support colleagues or capitalise on the skills of those who have completed the programme.”

Education secretary Fiona Hyslop said, “As we implement the Curriculum for Excellence, its importance can only increase.

“That’s why I believe it is essential that all involved in education redouble their efforts and make sure CPD delivers maximum benefits focused on the curriculum.

“This report makes valuable recommendations on how CPD can be improved and I encourage teachers, schools and local authorities to rise to these challenges.”

Ronnie Smith, of the EIS teaching union, said the report highlighted the excellent work teachers were doing in implementing the curriculum and the important role chartered teachers were playing in the process.

But he warned, “Continued funding for quality CPD for all teachers is absolutely essential if the Curriculum for Excellence is to succeed.

“However, in these days of financial pressures and budget cuts, all of this good work and progress could go to waste if the government and local authorities do not ensure adequate levels of education funding.

“Cuts in teacher numbers and training budgets are stretching our schools and teachers to the limit. This must be addressed if progress is to be maintained.”