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Parent Council: Partnership Working S Nicolson, HT L Barr, DHT.

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Presentation on theme: "Parent Council: Partnership Working S Nicolson, HT L Barr, DHT."— Presentation transcript:

1 Parent Council: Partnership Working S Nicolson, HT L Barr, DHT

2 The Whole Child Successful Learners Confident Individuals Responsible Citizens Effective Contributors

3  Rationale for Change  Entitlements  The next generation of qualifications  The Broad General Education: S1 to S3  The Senior Phase: S4- S6

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5  Fit for purpose?  Pace of change  Knowledge based curriculum vs skills agenda  Qualifications structure  Rationale for CfE  Whole child: skills, personality, talents …  Improved teaching and learning  Raise standards

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7  A coherent curriculum from 3 to 18  A broad general education, including well planned experiences and outcomes across all the curriculum areas.  A senior phase which provides opportunities for study for qualifications and other planned opportunities for developing the four capacities  Opportunities for developing skills for learning, skills for life and skills for work  Opportunities to achieve to the highest levels they can through appropriate personal support and challenge  Opportunities to move into positive and sustained destinations beyond school

8 Curriculum LevelStage EarlyPre-school years and P1 FirstBy the end of P4 SecondBy the end of P7 Third/FourthBy the end of S3

9 Curriculum AreaTraditional Subjects LanguagesLiteracy, English and Modern Languages MathematicsNumeracy and Mathematics Expressive ArtsArt, Music, Drama and Dance Health and Well BeingPE, HE, PSE Religious and Moral Education SciencesChemistry, Biology and Physics Social StudiesHistory, Geography and Modern Studies TechnologiesComputing, Design and Technology, Business Education

10 StageExperience S1 Common course 5-14 curriculum S2 S3 8 options, 2-year courses leading to certification S4 S55 certificated courses S64/5 certificated courses StageExperience S1 Broad General Education S2 S3 S4 S5 Senior Phase S6

11 The Evolution of Qualifications in Scotland

12 SCQF O Grade (S4) Standard Grade (S4) National Courses (S5/6) Current situation … 12 Doctorate 11 Masters 10 Honours Degree 9 Ordinary Degree 8 Higher National Diploma 7SYSCSYSAdvanced Higher 6Higher 5O Grade A and B Standard Grade Credit (1,2) Intermediate 2S Grade + Intermediate 2 4O Grade C (and D?) Standard Grade General (3,4) Intermediate 1S Grade + Intermediate 1 3Standards Grade Foundation (5,6) Access 3S Grade + Access 3 2Access 2 1Access 1

13 A Broad General Education and the Senior Phase

14 SCQF Existing qualifications Next generation of qualifications 12 Doctorate 11 Masters 10 Honours Degree 9 Ordinary Degree 8 Higher National Diploma 7Advanced Higher 6Higher 5Credit bands 1 and 2 Intermediate 2 National 5 4General bands 3 and 4 Intermediate 1 National 4 3Foundation bands 5 and 6 Access 3 2Access 2 1Access 1

15  160 hours including all assessment and including prior learning  Designed to run over 1 year, but could run over 18 months/2 years  Internal unit assessments  Final “Value Added” Unit  N4: Internally Assessed, Pass/Fail  N5:Externally Assessed, Graded  N5 – better articulation withHigher

16  : last Standard Grades  : first new and revised qualifications at Access, National 4 and National 5.  : first revised Highers  : first revised Advanced Highers

17 S1S2S3S4S5S6 All subjects Year 1 of S Grade or National Courses Year 2 of S Grade or National Courses Int 1 / 2, Higher Int 1 / 2, Higher, Advanced Higher Common course8 subjects – 2 year courses5 subjects – 1 year courses S1S2S3S4S5S6 All subjects All subjects + some specialisation and choice All subjects + further specialisation and choice Access 3 National 4 National 5 (Higher) Access 3 National 4 National 5 Higher Access 3 National 4 National 5 Higher A.Higher Broad General EducationThe Senior Phase 8/7/6 subjects5 subjects4/5 subjects Curriculum structures for all pupils in current S3 and above Structures for all pupils in current S2 and primary school

18 S1 to S3: A Closer Look at Courses, Assessment and Reporting to Parents

19  Very little difference in what subjects are offered but bigger difference in how subjects are taught and assessed.  Greater emphasis on literacy, numeracy and health and well being across the school.  Increased emphasis on links between subjects.  Greater focus on skills for life, learning and work.  More ways of assessing progress.

