4Entitlements A coherent 3-18 curriculum Broad General Education Senior PhaseSkills for Learning, Life and Work; Numeracy Literacy and Health and WellbeingPersonal SupportPositive sustained destinations
5What is the Curriculum?“The totality of all that is planned for children and young people throughout their education”Curriculum areas and subjectsInter-disciplinary learningOpportunities for personal achievementEthos and life of the school as a community
6Principles of Curriculum Design Challenge and enjoymentBreadthProgressionDepthPersonalisation and ChoiceCoherenceRelevance
7Process Testing the Framework Staff SLWG Research and professional discussionConsultation with all staffConsultation with pupils and parentsSupport from LEASupport from BOCSH group
83-18 Transition arrangements from associated Primary schools More active transition programmeGood practice from both sides
9Broad General Education All pupils in S1 and S2 will study all curriculum areas across the breadth of outcomes and experiences.All pupils, as far as possible, will access the full range of outcomes and experiences and that the greater majority of pupils will be “secure” at the Level 3 outcomes by the end of S3.S2 pupils will be offered a choice of elective subjects (2 periods per week).In S3 pupils will continue with a Broad General Education, but with an element of personalization and choice within four curricular areas.
10Broad General Education An established pattern of Inter-Disciplinary Learning in S1 (see LTS website).Whole school projects now in S2/3 and smaller links between departmentsLiteracy and Numeracy and Health and Wellbeing will be the responsibility for allIn session 2010/11 the school moved to Vertical Registration (VR).Considering daily mentoring period from
11Broad General Education There will be a limited school-based Skills for Work programme in S3The school is currently developing various systems to ensure pupil progress is tracked from Primary school to Senior Phase.Assessment developments are being taken forward.Transition arrangements to Senior Phase
13Senior Phase Process has taken nearly two years Involved staff, pupils, parents and the Local Authority.A holistic, inclusive approach to pupils’ educationIncluded personalization and choice, personal support, health and well being, personal achievement and IDL
14Parameters for Senior Phase InclusiveTimetabling of S4-6 as a block allowing viability of classesPupils in the Senior Phase to choose either 5, 6 or possibly 7 courses.A basic six column structure with all pupils having a H&W / Elective input
15Parameters for Senior Phase Pupils in S4 required to study RME and PE (3 periods in all).Strong focus on pupil support: 5 X 30-minute periods for mentoring per week.30 X 50-minute periods, maximizing efficiency of staffIDL projects integrated into S1-6 curriculum
17Personalisation and Choice A broader choiceMore viable classesSkills for Work programme,Closer working and partnership with other authority schools
18Inter-disciplinary Learning Tradition of offering pupils opportunities for and personal achievement.Physical education, fitness and wellbeingVoluntary workLeadership academy (Columba 1400 is rooted in the school)Outdoor educationDuke of Edinburgh AwardEco activityYoung EnterpriseEmployment skillsMark Scott Foundation (Community Involvement)Work experience
19Literacy, Numeracy and HWB Literacy and Numeracy in the Senior Phase -predominantly through studying of English and Maths.However, it is recognised that for some pupils individual provision will be required to assure they reach the required levels of literacy and numeracy before they leave school.Pupils in S5/6 will be encouraged to do 2 periods a week of sport, as well as PSE and an elective area.This is a radical departure from the current situation in S5/6, where there is no such provision.
20Personal Support Vertical Registration (VR) system, Discussions on moving to a daily 30 minute mentoring periodVR allows senior pupils to support their younger peers in a number of roles:leadershipadvice and help during transitionspeer supportmentoringtracking and targetingThe Health and Wellbeing period (PSHE) timetabled for the first time in S5/6, including Skills for Life and Skills for Learning
21Progression Pathways to Sustained Destinations Courses encompass Access 3, National 4, National 5, Higher and Advanced Higher.Multi-level teaching will be the norm, providing SQA specifications allow assumed progression through so-called “nested” qualifications.Provision of 1 year and 2 year courses of study is foreseen, particularly in S4/5, allowing pupils to go straight onto a 2 year Higher course, avoiding the “two term dash” to Higher.Vocational pathways via the Authority’s Skills for Work programme involving partnerships with Clydebank College and other providers.
22Progression Pathways to Sustained Destinations Baccalaureate provision and Advanced Higher provision through consortia arrangementsPartnership working: FE (e.g. Clydebank and Anniesland Colleges), employers (e.g. Polaroid), voluntary sector (e.g. Tullochan Trust, Inspire Scotland)Free-standing units and alternative certification (e.g. ASDAN, XL Group, Prince’s Trust).Quality of attainment will rise, particularly by allowing prospective Higher pupils a longer, deeper progression from Level 4 in BGE.Recognition of achievement to exemplify the life skills of young people to future employers.
23ISSUES Staffing Falling rolls New build accommodation Transition issues to 2015/16SQA requirementsFinanceTraining
24Where we areA 6-year strategic High Level Curriculum Plan from for the implementation of Curriculum for Excellence.A strategic timeline for the overall implementationA strategic plan for the phased introduction of the mentoring period (support)An overview of interdisciplinary learning, S1-3 and Senior PhaseDry run course choice and costed timetableA fully-fleshed policy on Self-Evaluation to ensure the quality of Teaching and Learning