Post on 02-Feb-2016
description
Johnstone High School13th June 2012
SCOTTISHGOVERNMENT
CfETIMELINE
SQAREVIEW
COUNCILPLAN
SERVICEPLAN
SCHOOL REALITIES
1. The contribution of the Curriculum Areas
2. Active Learning in the Early Years
3. A Framework for Learning and Teaching
4. Skills for Learning, Skills for Life and Skills for Work
5. A Framework for Assessment
Curricular areas and subjects
Ethos and life of the school as a community
Interdisciplinary learning
Opportunities for personal achievement
Learning across all 8 curriculum modes
Breadth & depth of learning including developing skills for learning, life & work
The opportunity to achieve challenging levels of literacy & numeracy
Challenge & success across all 4 contexts for learning
Enhanced learning & teaching approaches
Increased pupil motivation & achievement
“The world our kids are going to live in is changing four times faster than our schools”
Dr Willard Daggert, Director of International Centre for Leadership and
Education
Present curriculum
Evolution
Future curriculum
1 2 3 4 5 6 7 8 9 10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
Language MathsSocial
Studies ScienceExpress.
Arts TechnologiesElectiveFlexibleHealth andWell-being
English & Modern Lang Maths History Biology Art Admin History Art PE
Geography Chemistry Hospit Computing PCS Biology PSE
Modern St Physics Music Graphics Physics Bus Man RE
PE PCS RMPS Spanish
Skills for Life & Work
s1 August 2010 – Es & Os levels 2 / 3◦ what & how – principles of curriculum design◦ partnership working with primary colleagues
s1/s2 August 2011– level 3 consolidation & progression◦ wider achievement / 4 contexts of learning◦ ongoing work with primary colleagues
s3 August 2012 – year 3 of the bge –levels 3 / 4◦ increased personalisation & choice◦ breadth & depth of learning◦ preparation for transition to the senior phase
Challenge
Application
Breadth
5-14
STANDARDGRADE
INTERMEDIATE
Transition to senior phase – august 2013◦ informed choice / identified pathways to meet pupil needs
Attainment pathways – national levels 3 – 7 in place for 2013 – 14
course outlines assessment guidance exam timings background of the BGE experience additional resourcing professionalism of staff pupil profiles – tracking, recording, reporting
“ Most young people will be secure at level 4 Literacy and Numeracy by the end of s3 “
“Most young people will be secure at level 4 in a range of curriculum areas, by the end of s3”
“The achievement and attainment of all young people will improve in relation to that achieved by previous cohorts “
“ In s3, pupils will begin to consider whether , and to what extent they will continue to carry forward their interest in particular subjects into qualifications , and at what levels … “
learning & teaching issues◦ progress through S1 – S3 (broad general
education)◦ assessment evidence, profiling and reporting◦ preparation for the new national qualifications◦ meeting pupil needs
pupil / parent concerns◦ number / level of qualifications◦ expectations of / for fe, he, work◦ will it work ?
At authority level we feel it is important to adopt a consistent and coherent approach in all schools
We have agreed on the S3 model and it is appropriate to have a transition to the senior phase that builds on that strength and also sustains the excellent consortium arrangements across every secondary
We are proposing a model that allows the needs of all pupils to be met, includes developing skills for learning, life and work and addresses the importance of a transition to the vocational phase that is flexible,adaptable and aspirational
We have taken cognisance of emerging practice across the country and built in more time per subject to provide better chances of improved performance
• Builds on Es and Os experienced and achieved through the broad, general education
• S4-S6 in schools and 16-18 out of school• Phase for building up qualifications portfolio • Partners to plan coherent learner experiences• A flexible system that offers choice,
personalisation and supported pathways• S3 profile from BGE supports transition
Based on the S3 structure, there are various models of how S4 should look :
Model 1 – choice of 5 subjects at various levels (National 4 or 5 predominantly)
Model 2 – choice of 7 subjects at various levels (National 4 or 5 predominantly)
Model 3 – choice of 8 subjects (Nationals 4,5 , 6)
Model 4 – choice of 9 subjects (Nationals 3,4 or 5)
◦ nb possible changes after s4 for s5 and / or s6◦ nb possible changes after 55 for s6
It is important now for pupils and their parents to see the years S4 – S6 as a block of time for which a planned approach should be prepared : there are many possible pathways to accreditation and beyond that pupils might take over that three year period :
S4 8 subjects
S5 5 subjects S6 4 subjects
Entitlements
2nd level 2nd/3rd level 3rd level
2nd level 3rd level 3rd level
3rd level 3rd / 4thlevel 4th level
3rd level 4th level 4th level
3rd/4th level 3rd /4th level 4th level
National 3
National 4
Broad General Education
National 4/5
National 4
National 5 Higher
HigherNational 5 Higher
Higher
HigherNational 5
S1 S2 S3 S4 S5 S6
Senior Phase
National 5/Higher
• 7 courses in s4•provides additional time for study•facilitates wider experiences•maximises number of qualifications in context of a cfe•addresses pupil / parental concerns•meets the needs of our pupils•provides consistency across renfrewshire
• further informed choice in s5 ( 5 courses ) but assumes progression in study eg national 5 > 6 ; national 4 > 5 ; national 3 > 4 ; skills for work
• further choice for s6 to meet student needs eg return to subjects not taken up in s5 or previously in s4
encourages positive leaver destinations : work / college / universitysupported by all secondary schools in renfrewshire
any questions / issues to be raised at this stage ?
background briefing available on the council website at www.renfrewshire.gov.uk
written comments / questions welcomed for education & leisure services at walter.hayburn@renfrewshire.gov.uk
This presentation will be placed on the school website