20  All pupils are entitled to experience level 3 outcomes and experiences by the end of S3.  Most will progress to level 4 Os&Es in many aspects of their learning by the end of S3.  Planning for progression into the Senior Phase.

21  Published ‘Outcomes and Experiences’  Statements describing the knowledge, skills, attitudes and dispositions a young person will be able to demonstrate and apply in new circumstances.  Learners will have lots of opportunities in different contexts over three years to achieve the outcomes and experiences until their learning is secure.

22 TRADITIONAL METHODS  End of unit / course - written examination.  Grades, percentages etc  Some practical examinations eg in Music, Home Economics, PE etc  Planned by teachers.

23  Wider range of methods  Continuous assessment  Teacher observation of practical tasks, performances, presentations, discussions.  Photographs / video  Learners assessing their own work and comparing it with others.  Written responses like tests  Evaluation of a final product eg art work, investigation, reports etc  Pupils involved in choosing methods  National Assessment Resource  Profiles at the end of P7 and S3  Record achievements and progress  All curricular areas (subjects)  Achievement in literacy and numeracy  Learners’ thoughts in their achievements

24  Within Subjects  Across Subjects  Literacy  Numeracy  Across Schools  Subject Moderation Groups  At Local Authority level  Nationally  NAR  SQA

25  New format  Curricular areas  Inter-disciplinary projects  Literacy, numeracy, HWB  Personal and Social Development  Strengths /achievements and next steps in learning  Pupil and parent involvement  Reporting on levels ▪ Developing ▪ Consolidating ▪ Secure  Likely to be more written comments.

26 S4 – S6 and beyond

27  15 – 18 years (S4-S6)  The senior phase might include  staying on at school for S5/S6: Qualifications  going to further or higher education  taking part in a national training programme  engaging in community learning and development  working as a volunteer.

28  “Positive, sustained destinations” - Schools will help young people find their way as they leave school.  Schools will work more closely with Skills Development Scotland to provide focussed career information, advice and guidance.  Monitoring destinations

29 L Barr, DHT

30  Continuation of broad, general education  Personalisation and choice  Opportunities to gain skills for learning, life and work

31  Information to pupils in PSHE classes / assembly / Principal Teachers  Parents/carers receive Choice booklet and form  Curriculum Information Evening  Consultation Evening Wednesday 7 March  Individual pupil interviews with Pastoral Care staff  Return of Choice Forms by Thursday 15 March

32  S1 - Fourteen different subjects in S1  S2 - Social Subjects electives provide some choice  S3 – 5 core subjects - 6 choices within curricular areas providing curriculum personalisation - 3 electives promoting skills and wider achievements

33  English and maths – 4 periods  Core PE, RME and PSHE – 4 periods  6 choices – 3 periods each  Electives – 2 periods per week in 3 rotations of approximately 13 weeks each

34  Modern Language - French or German  Sciences - Biology, Chemistry, Physics or Science  Social Studies – Geography, History or Modern Studies  Expressive Arts / Technologies – Art, Music, Home Economics, PE, Computing Science, Design and Manufacture, Graphic Communication, Administration and IT, Business  Two more choices from all of the above

35  A one year course based on Level 4 Experiences and Outcomes / some National 4/5 elements to ensure smooth progression to the Senior Phase  Continuous and formative assessment  Further curriculum specialisation at the end of S3 leading to national qualifications in the Senior Phase

36  Duke of Edinburgh  Youth Achievement Awards  Young Entrepreneurs  Sound engineering / recording  John Muir Award  What’s With Work programme  Master Chef  Technical skills  Learning Spanish  Citizenship activities, including Fairtrade

37  Ability  Need  Interest  Enjoyment Subjects should be chosen for good reasons:

38  Ask questions tonight  Discuss with subject teachers at Parent Consultation Evening  Contact Pastoral Care staff at any time  Contact Ms Barr (DHT S3/S4) 

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