Second-year pupils in Stirling have echoed HMI’s concerns about the curriculum (Platform, page 16).
They told researchers of inadequate differentiation, particularly for high and low-ability pupils, a lack of continuity and progression from primary to secondary, time-wasting activities such as extended copying and the apparent irrelevance of some subjects.
They liked the HMI notion of direct teaching, good explanations followed by questioning of individuals, formal and informal assessment, feedback on progress and friendly teachers who maintained class discipline.
