The Use of New National Qualifications in S3 and S4 in 2002–03

Abstract

This paper describes the use of New National Qualifications (NNQs) in S3 and S4 in 2002–03, using data from a survey of all Scottish secondary schools and case studies of four schools. Most local authority schools, and a half of independent and special schools, had made some use of NNQs in S3 and S4, mainly to replace Standard Grade but in some cases to certificate other subjects such as religious and moral education. The use of NNQs was only weakly associated with school characteristics such as size or average S4 attainment. In a majority of schools no more than one Standard Grade subject in ten had been replaced, but a few mainstream local authority schools, and several independent and special schools, had replaced much more than this. Replacement was most common in home economics, science, mathematics and French, and at Foundation and to a lesser extent General levels. NNQs were not being used to vocationalise the S3 and S4 curriculum. School staff said they used them because they offered provision at a more appropriate level, better progression opportunities and pacing of study, and better content. However some staff expressed concerns about the implications of the mixed economy that appeared to be emerging, and the absence of national or local strategy at the time of the study inhibited progress. Decisions about replacing Standard Grade tended to be taken in a decentralised and ad hoc way. Schools’ future plans were uncertain but there was little evidence of an imminent wholesale migration to NNQs in S3 and S4. We discuss the implications for current policy debates.