Presentation on theme: "Grove Academy S3 S4 From the Broad General Education to the Senior Phase 15 th January 2015."— Presentation transcript:
Grove Academy S3 S4 From the Broad General Education to the Senior Phase 15 th January 2015.
Broad General Education Well planned experiences and outcomes across all curriculum areas from early years to the end of S3 Skills for Learning, Life and Work Literacy Numeracy and HWB Personal support Support in moving to positive sustained destinations Four levels of Es and Os – Level 3 in S1-3, Level 4 in S3
Broad General Education The WHAT has not really changed, it is the HOW we teach it and how they learn it. Move away from rote learning and spoon-fed, dependant learners to independent learners, who can think for themselves and use their skills.
Broad General Education Learning paves the way for work towards qualifications in the Senior Phase at the level appropriate to the needs and achievements of each young person. The expectation is that young people by the end of the BGE will reach a deeper and more secure level of attainment and achievement than they did and thus the quality of the pupils’ attainment and achievement will improve in the Senior Phase.
What is Profiling? Profiling is: the process whereby pupils evaluate their progress in skills for learning, life and work. identify examples of their best work and activities which provide evidence of their progress identify next steps for further learning
What skills? Skills for Learning Skills for Life Skills for Work Skills development is fundamental to learning and teaching
What does the profiling process involve? Learners are aware of and able to evaluate their own progress in skills development Learners build the appropriate vocabulary to reflect and write about this Learners are able to identify work or activities which evidence their progress Teachers provide learners with feedback on their progress and regular opportunities for pupil reflection and recording of progress Learners have regular opportunities to upload this onto their E portfolio and then Profile
The purpose of the Profile is to: provide learners with a reflective summary statement of achievement by end of S3 recognise progress in learning and achievement challenge, motivate and support learners to achieve their best build their skills and capabilities to reflect on their learning and progress in skills development support and inform learners in their transitions, personal statements, CVs, interviews, post school applications etc
S3 S4 Process Profiling in progress Parent Info Evening – 15 th Jan Reports issued – 19 th Jan Parents’ Evening – 29 th Jan Interviews with Guidance Teacher Deadline for choices – 2 nd Feb.
Senior Phase more specialisation, depth and rigour maintain and enhance their skills continuing emphasis on having an active and healthy lifestyle opportunities for personal achievement and service to others. Start to build their lifelong portfolio of qualifications.
Qualifications Higher remains the Gold standard 5 courses (at Higher or any other level) in S5 & 6 and 6 courses at S4 (DCC policy) The qualifications our young people aim for should be flexible and designed to offer pathways to the next stage, whether Further or Higher Education, employment or training.
Curriculum for Excellence: the structure and design of new National Qualifications in Scotland
Assessment Units assessed pass/fail within centres 7 methods of assessment specified appropriate to subject and level: –Assignment –Case-Study –Project –Portfolio –Practical Activity –Performance –Test/Question paper
Our Experience here at Grove Mathematics at National 4 or 5 or in National 3 Lifeskills: All three courses build on the principles, practice, experiences and outcomes of mathematics and numeracy already met in S1 to 3. All three courses have three Units which are assessed during Fourth year. Pupils must be successful in passing these assessments in order to attain a pass at the appropriate level. Biology National 4 and 5: Learners are expected to maintain a fast pace of work in class and consolidate their learning at home by completing weekly homework tasks and thorough preparation for all assessments. PE: Pupils must be keen and enthusiastic about sport and physical activity. They must have PE kit and bring it at all times. Activities include badminton, basketball, fitness and volleyball. This course is a grounding for future study in National 6 / Higher P.E.
Music: The ‘Performance’ element of the Music National 4 and 5 course is worth 60% of the overall mark and so it is essential that pupils have a regular, focused practice schedule in order to steadily build skills on two instruments. They are encouraged to use the department facilities at lunchtimes and/or after school to further support their learning. English: It is a skills' based subject which takes time to yield results but pupils need to study, revise and persevere! Very important to read good quality fiction widely and regularly at home. Build a good revision programme early: know your Scottish text and other literary texts inside out. Constantly work on editing and reviewing writing pieces for the Folio - 30% of the marks. Computing: Dealing with a challenge – from writing a program to creating a database to store a collection of data. Creativity – its NOT ALL about the PROGRAMMING. Our Experience here at Grove
Further Information Our own web page: National Qualifications: What you can do to support your child, visit: Scottish Government videos on impact of CfE
Broad General Education Curricular Progressions Grove Academy Learners Journeys
Learners Journeys – Grove Academy Case Study 1: - Helen In S3, to take her to the end the Broad General Education (BGE) years, Helen selected 7 subjects in addition to Maths, English and German. Her aim was to deepen her learning of these subject areas and also to broaden her achievements within school. She used her S3 profile to capture what she had achieved in the BGE. This not only included her academic achievements but also the skills she had learned such as problem solving and decision making. The profile highlighted her independence as a learner as she often took the initiative with her learning. The profile showed that Helen took responsibility in developing her curriculum. The profile helped shape Helen’s journey through the senior phase. In S4 Helen studied a mixture of N4 and N5 subjects taking some of these onto Higher N6 or N5 in S5. In S6 she studies a mixture of Higher N6 and N5 with some new subjects which she felt matched the skills she had continued to develop over the senior phase. Helen also took part in a number of extra school activities including Duke of Edinburgh, Prefect and she achieved a Youth Achievement Award for her work with the Eco School. Helen left Grove well equipped to tackle the challenges of University life.
