INTRODUCTION

Guidance relating to Level F is intended to complete the existing 5-14 Guidelines and to provide an appropriate challenge for pupils who have attained Level E before the end of S2. Based on the advice given for pupils Beyond Level E, it is intended to complement subject advice within the guidelines and is presented in a similar style and format. To support progression from the existing guidelines, most strands have been retained and extended. Few new strands have been introduced, and only after careful consideration.

The exist ing 5-14 guidelines have not been altered and will continue to inform and direct the curriculum and assessment of pupils from P1 to S2. Teachers should ensure their familiarity with the guidelines, both subject specific and general, before considering Level F advice, in order to appreciate the continuity of advice offered. To help in this process, existing attainment targets for Level E have been included alongside those for Level F. While the existing Beyond Level E advice has largely been incorporated into Level F, it is still relevant for teachers planning suitable programmes of work for pupils who have attained Level E.

Some advice is given on particular areas of content which ought to be addressed, but primarily the focus of Level F is on the continued development of a broad range of skills and learning processes. Considerable attention has been given to ensuring the advice given is meaningful and appropriate for pupils in both primary and secondary classes and, in particular, that resource demands are not unrealistic. For secondary teachers, it will be important to continue to consider how programmes in S1 and S2 articulate with existing Standard Grade courses in S3/S4. It should be noted that Level F is not intended as a pre-entry requirement for Standard Grade.

Consolidation of knowledge and skills acquired earlier will be an important part of any Level F provision. All pupils working at this level should be expected to assume greater responsibility for some aspects of their own learning. Particular attention should continue to be given to the appropriateness of content, context, demand and approaches to teaching, taking into consideration the physical and emotional maturity of pupils.

At all levels it is essential that pupils are challenged by appropriately demanding work and that they benefit from a range of learning styles and experiences. The expectations which teachers have of pupils will continue to play a significant part in ensuring they work to their full potential.

No new advice on class organisation is given and it is recognised that, as with Levels A-E, there may be individual pupils working at a particular level. Since the publication of the 5-14 guidelines there have been several reports and publications which will impact in general on the delivered curriculum. Among these are the SOEID reports 5-14: A Practical Guide; Achievement for All; Achieving Success in S1/S2; and, for secondary schools, the documentation associated with the Higher Still programme. These should be taken into consideration by teachers, as appropriate, alongside the 5-14 guidelines and Level F advice.