Research on National Standards

The report outlines findings on how practitioners, senior staff, and qualifications managers engage with and understand the National Standards in education. Research was conducted 2024 with 32 participants.

This summary emphasises the critical role of SQA in supporting ongoing understanding and application of the National Standards, with a strong focus on increasing accessibility, improving engagement, and providing tailored, subject-specific resources.

• Understanding of National Standards: There is broad consensus among practitioners that they have a solid understanding of National Standards, though Senior Appointees and Qualifications Managers note that practitioners' level of understanding varies. Senior staff in schools generally feel they have a strong grasp of the standards.
• Methods and resources for understanding: Practitioners and senior staff rely heavily on resources from the Scottish Qualifications Authority (SQA), such as newsletters, events, webinars, and the SQA website. Senior appointees and qualifications managers also use SQA resources, but mention more varied methods such as past question papers and collaborating with SQA colleagues.
• Application in practice: Practitioners apply the National Standard through regular review of SQA resources and guidelines. Senior staff focus on ensuring that teachers use these resources, particularly when teaching for the first time or after a break.
• Responsibility for facilitating understanding: There is a strong consensus that SQA plays a key role in keeping practitioners up-to-date with the standards. Many believe practitioners, local authorities, and centres also have shared responsibility.
• Effectiveness of SQA resources: Practitioners and senior staff generally feel that SQA's resources support them well, though there are suggestions to increase the number of events and webinars, especially local ones. Senior appointees and qualifications managers also express satisfaction but suggest more interactive resources.
• Further support from SQA: Few additional needs were identified, but practitioners and senior staff suggested more events, subject-specific guidance, and clearer communication of available resources. Senior appointees emphasised better utilisation of existing resources.
• Engagement opportunities: Recommendations to increase engagement include more webinars and local events, along with greater use of online resources and departmental meetings. Qualifications managers see little room for significant improvement but suggest promoting the importance of updating standards knowledge.
• CPD for National Standards: Practitioners and senior staff proposed allocating more time for CPD, especially for online updates and in-person events.
• Training on National Standards: Both practitioners and senior staff believe that National Standards should be included in teacher training programs, as newly qualified teachers often lack understanding of these standards.
• Evidence of understanding: There is resistance to additional processes to evidence understanding, as it would add to practitioners' workload. Senior appointees and qualifications managers also questioned the value of evidencing understanding beyond current review processes.
• Key priorities for SQA: Senior appointees and qualifications managers suggest SQA focus on updating its website, improving communication, facilitating more CPD, and ensuring consistency in the application of standards across centres.

National Standards Research Report (428 KB)