Learners Journeys – Grove Academy Spanish Maths S3 Profile celebrated Helen’s successes including English essays, the talk she gave in History about migration in Scotland, the dance routine she worked out with her friends and the test scores she had in Maths. (just some examples). It also highlighted the new skills she has developed including discursive writing, using sources and problem solving. English N5 Music English History Biology Modern Language Dance Business Enterprise Design and Manufacture Maths N4 Spanish N5 History N4 PE N5 Biology N4 S4 Senior Phase S3 profile informs the choices made for the senior phase
Learners Journeys – Grove Academy Maths N5 Helen’s journey continues in S5 and S6 English N5 Spanish N5 History N4 PE N5 Biology N4 S6 Senior Phase S5 Senior PhaseS4 Senior Phase Maths N4 English H Spanish H History N5 PE H Philosophy H Media H Music N5 English H Helen also added to her profile: Duke of Edinburgh Award, Eco School Award, Prefect and also took part in the Music trip to London. In doing so she developed leadership skills, organisation and teamwork skills. University Helen left Grove with 15 academic qualifications. Classical Studies H
Your Child’s Learning Journey Child’s name: S6 Senior PhaseS5 Senior Phase S4 Senior Phase Please discuss with your child what their learning journey might look like. If you would like to return this journey to Mr Doherty please do so. We are keen to get some examples for future reference. Extra Curricular :
Broad General Education Curricular Progressions Grove Academy Course Choice & Timetabling
Advantages of Free Choice: More pupils will get the choices they want Subjects are not restricted in numbers More flexibility e.g. setting Pupils can pick 3 sciences, 3 social subjects, 3 languages etc. Offers better progression within the senior phase Percentage of pupils who are coursed first time around. S2-3S3-4S4-5 & S /1598%95%90% 2013/14100%95%75% 2012/1398%95%70%
Raw data is captured from the course choice forms and put onto an Excel spreadsheet. Choices are then manipulated across columns to form classes. Sort/formulae are used to keep track of numbers. Practical class size max 20 pupils, non-practical max 30. Green – alternative choice is used Yellow – even the alternative choices doesn’t fit – re- interview. Split level classes avoided if possible If class size is less than 10 alternative choice is used. Number of classes limited to the number of teachers per department.
Column Structures: ABCDEF EnglishMathsBiologyPhysicsChemistryBiology ChemistryPWSAdminTech Studies HistoryGeographyGraphicsMedia ComputingBiologyArt & Design PE Bus StudiesFrenchGermanSpanish DEMAHistoryMusic HEMusicAccountsChemistry From the free choice a column structure emerges.
Course Choice - Dilemma Things to Consider: Strengths and weaknesses – S3 reports Subjects they enjoy Subjects they are good at Career choices Balanced choice Once the form is submitted it cannot be changed. Why might your child not get the choices they want? Class is under subscribed – too few pupils to make the class viable Class is over subscribed – too many pupils in that class. (Decision of PT) Choices don’t fit the final column structure. They hand their form in late. LATE !
Why six subjects? ABCDEFGHIJH & WIDL EnglishMaths Mod Lang. Social Sub. Science Creative and Expressive Technology Free Choice PE (2) SE (1) RME (1) S4 ABCDEFH & WFlexible EnglishMathsFree Choice PE (2) RME (1) SE (1) S3
It’s all down to time. 4 periods per week is equal to 120 hours. 3 periods per week is equal to 90 hours. What we hope to do: 4.5 periods per week is equal to 135 hours. Deeper learning Better preparation of Higher courses in S5 More opportunity to develop skills for learning, life and work Allow pupils to develop a portfolio of qualifications and other achievements 15 hours extra for consolidation, revision, research, value added unit
Vision Together the Grove Learning Community is building an excellent school where we all: Value learning and aim to be the best we can be Build positive relationships so everyone feels included, valued and safe Develop confidence, leadership, commitment and a strong sense of values Reach out to the wider world and make a difference to others.
Grove Academy Thank you for listening Questions answered in staff room over a cup of tea/coffee. Safe home.