Building the Curriculum 5: Recognising achievement, profiling and reporting

Recognising achievement, profiling and reporting are all integral elements of Curriculum for Excellence. This guidance provides advice on developing common approaches to these which relate closely to the processes of learning and teaching.

It is for all partners who are involved in promoting effective learning for children and young people from 3 to 18, in whatever setting. This includes all those involved in planning, supporting, designing and providing learning opportunities including:

• practitioners in a wide range of services: early years, primary, secondary and special schools, colleges, voluntary organisations, private training providers, youth workers and other specialist learning providers, including those in secure and residential settings
• professionals in other children’s services (health, social work, police), community learning and development partnerships, and wider community planning partnerships
• local authorities, employers and Skills Development Scotland
• young people, their parents, carers and families.

Key features

Although recognising achievement, profiling and reporting each have particular emphases, much of the information and many of the processes related to them will be the same. To meet the principles of Curriculum for Excellence, education authorities, schools and learners will undertake a range of activities and processes to support recognising achievement, profiling and reporting. Many of these practices are already well established in schools and other education establishments.

The key features of recognising achievement, profiling and profiles and reporting within Curriculum for Excellence are:

Recognising achievement – All children and young people are entitled to have the full range of their achievements recognised, and to be supported in reflecting and building on their learning and achievements. Schools and other establishments will provide opportunities for learners to achieve and encourage them to participate.

Profiling and profiles – A profile of a learner's best achievements will be produced at P7 and S3. Profiles may be produced at other points to meet the needs of a learner, as decided by the learner, school or education authority. There will be an on-going process of dialogue and reflection for all learners from 3 to 18. The information drawn together through this process will enable profiles to be produced whenever required to inform the next stages of learning.

Reporting – Parents will continue to receive regular information about their children's strengths, progress and achievements. They should be informed about any gaps in their children's progress, about next steps in learning, about any specific support needs and about ways that they can help support learning.

Author	Scottish Government
Publisher	Scottish Government
ISBN	978-0-7559-9825-8
Download free material(s)	PDF file: Building the Curriculum 5: A framework for assessment: Recognising achievement, profiling and reporting (1.5 MB)