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CfE : PARENTAL ENGAGEMENT – TRANSITION TO THE SENIOR PHASE

CfE : PARENTAL ENGAGEMENT – TRANSITION TO THE SENIOR PHASE. Johnstone High School 13 th June 2012. Influences . Building the Curriculum – the journey. 1. The contribution of the Curriculum Areas 2. Active Learning in the Early Years 3. A Framework for Learning and Teaching

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CfE : PARENTAL ENGAGEMENT – TRANSITION TO THE SENIOR PHASE

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  1. CfE : PARENTAL ENGAGEMENT –TRANSITION TO THE SENIOR PHASE Johnstone High School 13th June 2012

  2. Influences

  3. Building the Curriculum – the journey 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

  4. 4 Contexts for Learning • Curricular areas and subjects • Ethos and life of the school as a community • Interdisciplinary learning • Opportunities for personal achievement

  5. Broad General Education ( BGE ) In S1 –S3 • 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

  6. Employability skills

  7. This is not a 1-year curriculum fix “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

  8. JOHNSTONE HIGH SCHOOL – S3 Curriculum Model Social Studies Express. Arts Health and Well-being Language Maths Science Technologies Elective Flexible 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

  9. School progress – general / anticipated • 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

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

  11. School progress – general / anticipated • 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

  12. Expectations - Renfrewshire • “ 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 … “

  13. Transition To The Senior Phase • 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 ?

  14. Planning the senior phase - schools • 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

  15. Senior Phase – key messages • Builds on Es and Os experienced and achieved through the broad, general education • S4-S6 in schools and 16-18 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

  16. Planning the senior phase - schools 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

  17. Planning the senior phase – Parents & Pupils • 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 :

  18. Old model S4 8 subjects S5 5 subjects S6 4 subjects

  19. Senior phase

  20. Broad General Education Senior Phase S1 S2 S3 S4 S5 S6 2nd level 2nd/3rd level 3rd level National 3 National 4 National 4/5 2nd level 3rd level 3rd level National 4 National 5 Higher 3rd level 3rd / 4thlevel 4th level National5 Higher 3rd/4th level 3rd /4th level 4th level National 5 Higher Higher 3rd level 4th level 4th level National 5/Higher Higher

  21. Proposed model for Renfrewshire • 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

  22. Next steps : • any questions / issues to be raised at this stage ? • background briefing available on the council website at www.renfrewshire.gov.uk • written comments / questions welcomed for education & leisure services at walter.hayburn@renfrewshire.gov.uk • This presentation will be placed on the school website

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