Exploring the Challenges at the Broad General Education to Senior Phase Transition in Scotland’s Curriculum

Abstract

Since the implementation of Curriculum for Excellence (CfE) many secondary schools have modified their curricular structure, influenced by the requirement to deliver pupil entitlements and offer a Broad General Education (BGE) to the end of S3. The autonomy afforded to head teachers (HTs) offers schools significant flexibility in designing their curriculum, which has resulted in a range of curricular structures across Scotland.  However, many schools find it challenging to attain a balance between ensuring learners receive their entitlement to a BGE while also supporting progression to the Senior Phase (SP). This empirical research uses Glasgow secondary schools as a case study.  It seeks to understand the underlying reasons giving rise to this challenge, and how this impacts on curricular structures.  It concludes with recommendations for practice and policy to alleviate the challenge.