Snub for 'flawed' revamp
It warns against simply rearranging "a set of flawed arrangements" and calls for a "more reflective approach based on current research on learning and teaching".
"The present guidelines are based on the premise that learning is a neat, linear process and that we can sort children's learning into little boxes called 'levels'; that they can then go through a series of hoops from one level to the next and be 'assessed' along the way."
West Lothian says evidence from Professor Sally Brown of Stirling University shows that classroom life is unpredictable.
"The behaviourist model of the 5-14 environmental studies document assumes there is an easy recipe for 'delivering' which will result in pupils responding in the desired way and this belies the complexity of how people actually learn," the response states.
Guidelines should be more imaginative and innovative.