Teaching China in Scotland’s secondary schools as Sino‐Scottish engagement intensifies

Abstract

At a time of burgeoning Sino‐Scottish engagement, and the introduction of a new national education policy, “Curriculum for Excellence” designed to enhance teacher autonomy, this paper draws on the national response of Modern Studies teachers who are the only group of Scottish teachers to have the (voluntary) option of including the study of contemporary China in their curricular provision.

It argues that the results of a national survey of more than 200 teachers in 2008 reveal a number of factors which directly impact on the receptivity of teachers towards voluntary curriculum change.

While the research identifies and examines the problems of creating and sustaining interest in China it highlights positive success, in terms of pedagogy and skill development. It concludes by considering key policy recommendations required if the teaching of China in schools is to progress.

Keywords:

• optional curriculum change
• teacher responsiveness
• practical constraints
• curriculum progression

Notes

1. HMIe monitor the extent and effectiveness of curriculum provision in Scotland. Their reports and inspections inform government policy.

On 27 November 2008, the First National Conference on the Teaching of China in Scotland’s Schools was held in Glasgow. Attracting almost 200 teachers from across Scotland it aimed to encourage much greater awareness within the Scottish teaching profession of the opportunities offered by “China” as a curricular option and theme of study.

The introductory speech “Teaching China in a Curriculum for Excellence” was given by a member of HMIe.

2. The SQA is the agency responsible for administering all aspects of external accreditation at Standard Grade, Higher and Intermediate levels. Their statistical data and Principal Examiner Reports are the most authoritative sources for subject uptake, presentations and trends.

3. Higher students usually study two topics in the International Affairs section, of which China can be one. They need only answer one topic in this section. Students may therefore study China but opt, on exam day, to answer the other topic.