The Scottish Qualifications Authority (SQA) is responsible for awarding qualifications. The SQA has set out that their approach is based on three core principles of fairness to all learners; safe and secure certification of their qualifications; and maintaining the integrity and credibility of the system, ensuring standards are maintained over time.

The SQA is committed to ensuring it meets its obligations to the Equality Act 2010 and the Equality Act 2010 (Specific Duties) (Scotland) Regulations 2012. This includes conducting an Equality Impact Assessment of SQA’s approach to certification.

The Scottish Qualifications Authority has set out that the approach being taken is based on three core principles of fairness to all learners; safe and secure certification of their qualifications; and maintaining the integrity and credibility of the system, ensuring standards are maintained over time.

We are clear that the awarding process should deliver fairness for all learners and this includes having moderation processes in place to ensure the integrity of awards in terms of quality and consistency across schools and previous years.

The Scottish Qualifications Authority (SQA) have asked teachers and lecturers to provide ranking information for candidates to provide more differentiated data to inform the awarding process.

Guidance was provided to schools and colleges on 20 April and can be found on the SQA’s website at: https://www.sqa.org.uk/sqa/93920.html .

The Scottish Qualifications Authority (SQA) has set out that their approach is based on three core principles of fairness to all learners; safe and secure certification of their qualifications; and maintaining the integrity and credibility of the system, ensuring standards are maintained over time.

Moderation is a principal feature of our qualifications system and the SQA will look at the range of evidence available, including schools’ and colleges’ previous history of estimating and attainment in each subject as part of the process. The SQA has provided guidance to teachers and lecturers with regards to avoiding potential bias in making grade estimates.

Closing the poverty-related attainment gap is the defining mission of this government - and that commitment will remain when we gradually exit lockdown. That is why we have committed to extend funding for the Scottish Attainment Challenge at current levels beyond the lifetime of this parliament and into 2021-22.

Local Authorities and teachers have shown extraordinary dedication and professionalism to support young people and ensure learning is disrupted as little as possible, using flexibility to redirect Pupil Equity Funding and wider Attainment Scotland Funding resources and support to our most disadvantaged families.

On average, over the past week (Mon 18 – Fri 22 May), 4,948 teachers, ELC practitioners, ELC lead practitioners, ELC managers and support staff attended local authority educational hubs. Not all local authorities provided a breakdown of teaching and non-teaching staff. Based on those who did we estimate that on average 1,741 teachers attended local authority educational hubs.

The Scottish Government will do its best to avoid a second wave of COVID-19. However, if the scientific evidence tells us that we are unable to contain the virus, it is possible that we may need to re-impose lockdown restrictions for schools and other education settings. Education Scotland and the teaching profession have worked tirelessly to deliver lessons to pupils in these new circumstances, at one of the education hubs or via home-learning. Whilst we recognise that this is not a replacement for face-to-face teaching in the classroom, we are confident that teachers are providing the best possible education in the circumstances, and we trust this would be repeated in the case of a second wave.

The Education Recovery Group was formed in April for the purpose of advising government on how to re-open schools and ELC settings once it is safe to do so. Formed of representatives from across the education and ELC sectors, and supported by ten workstreams, the group has contributed to the Strategic Framework which was published on 21 May. This framework sets out the proposed details of a phased return to face-to-face teaching. The document also highlights the need to strike the right balance between safety, wellbeing and learning for all of Scotland’s children and young people as lockdown restrictions are eased. Guidance on implementing the Framework has now been published.

I will not be recommending to universities that they delay their term times - that is a decision for each university. Some universities may stagger certain parts of their operations for a few weeks or a few months. I am confident that most, if not all, of our institutions will be open for business come the new term.

I look to our colleges and universities to make appropriate decisions in relation to their operations, while prioritising the health of staff, students and the wider public.

Scottish Government's route map shows that universities and colleges can have a phased return next term, with a combination of remote learning and some limited on-campus learning. My officials are working closely with universities, colleges, the Scottish Funding Council, staff and student bodies on plans for this phased return.

As set out in Scotland’s route map through and out of the crisis, we will consider a range of evidence on the progress of the pandemic in Scotland to judge whether, when and where restrictions can be changed.

Together with employers, trades unions and students, we will develop sector-specific guidance as appropriate.

On average, over the past week (Mon 18 – Fri 22 May) 8,216 children and young people attended local authority educational hubs, which is around 1.1% of all children and young people. A breakdown of these figures by local authority can be found in the following table.

As I said in my Statement to Parliament on 26 May and as set out in the Strategic Framework for the reopening of schools, early learning and childcare provision published on 21 May, critical childcare provision for key worker and vulnerable children will continue throughout June and the summer break. Local authorities will decide how best to provide this ongoing critical childcare in order to meet the needs of their communities.