Lenzie Academy Transitions BGE to Senior Phase B. Paterson N. Farquhar

Structure 1.Background. 2.Principles. 3.The BGE. 4.The Senior Phase

1. Background 1.Nature of school and local authority 2.ES inspection Initial proposals.

Lenzie Academy 1240 pupils 35-40% placing requests Four associated primaries (21-30) 7% FME 30 languages spoken 20% ASN 11 LAC SIMD – 6/8 in EDC

EDC Small local authority History of allowing schools to develop as they see fit Cautious and evolutionary High levels of academic attainment A very vocal parent body Other factors

Inspection Report (Dec 2011) Generally very positive Curriculum viewed as GOOD “At S1 and S2 young people are progressing well in their BGE” “The school provides a broad curriculum for S1 and S2 which meets different needs well, encourages high aspiration and helps develop well rounded young people”. “This school is well placed on its journey to excellence”.

BUT “There is a pressing need for a whole school strategic plan... needs to indicate how school will deliver for all up to S3 leading to a well planned senior phase”. “At whole school level, staff are unclear what progression within the BGE will look like”.

Managing Change Factors ES Report New HT 33 period week New NQ programme BUT 1.Local authority ‘conservative’ (small c) 2.School culture ‘conservative’ (small c)

2. Principles under-pinning change (a) Seven Principles of Curriculum Design (b) Simplicity (c) S1-3: Different from each other (d) Doing what is right in our context (e) Prioritisation – BGE then Senior Phase

Key issues/concerns 1.ES Inspection. 2.Philosophy of Cfe. 3.EDC Secondary Curriculum Framework. 4.Nature of our teaching staff 5.Pressures on teaching staff. 6.Parental perspective of change. 7.Exponential workload pressure on S5.

3. Changes in the BGE S1 Curriculum English and Mathematics (5 periods) French, Science, Social Subjects, PE (3 periods) DET, Music (2 periods) Art, Drama, HE, B. Ed, Computing, RE, PSE (1 period)

BGE (Continued) S2 Curriculum Differences from S1 1. Setting/Broad Banding –English, Maths, PE, M. Langs. 2. Discrete Rotations – Sciences. 3. Personalisation & Choice – S2 Electives.

BGE - S2 Electives German Spanish Media Drama Dance Event Planning Computer Aided Design LA Law Playing Economics Young Curators Bake Off Masterclasses Music Technology School of Rugby John Muir Awards Eco-watch Scottish Studies

BGE – S3 Curriculum Pupils select NINE subjects : English (4) Maths (4) MFL (3) Science (3) Social Subject (3) Expressive Art (3) Technological (3) Two free choice columns (2 X 3 = 6) HWB – Core PE (2) PSE (1) RME (1)

4. S. Phase - S4/5 Curriculum Seven subjects Six academic (6x5 = 30) One wider achievement (2) Personal support (1)

S.Phase – S4/5 Curriculum 1.Courses will run over two years OR one year. 2.For most – two year courses. 3.N5 at the end of S4. 4.Spreading model for English and Maths. 5.Specialisation to suit aptitudes e.g. Sciences, Expressive Arts, Technologies, Social Subjects.

S.Phase – S4/5 Curriculum Why six/seven across two years? 1.Personalisation & choice. 2.Avoids the two term dash. 3.Enhances greater depth of learning. 4.Reduced assessment burden. 5.HWB of our S5 pupils. 6.Raise attainment. 7.Recognition of wider achievement.

S. Phase – The extra time Old S3 (3) S4 (3) S5 (6) = 12 New S3 (3) S4 (5) S5 (5) = No S4 Study Leave +20 No false start in June +15 NB – Psychological impact of two year courses - Reduced assessment burden with fewer subjects (+74)

Concluding remarks 1. We are convinced that these changes are in tune with the philosophy and principles of Cfe. 2. The changes have been tested against the seven principles of curriculum design. 3. We think the changes will deliver better L/T and improved outcomes for our pupils.

Thank you for listening Questions???