1. Boroughmuir High School Curriculum for Excellence Update January 2012 Our Vision To ensure a confident, nurturing & inclusive learning community where ALL achieve their true potential & embrace life’s challenges.

3. The totality of experiences  Curriculum areas and subjects  Interdisciplinary learning  Ethos and life of the school  Opportunities for personal achievement

4. The 8 Areas of the Curriculum

5. Learning across the Curriculum

6. Planning for CfE 2009-2010  Retain 28 Periods per week  Additional teaching time to Maths (Numeracy) / English (Literacy)  Additional teaching time to HE to address Health & Wellbeing  Appointment of whole school CfE Coordinators in Numeracy, Literacy & HWB  S2 Personalisation & Choice – additional period for enhancement in either Music, CDT or Art

7. Planning for CfE 2009-2010  Departments enhance Interdisciplinary opportunities  Learning & Teaching – development of Active Learning strategies eg. Higher Order Thinking Skills (Bloom’s) and Cooperative Learning  Recognition of attainment and achievement based on Four Capacities – use of Assemblies, School Website, Award Ceremonies, PLPs

8. Curriculum for Excellence Levels of Study Curriculum LevelStage EarlyThe pre-school years and P1 FirstTo the end of P4 SecondTo the end of P7 Third, FourthS1 to S3 (Fourth level broadly aligns to SCQF level 4 / General Level at St Grade SeniorS4 to S6 and college or other means of study

9. Implementation of CfE 2010 +  S1 CfE Level 3 in all Curricular Areas  S2 CfE Levels 3 & 4 in all Curricular Areas  Introduction of HWB Rota in S3/4  Assessment and Reporting using 5-14 Levels eg. Level D/E/F has ended  Pupils from age 3-14 now assessed using new CfE Levels S1 – most pupils working at Level 3 S1 – most pupils working at Level 3 S2 – pupils working at Levels 3 and 4 S2 – pupils working at Levels 3 and 4

11. Assessment Why do we assess? To make sure that learners are progressing. This will enable schools and teachers to: track progress support learning effectively plan suitable next steps for learning summarise and recognise achievement and attainment inform learners and parents/carers of progress

12. How do we Assess? What will assessment look like? Progress will be evidenced using a variety of approaches that best reflect the learning that has taken place. For example: A pupil may have some written evidence A pupil may have created a model A pupil may have given a verbal presentation A pupil may have successfully undertaken an experiment to demonstrate a theory

13. Implementation of CfE 2010 +  Reporting City SEEMIS Reporting Format City SEEMIS Reporting Format Focus on how much and how well a pupil is learning Focus on how much and how well a pupil is learning Emphasis on Formative Assessment Emphasis on Formative Assessment Is the pupil Developing, Consolidating or Secure in their learning? Is the pupil Developing, Consolidating or Secure in their learning?  Cluster Moderation in Literacy, Numeracy, HWB and Social Studies  Enhanced Cluster Activities to promote more seamless transitions eg. World of Work, Art/Literacy, Science

14. How will progress be reported to parents/carers?  Developing:  The pupil has started to engage in the work of the new level and is beginning to make progress in an increasing number of outcomes of that level  Consolidating:  The pupil has achieved a breadth of learning across many experiences and outcomes for the level, can apply this learning in familiar situations and is beginning to undertake more challenging learning and to apply learning in unfamiliar contexts  Secure:  The learner has achieved a breadth of learning across almost all the experiences and outcomes for the level, has responded consistently well to the level of challenge, has moved on to more challenging learning and can apply learning in new and unfamiliar situations.

15. Planning for the Senior Phase (S4-S6)  Current system – pupils presently in S3+ S1/2 – broad, general curriculum @14 subjects S1/2 – broad, general curriculum @14 subjects S3/4 – 8 Standard Grades and/or Int 1/2 S3/4 – 8 Standard Grades and/or Int 1/2 S5 – 5 x Highers and/or Int 1/2 S5 – 5 x Highers and/or Int 1/2 S6 – Advanced Highers, Highers, Int 2 S6 – Advanced Highers, Highers, Int 2

16. Planning for the Senior Phase (S4-S6)  New system S1 – broad, general curriculum -14 subjects S1 – broad, general curriculum -14 subjects S2 – broad, general curriculum - 14 subjects + 1 choice S2 – broad, general curriculum - 14 subjects + 1 choice S3 – 8 subjects from 14 at CfE level 3/4 S3 – 8 subjects from 14 at CfE level 3/4 S4 – continue with up to 8 subjects at Access/Nat 4/5 S4 – continue with up to 8 subjects at Access/Nat 4/5 S5 – up to 5 x Highers and Access/Nat 4/5 S5 – up to 5 x Highers and Access/Nat 4/5 S6 – Advanced Highers, Highers, Access/Nat 4/5 S6 – Advanced Highers, Highers, Access/Nat 4/5

19. Exams and Qualifications

20. Progression S2S3S4S5S6 Career Destinations Level 3 (Developing) Level 3/ Level 4 Access 3/ National 4 National 4National 5 → Training/ Employment Level 3 (Consolidating) Level 4/ National 4 National 4National 5Higher → Higher Education/ Further Education/ Training/ Employment Level 3 (Secure)Level 4/ National 4 National 5HigherAdvanced Higher → Higher Education/ Further Education/ Training/ Employment Level 4 (Developing) Level 4/ National 4 National 5HigherAdvanced Higher → Higher Education/ Further Education/ Training/ Employment

21. Boroughmuir High School Curriculum for Excellence Update January 2012 Q u e s t i o n s ?

22. Interdisciplinary Groupings ArtBus Ed CSCDTDr/ Med EngGeoHistHEMathMod Lan Mod St./ RME MusSciPEGuid Art Computing CDT Drama/media English Geography Guidance History Home Ec. Maths Mod L Mod St./RME Music Science PE SVS