S3 Curriculum Evening

MCHS

Plan for Evening

• National Courses – Course design, assessment, learning

• Study techniques – Learning styles, revision techniques,

• Advice for parents/carers – Study environment, where to get help

“Education is the kindling of the flame not the filling of the vessel”

Socrates

No pens required….this presentation will be uploaded

onto the school website

https://blogs.glowscotland.org.uk/er/MearnsCastle/

History lesson…

• O Grades (until 1990)

• Standard Grades (from 1990 – 2006)

– Credit, General, Foundation

• National Qualifications (NQ) (2006 – 2014)

– Access, Int 1, Int 2

• Nationals (2015 - )

– Nat 3, Nat 4, Nat 5

Course design rationale

• Best of Standard Grade and Intermediate courses

– Portfolio work, Practical assignments

– Unit assessment, core skills

• Communication, Problem solving, Numeracy, Working with others, Information Technology

• Reflects Curriculum for Excellence principles

– Personalisation & choice, active learning, literacy, numeracy, independent learning

Learning Differently – CfE

CfE represents a different approach to learning in schools intended to help learners develop skills, knowledge and understanding in more depth.

• Examples of how they will learn differently are: – Using technologies in learning – to find material,

communicate, create and present

– Active learning – being actively engaged, whether mentally or physically, using real life and imaginary situations

– Cooperative learning – encouraging thinking and talking together, to discuss ideas and solve problems

Learning Differently – CfE

– Interdisciplinary learning – using links between different areas of learning to develop, reinforce and deepen understanding (Dedicated PT)

– Outdoor learning – making use of the outdoor environment for learning

– Personalisation and choice – being given choices and being involved in planning how and what they learn. Not ‘one size fits all’

– Skills – CfE emphasises the development of skills for learning, life and work. These include higher order skills – thinking about complex issues, problem solving, analysis and evaluation; creativity; and critical thinking skills – making judgements and decisions, developing arguments and solving complex problems

New National Courses

SCQF Level Change from Change to

1 Access 1 National 1

2 Access 2 National 2

3 Access 3 / Standard Grade (Foundation) National 3

4 Standard Grade (General) / Intermediate 1 National 4

5 Standard Grade (Credit) / Intermediate 2 National 5

6 Higher Higher (new)

7 Advanced Higher Advanced Higher (new)

Course design

• At present not every course has a ‘final exam’

• National 3 and 4 ungraded (pass/fail)

• National 5 and above graded A-D

Course Exam

National 3 No external exam

National 4 No external exam (but have Added Value unit)

National 5 External exam (except P.E. Studies, Hospitality, Practical Craft Skills)

Course Design

• National courses are made up of 2 or 3 Units

Subject Unit 1 Unit 2 Unit 3

Biology Cell Biology Multicellular Organisms

Life on Earth

English Analysis and Evaluation

Creation and Production

-

Music Performing skills Composing skills Understanding Music

Graphic Communication

2D Graphic Communication

3D and Pictorial Graphic

Communication

-

Unit Assessment

• Assess the learning within the unit during the session

• Ensure required skills, knowledge and understanding have been achieved

• Assessed as pass or fail

• Carried out by class teacher and internally verified by department/faculty

Added Value Assessment (Nat 4)

• Assess the application of learning across the course

– Pass or fail

– Ensure required skills, knowledge and understanding have been achieved

– Added Value Unit Assessments are set by the SQA

– Carried out by class teacher and internally verified by department/faculty

Course Assessment

• Course Assessments form part of National 5 qualifications (together with Unit Assessments), and assess the application of learning across the course.

• Many courses have an Assignment and a final exam which are marked by the SQA.

• For practical reasons, other courses have components which are assessed by external examiners.

