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  "extra:temporal_end": "2022-01-05",
            
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racy,numeracy,English,Gaelic,G\u00e0idhlig,administrative,ADR,Children 
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racy,numeracy,English,Gaelic,G\u00e0idhlig,administrative,ADR,Children 
            
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and young people",
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and young people",
            
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  "metadata_modified": "2024-07-12T13:46:43.265933",
            
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  "name": "achievement-of-curriculum-for-excellence-levels",
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  "name": "achievement-of-curriculum-for-excellence-levels",
            
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  "notes": "The data are provided to Scottish Government by local 
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  "notes": "The data are provided to Scottish Government by local 
            
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authorities and grant-aided schools. Independent schools are not 
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authorities and grant-aided schools. Independent schools are not 
            
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included in the annual data collection. The assessments of children's 
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included in the annual data collection. The assessments of children's 
            
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progress are based on teachers' professional judgements in 
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progress are based on teachers' professional judgements in 
            
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schools.\r\n\r\nTeacher professional judgements of achievement of a 
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schools.\r\n\r\nTeacher professional judgements of achievement of a 
            
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level are based on all of the evidence collected by teachers during 
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level are based on all of the evidence collected by teachers during 
            
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the ongoing assessment of children and young people's learning. A wide 
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the ongoing assessment of children and young people's learning. A wide 
            
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range of evidence is collected in a variety of ways. This includes 
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range of evidence is collected in a variety of ways. This includes 
            
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observing children and young people at work, assessing their work in 
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observing children and young people at work, assessing their work in 
            
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class, standardised assessments and assessing children and young 
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class, standardised assessments and assessing children and young 
            
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people's knowledge and understanding by talking to them about their 
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people's knowledge and understanding by talking to them about their 
            
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learning.\r\n\r\nThe data collected cover all pupils in Primary 1, 
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learning.\r\n\r\nThe data collected cover all pupils in Primary 1, 
            
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Primary 4, Primary 7 and Secondary 3 in mainstream schools and all 
50
Primary 4, Primary 7 and Secondary 3 in mainstream schools and all 
            
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pupils based in special schools/units. Teacher judgements cover the 
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pupils based in special schools/units. Teacher judgements cover the 
            
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four organisers of reading, writing, listening and talking and 
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four organisers of reading, writing, listening and talking and 
            
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numeracy. \r\n\r\nSpecial schools and standalone special units cater 
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numeracy. \r\n\r\nSpecial schools and standalone special units cater 
            
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for children of all ages. The information gathered as part of the ACEL 
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for children of all ages. The information gathered as part of the ACEL 
            
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return does not include a specific stage for these pupils (i.e. they 
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return does not include a specific stage for these pupils (i.e. they 
            
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are simply recorded as being a pupil based in a special school or 
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are simply recorded as being a pupil based in a special school or 
            
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standalone special unit and not as being in P1, P4, etc.). ",
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standalone special unit and not as being in P1, P4, etc.). ",
            
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    {
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    {
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  "temporal_resolution": "",
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  "title": "Achievement of Curriculum for Excellence Levels",
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