The use of dual-presentation of exam pupils in Scottish schools has barely changed, despite the education secretary personally writing to councils to warn against the practice.

Here, education writer James McEnaney explains why dual-presentation is such an issue for Scottish secondary education.

What is dual-presentation?

This is an approach used by some schools in which a student is entered (or ‘presented’) for two levels of the same course at the same time. Although it could, in theory, apply to other courses, concerns about dual-presentation tend to centre on the practice of having students complete both National 4 and National 5 in a single year.

Dual-presentation is most likely to be employed for students on the borderline between the two levels and who will struggle to comfortably achieve the necessary standard for National 5.

It is also worth noting that the number of recorded dual-presentations applies to individual courses rather than students, so the total numbers reported are higher than the number of young people who have been affected. If a single student were dual-presented for all six of their National 5 courses, for example, this would be recorded as six dual-presentations.

 

Why is it a problem?

In order to pass two courses, students obviously need to complete the work for both.

National 5 courses typically have a significant amount of content and skills to be taught for the final exam, and an assignment that must be completed as part of the course. National 4, on the other hand, has a series of internal assessments that must be completed and a final submission called an Added Value Unit which, in some cases, takes considerable time to complete.

Expecting young people to meet the requirements for both can put “immense pressure” on students and generate major workload and logistical issues for teachers.

What’s more, as dual-presentation is typically used for students on the lower borderline of National 5, this the students who are struggling the most facing the greatest burden of workload and assessment, further reducing their chances of success. Teachers also face major workload issues as a result of the pressures of dual-presentation.

 

So why is it happening?

As the EIS has pointed out, schools are under huge pressure to boost attainment stats at level 5, which means maximising the number of S4 pupils sitting National 5 instead of National 4.

But there’s a problem with this – if the pupil fails a National 5 they finish the year with nothing, so for a borderline pupil the push the National 5 is a risky one, especially as there is no traditional appeals system to fall back on.

This wasn’t the case pre-Curriculum for Excellence, when the dual-level approach of Standard Grade meant that pupils either completed both of the upper level (Credit and General) or lower level (General and Foundation) assessments. This approach meant that students could attempt the higher level of exam without having to worry about it being their only shot at success.

Dual-presentation therefore allows schools to try to boost their stats, and give young people the chance to achieve at a higher level, while also protecting students from the risks of simply failing outright.

Professor Louise Hayward, who led the Scottish Government’s review of qualifications, previously told The Herald that it is “easy to understand” why dual-presentation continues: “Teachers want the best for all their learners, and this acts as a safety net.”