7 Methods of Assessments

• Assignment

• Case Study

• Practical Activity

• Performance

• Portfolio

• Project

• Question paper/test

Assessment

S3/4 Assessment Calendar School Website

Session 2016-2017 Levels August September October November December January February March April

English

N4 Listening outcome

completed in June

N5 Listening outcome

completed in June

French

N4 Unit 1 Reading Unit 2 Writing Unit 1 Listening Unit 2 Talking

N5

Spanish

N4

N5

Mathematics

N4

N5

Geography

N4 Added Value

N5

History

N4 Completed Unit 1

portfolio

N5 Completed Unit 1

portfolio

Modern Studies

N4 Completed Unit 1

portfolio

N5 Completed Unit 1

portfolio

Music

N4

N5 1st Instrument

Assessment

2nd Instrument

Assessment

1st Instrument

Assessment

Listening

Assessment Nat 4

level

2nd Instrument

Assessment

Mearns Castle High School - SQA Nationals - S3 Whole School Assessment Timeline 2016-2017

Assessment

Department Examples

Mathematics

• Unit Assessment (or ‘evidence of learning’) may be gathered through class work, tests, oral evidence, photographs or project or investigative work. Learners may use these to build a portfolio to show their progress through the Units

• The Course Assessment consists of two Question Papers (final exams marked by the SQA)

Biology

• Unit assessment (or ‘evidence of learning’) will demonstrate that learners can apply knowledge and understanding and scientific skills to an experiment or practical investigation and report on the investigation. This may be evidenced in a portfolio of work

• The Course Assessment will be a two-section final exam and an Assignment which will require learners to research a topical issue.

• The Course Assessment will be marked by the SQA

Art & Design

• Unit assessment (or ‘evidence of learning’) will show competence in each of the two Units in 2D or 3D and may include sketch books, extended writing, notes, group discussions, reviews, critiques

• The Course Assessment consists of the Portfolio (showing development and evaluation leading to one final piece of expressive art work and one final design solution) and the final exam. These will be marked by the SQA.

Physical Education

• Unit assessment (or ‘evidence of learning’) could be videos of performance, peer and self-reflection, graphic organisers, cause and effect, Q charts, oral evidence through question/answer sessions, use of ICT

• The Course Assessment consists of the Performance and the Portfolio which will be marked according to SQA guidance and instructions.

• At present no final exam

Presentation Level?

• In 2016 90% of our presentations were at N5 and of those presentations 93% were successful

• However N4 may be a better route for some young people allowing them to have success in S4 and then build on that during the senior phase

Gradient of Learning Subject Nat 5

Result Higher Result 2016

History A B C D Fail

A1 80% 20% 0% 0% 0%

A2 33% 49% 15% 3% 0%

B3 5% 38% 48% 5% 5%

B4 0% 54% 23% 15% 8%

C5 17% 17% 50% 17% 0%

C6 0% 0% 25% 50% 25%

D 0% 0% 25% 50% 25%

Gradient of Learning Subject Nat 5

Result Higher Result 2016

English A B C D Fail

A1 81% 18% 1% 0% 0%

A2 45% 33% 17% 4% 2%

B3 22% 32% 35% 7% 5%

B4 11% 23% 36% 16% 16%

C5 2% 17% 37% 17% 27%

C6 4% 13% 35% 26% 22%

D 0% 0% 50% 0% 50%

Gradient of learning

Subject N5 Result

Higher Result 2016

Maths A B C D Fail

A1 82% 14% 3% 0.6% 0.3%

A2 34% 35% 17% 5% 9%

B3 8% 17% 39% 15% 21%

B4 0% 19% 25% 19% 38%

C5 0% 13% 33% 27% 27%

C6 0% 0% 8% 23% 69%

D 0% 0% 0% 0% 100%

What will your child experience?

• Modern Studies – Active and independent learning through self and peer evaluations,

reflecting on learning, setting targets, learning logs – A blend of classroom approaches including visits and real life contexts;

teamwork approaches; whole class learning; staff-led questioning; discussion and debate

– Collaborative learning: in groups and with others locally, nationally and internationally; inter-curricular projects with English, Maths and other Social Studies

– Space for personalisation and choice: learners may choose their Assignment topic and their methods of researching and presenting evidence

– Applying learning – Embedding literacy and numeracy skills: researching and presenting

information including statistics; evaluating; communicating

What will your child experience?

