SQA accused of 'slap in the face' to teachers
One teacher described the exam board's actions as 'a real slap in the face to those wanting to do the best for the young people in their class.' The country's biggest teaching union said that the Scottish Qualifications Authority (SQA) should have carried out 'proper consultation' with schools and urged them to 'think again' about the changes.
The course updates were announced in the SQA's regular newsletter on 15 May and include the removal of an entire question paper from Higher Drama, the introduction of a prescribed text list for another, and alterations to exam questions and marking schemes at National 5 and Advanced Higher levels. According to one senior teacher who approached The Herald, this was the 'first notification' to schools that significant changes would be introduced and made mandatory for the 2025/26 academic year.
Under a sub-heading of 'What you'll need to do differently', teachers were informed that they will have to select one of 15 prescribed texts for paper one of the exam. In addition, they were told: 'You'll also need to update your teaching notes and assessment materials to reflect the new marking instructions for both sections of the question paper.'
The post confirmed that the updated course specifications and exemplar exam papers would be made available four days later on Monday 19 May. This material was published as planned on the SQA website.
Most secondary schools in Scotland begin their new timetables in June once students have returned from exam leave, meaning that teachers have just a few weeks to reconstruct their courses to fit the new requirements. In cases where schools have not previously taught any of the new approved texts, class sets will have to be purchased and entirely new teaching materials developed.
The EIS has told its members not to carry out unplanned additional work in order to accommodate 'last minute changes from the SQA".
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A spokesperson for the SQA insisted that the changes have been 'shaped by the thoughtful feedback shared by teachers, and the timing reflects what was important to them.' They also said that 'a range of resources' will be made available 'in the new session' in order to 'help bring clarity and confidence to the classroom".
However, a senior teacher disputed these claims, telling The Herald that the SQA had carried out very limited engagement work and had not presented the proposed set text list to teacher to gather their opinions on the plays to be included. They added that the decision to impose the changes immediately creates an 'obvious workload issue' and financial challenges that the SQA should address.
In addition to the logistical concerns being raised by teachers, the new set text list has also been described as disappointing and uninspired, with some arguing that it will make it more difficult for teachers to engage young people in the subject.
The only women with work included as a set text are Shelagh Delaney (A Taste of Honey), Liz Lochhead (Dracula), Ena Lamont Stewart (Men Should Weep), Zinnie Harris (The Duchess (of Malfi)). An SQA spokesperson told The Herald that the selections on the new list are 'based on the most popular responses' in previous exams, and that the list will be 'reviewed regularly top ensure it remains relevant".
The new list of set texts for Higher Drama (Image: James McEnaney) Speaking to The Herald on condition of anonymity, one current drama teacher said that the SQA has 'failed to recognise the huge implications of introducing a set text list and new marking scheme just a few weeks before the change of timetable."
They continued: 'In a time where unions are voicing concerns for teachers health and wellbeing as well as workload it's a real slap in the face to those wanting to do the best for the young people in their class.
'I'm hugely concerned at the lack of diversity on the new list - it does not represent a contemporary Scotland. There are no BAME texts, very few females on the list. It's made up with a majority of white men.'
Commenting on changes to marking approaches, the teacher added that these have 'now been dumbed down' and expressed a fear that drama will 'now be looked down on by universities' when setting entry requirements.
Anne Keenan, Assistant General Secretary of the EIS, said: 'Clearly, where it is necessary to make changes to a course in any subject following what should be consultation with teachers through their representative bodies, it is essential that schools and teachers are provided with adequate information and time to prepare. The workload demands of changes to a course are substantial, and can add significantly to existing teacher workload if not managed correctly. In addition, changes to courses can bring with them resource requirements which place an even greater strain on already tight school budgets.
'In planning any changes to courses, the SQA must be fully cognisant to the impact on schools, teachers and students. It is also important that due consideration be given to the appropriateness of the required materials, including the equality impact of the selected texts.
'Proper consultation with teacher trade unions would have led to much stronger equality considerations at an early stage. The EIS continues to advise members that there can be no expectation that last-minute changes from the SQA will be accommodated over and above existing agreements in respect of teachers' working time.
'The SQA should think again.'
The Herald approached the SQA to ask why course changes were being pushed through for the coming school year and whether the exam board would consider a delay in response to concerns raised.
Their spokesperson said: 'Following feedback from stakeholders, and evidence gathered from past years' assessments whereby learners were not taking advantage of the full range of marks available to them in the Higher Drama exam, SQA took the decision to review the Higher Drama question paper and the accompanying marking instructions.
'This was done to consolidate the question paper and give learners the best opportunity to maximise their marks from the paper. Feedback received indicated that there was a desire among teachers to adopt the changes for the 2025-26 session.
'These changes were shaped by the thoughtful feedback shared by teachers, and the timing reflects what was important to them.
'To support teachers through this transition, a range of resources will be available in the new session. These will include an event, a webinar, and understanding standards material – such as exemplar answers and commentaries – to help bring clarity and confidence to the classroom.
'We're grateful to teachers for their input, which played a key role in shaping these developments.'
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