Johnstone High School 13 th June 2012

SCOTTISH GOVERNMENT CfE TIMELINE SQA REVIEW COUNCIL PLAN SERVICE PLAN SCHOOL REALITIES

1. The contribution of the Curriculum Areas 2. Active Learning in the Early Years 3. A Framework for Learning and Teaching 4. Skills for Learning, Skills for Life and Skills for Work 5. A Framework for Assessment

 Curricular areas and subjects  Ethos and life of the school as a community  Interdisciplinary learning  Opportunities for personal achievement

 Learning across all 8 curriculum modes  Breadth & depth of learning including developing skills for learning, life & work  The opportunity to achieve challenging levels of literacy & numeracy  Challenge & success across all 4 contexts for learning  Enhanced learning & teaching approaches  Increased pupil motivation & achievement

“The world our kids are going to live in is changing four times faster than our schools” Dr Willard Daggert, Director of International Centre for Leadership and Education Present curriculum Evolution Future curriculum

LanguageMaths Social Studies Science Express. Arts Technologies ElectiveFlexible Health and Well-being English & Modern Lang Maths History Biology Art Admin History Art PE Geography Chemistry Hospit Computing PCS Biology PSE Modern St Physics Music Graphics Physics Bus Man RE PE PCS RMPS Spanish Skills for Life & Work

 s1 August 2010 – Es & Os levels 2 / 3 ◦ what & how – principles of curriculum design ◦ partnership working with primary colleagues  s1/s2 August 2011– level 3 consolidation & progression ◦ wider achievement / 4 contexts of learning ◦ ongoing work with primary colleagues  s3 August 2012 – year 3 of the bge –levels 3 / 4 ◦ increased personalisation & choice ◦ breadth & depth of learning ◦ preparation for transition to the senior phase

Build on current strengths Challenge Application Breadth 5-14 STANDARD GRADE INTERMEDIATE

 Transition to senior phase – august 2013 ◦ informed choice / identified pathways to meet pupil needs  Attainment pathways – national levels 3 – 7 in place for 2013 – 14  course outlines  assessment guidance  exam timings  background of the BGE experience  additional resourcing  professionalism of staff  pupil profiles – tracking, recording, reporting

 “ Most young people will be secure at level 4 Literacy and Numeracy by the end of s3 “  “Most young people will be secure at level 4 in a range of curriculum areas, by the end of s3”  “The achievement and attainment of all young people will improve in relation to that achieved by previous cohorts “  “ In s3, pupils will begin to consider whether, and to what extent they will continue to carry forward their interest in particular subjects into qualifications, and at what levels … “

 learning & teaching issues ◦ progress through S1 – S3 (broad general education) ◦ assessment evidence, profiling and reporting ◦ preparation for the new national qualifications ◦ meeting pupil needs  pupil / parent concerns ◦ number / level of qualifications ◦ expectations of / for fe, he, work ◦ will it work ?

 At authority level we feel it is important to adopt a consistent and coherent approach in all schools  We have agreed on the S3 model and it is appropriate to have a transition to the senior phase that builds on that strength and also sustains the excellent consortium arrangements across every secondary  We are proposing a model that allows the needs of all pupils to be met, includes developing skills for learning, life and work and addresses the importance of a transition to the vocational phase that is flexible,adaptable and aspirational  We have taken cognisance of emerging practice across the country and built in more time per subject to provide better chances of improved performance

Builds on Es and Os experienced and achieved through the broad, general education S4-S6 in schools and out of school Phase for building up qualifications portfolio Partners to plan coherent learner experiences A flexible system that offers choice, personalisation and supported pathways S3 profile from BGE supports transition

Based on the S3 structure, there are various models of how S4 should look :  Model 1 – choice of 5 subjects at various levels (National 4 or 5 predominantly)  Model 2 – choice of 7 subjects at various levels (National 4 or 5 predominantly)  Model 3 – choice of 8 subjects (Nationals 4,5, 6)  Model 4 – choice of 9 subjects (Nationals 3,4 or 5) ◦ nb possible changes after s4 for s5 and / or s6 ◦ nb possible changes after 55 for s6

 It is important now for pupils and their parents to see the years S4 – S6 as a block of time for which a planned approach should be prepared : there are many possible pathways to accreditation and beyond that pupils might take over that three year period :

S48 subjects S55 subjects S64 subjects

Senior phase

2 nd level 2 nd /3 rd level 3 rd level 2 nd level 3 rd level 3 rd level 3 rd level 3 rd / 4thlevel 4 th level 3 rd level 4th level 4th level 3 rd /4 th level 3 rd /4 th level 4 th level National 3 National 4 Broad General Education National 4/5 National 4National 5Higher National 5Higher National 5 S1 S2 S3 S4 S5 S6 Senior Phase National 5/Higher

7 courses in s4 provides additional time for study facilitates wider experiences maximises number of qualifications in context of a cfe addresses pupil / parental concerns meets the needs of our pupils provides consistency across renfrewshire further informed choice in s5 ( 5 courses ) but assumes progression in study eg national 5 > 6 ; national 4 > 5 ; national 3 > 4 ; skills for work further choice for s6 to meet student needs eg return to subjects not taken up in s5 or previously in s4 encourages positive leaver destinations : work / college / university supported by all secondary schools in renfrewshire

 any questions / issues to be raised at this stage ?  background briefing available on the council website at  written comments / questions welcomed for education & leisure services at  This presentation will be placed on the school website