1. Qualifications Update: Philosophy Qualifications Update: Philosophy

2. Developing qualifications - drivers Progression – provide progression from Es & Os and maximise continuity between levels More open and flexible requirements – fewer, broader outcomes, more focus on skills Assessment which supports learning - open evidence requirements – choice of assessment approaches – opportunities for combined assessment Refreshed and relevant contexts for learning, providing challenge and enjoyment Personalisation and Choice – in content/contexts for Units - Added Value Unit at National 4 – coursework assessment at National 5 Robust and credible – current high standards in qualifications will be maintained

3. develops critical thinking and reasoning skills throughout the Course provides progression from National 5 to Higher though deeper understanding of more complex concepts and the ability to apply this to more complex issues combines the best aspects of current Intermediate 2 and new approaches designed to offer personalisation and choice for learners uses a question paper and an assignment for Course assessment at National 5 Key points

4. Unit Structure National 5 Arguments in Action Knowledge and Doubt Moral Philosophy

5. New Quality Assurance arrangements Will cover new National 1 to National 5 from 2013/14 New arrangements will promote shared understanding of national standards through a collaborative and partnership approach New ‘Nominee’ role - provides a pool of nationally trained experts Intense verification in the first 3 years, then an intelligence led approach will be adopted Verification in Nov/Dec, Feb and Apr/May - allows for early identification of issues and support/guidance to be given

6. Assessment Support Schedule 2012/13 Oct 12 to Mar 13 N3 to N5 Unit Assessment Support (Package 1) Feb 13 N3 to N5 Unit Assessment Support (Package 2) Feb 13 N5 Specimen Question Paper Apr 13 N3 to N5 Unit Assessment Support (Package 3) Apr 13 N5 Specimen Coursework Apr 13 N4 Added Value Assessment Support

7. Philosophy Unit Assessment National 5

8. Unit assessment Flexible and open Assessment Standards and Evidence Requirements in Units Greater range of techniques and methodologies for assessment – encouraged through Unit assessment support packages Assessments can be designed to provide evidence across more than one outcome or Unit – combined assessments More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

9. Unit Assessment Support packages – purpose Assessment support packages will be provided which you can use to: Assess your candidates Adapt for your own assessment programmes Help you develop your own assessments

10. Unit Assessment Support packages – key features Valid from August 2013 Designed to encourage professional judgement Provide broad-based tasks – allow assessors to choose appropriate context and forms of evidence Show range of approaches to generating assessment evidence Give information on the type of evidence which could be gathered and how this is to be judged against Assessment Standards

11. Unit assessment support packages - approaches Package 1 Unit by Unit approach – discrete assessment tasks for each Unit Package 2 Portfolio approach – naturally occurring evidence Package 3 Combined approach – groups Outcomes and Assessment Standards from different Units

12. Assessment Package 1 Unit by Unit approach Different ways to assess: 1.Candidate workbook 2.Producing an information poster 3.Responding to questions Advice on how to make assessment judgements Suggested recording documentation Appendix with task which can be given to candidates

13. Philosophy Added Value Assessments: - National 5 Course Assessment

14. Adding Value – National 4, National 5 Each Course at National 5 includes assessment of Added Value For National 5, the added value is in the Course Assessment - graded A - D (as at present)

15. Added Value Makes the Course more than the sum of its parts Builds on current Course assessment and Group Award approaches Defined as breadth, challenge and/or application as outlined in Building the Curriculum 5 May involve accumulation, assimilation, integration and/or application of skills, knowledge and understanding Uses 7 defined assessment methods (there usually two of these)

16. Controlled Assessment Where the assessment method is not a question paper, SQA has introduced the concept of controlled assessment to ensure fairness and reliability 3 stages of assessment: Setting, Conducting, Marking the assessment Each will have a defined level of control: SQA-led activity, Shared responsibility between SQA and centres, Centre-led Subject-specific decisions, but mostly SQA-led activity in initial years

17. National 5 – National 5 – Question Paper 50 marks 1 hour 30 minutes all questions mandatory – no options 3 or 4 questions – each 10 or 15 marks questions divided into parts – each with between 1 and 6 marks may use stimuli or scenarios marking will draw on Intermediate 2 approach

18. National 5 – National 5 – Assignment 30 marks set and marked by SQA conducted under supervision in centres responding to a question or claim: 1.describing the question/claim 2.analysing and evaluating arguments or reasons 3.give an informed personal view on question/claim We never make free choices. In what ways do philosophers respond to this claim?