• English – Active and independent learning by setting personal targets, reviewing

and reflecting on progress and deciding next steps – A blend of classroom approaches including whole class, small group or

one to one discussions; direct interactive teaching – Collaborative learning: in groups or pairs to encourage team-working,

relationship-building, the verbalisation of ideas; with learners in other curricular areas to reinforce and transfer skills

– Space for personalisation and choice: Selecting texts and ways of showing evidence (presentation, e-document, critical essay); choice of Assignment topic

– Applying learning – Embedding literacy skills: selecting and assessing information,

presenting findings; evaluating; debating; listening, reading, writing

What will your child experience?

• Computing Science – Active and independent learning through self and peer evaluations,

reflecting on learning, setting targets, evaluating progress, making independent decisions

– A blend of classroom approaches including problem-solving in teams with specific roles, sharing learning through group and class discussion

– Collaborative learning: the subject brings aspects of technology, science and creative digital media together, providing the opportunity for cross curricular learning and team-work

– Space for personalisation and choice: learning activities can link to learners’ own interests

– Applying learning – Embedding literacy and numeracy skills: researching and presenting

information; evaluating; discussing; listening; talking; number processes; information handling.

Additional Support for Learning

• Information about Assessment Arrangements

– Young people with additional support needs may be eligible for tailored assessment arrangements such as extra time, use of a computer, digital question papers/tests.

National Parent Forum of Scotland

• http://www.npfs.org.uk/

– Nationals in a nutshell

– Assessment in a nutshell

Study techniques

Useful websites

• http://www.pickthebrain.com/blog/how-to-stick-to-your-study-plan/

• http://www.edutopia.org/multiple-intelligences-assessment

Learning Styles

Learning Styles

Learning Styles

Mind Maps

Mnemonics

Cranial Bones Old People from Texas Eat Spiders Occipital Parietal Frontal Temporal Ethnoid Spheniod

Flash Cards

Apps and software • Evernote • Springpad • Simplenote • Google keep • Microsoft

Onenote

Recording Notes

Post Its

Bedroom???

Bedroom???

Study Environment

There are as many different study environments as there are students.

• Quiet vs Background Noise Headphones can decrease retention/memory

Background Music may help – type?

• Visual screening vs Busy Environment Own room vs Dining Table (for example)

Study Environment

• Organised area – resources at hand

• Working Space

• Access to IT – managing this….

• Length of revision slot 10-15 minutes every 50-70 minutes

Number 1 distraction?

Sleep patterns

• Children need deep sleep

• Professor Jim Horne of Loughborough University’s Sleep Research Centre is an expert in sleep deprivation and says children going through adolescence need to “sleep longer and deeper”. – “It’s a time during which their brains are undergoing major change,” he says. “The brain is

undergoing major restructuring and rewiring, and sleep is important for it to recover.

– “A poor night’s sleep can interfere with a child’s performance and behaviour the following day. There's a stereotype of teenagers being grumpy and bad-tempered, and that's sometimes due to a lack of sleep.”

– “Bedrooms are changing from a place of rest and tranquillity to places where there are lots of things to keep children awake, such as computers and televisions,” says Horne.

– “Children are often tempted to take their mobile phone to bed with them and start texting without their mum and dad knowing.

– “This distraction means they're not in a relaxed state for good-quality sleep, which can affect their learning.

– “I would place firm night-time limits on the use of a television, mobile phone or a computer in their bedroom."

GLOW & MCHS Website

• More and more, we are putting revision materials, study advice and homework on GLOW and the school website.

• We have an updated S3/S4 Assessment calendar on the school website to help support pupils to prepare and organise their time management.

Key dates • S3

– Tracking Report – 9th December 2016

– Parents meeting – 9th March 2017

– S3 Exams – 18th April – 5th May 2017

– Full report – 9th June 2017

• S4 – S4 Parents meeting – October 2017

– Prelims – December 2017

– S4 Report – presentation levels – January 2018