Curriculum for Excellence 3-18

1. Curriculum for Excellence 3-18 Parents Information Evening Millburn Academy 20th March 2012

2. Vision statement • The Millburn Academy curriculum aims to develop resourceful, resilient, flexible and autonomous learners - young people equipped with transferable skills to help them to thrive in the 21st Century world • Successful Learners, Confident Individuals, Effective Contributors, Responsible Citizens

6. Secondary Stages • S1-S3 Broad General Education • Level 3(for most) and Level 4 (for some) • All outcomes and experiences (resources permitting) – Level 3 entitlement with selected experiences and outcomes from Level 4 for some pupils as appropriate • S4-6 Senior Phase – National Qualifications • Currently Access -> Standard Grade Foundation, General, Credit /Intermediate 1/2 -> Higher – Advanced Higher • From 2014 National 3 -> National 4 -> National 5 -> Revised Higher – Revised Advanced Higher

7. 4 Contexts for learning In the Broad General Education phase, schools need to include 1. Curriculum: • 8 curriculum areas • Languages – English French Gaelic (Spanish) • Mathematics • Science – Biology, Chemistry, Physics • Social Subjects – Geography, History, Modern Studies • Expressive Arts – Art and Design, Music, (Drama) • Technologies – Craft, Design and Technology, Business Education • Religious and Moral Education (Citizenship) • Health and Well Being - Physical Education, Health and Food Technology, Personal and Social Education

8. 2. Cross cutting themes – delivered in part by all staff • Literacy • Numeracy • Health and Well Being Plus developing aspects • Skills for Learning, Skills for Life, Skills for Work • Sustainable education • Global citizenship

10. 3. Interdisciplinary learning • Making connections in learning • Departments exploring links across subjects/across schools and other partners • Success dependent upon using and applying knowledge/skills from other areas of the curriculum

11. 4. Wider achievement • Personal achievements and interests can demonstrate personal qualities and skills gained, this is particularly good for those who apply for a range of different courses e.g. • Leadership Time management Confidence Compassion Dedication Personable Commitment Team player Problem solvingOrganisationCaring Entrepreneurial Can include awards, successes, achievements and qualifications achieved in or out of school.

12. What will be different as CfE becomes part of school life? • Greater emphasis on skill development • Greater focus on transferable skills • More focus on connecting learning • More emphasis on pupils taking responsibility for their own learning – reduced spoon feeding! • Range of Learning, teaching and assessment approaches • Aiming for depth of understanding • Content and relevance • More active learning • More collaborative and group working

13. Why experiences and outcomes? • Experiences – the importance of the nature of the learning in developing attributes, capabilities and qualities – active engagement, motivation and depth of learning • Outcomes – what learning will have taken place, what is achieved • Schools developing Successful Learners Confident Individuals, Effective Contributors and Responsible Citizens • Schools need to consider key principles in decision making process re curriculum • Personalisation and Choice Progression Depth Coherence Breadth Challenge and enjoyment Relevance

14. Current S1 and S2 Subjects – 40 period week (40 minute periods) • S1 15 subjects S2 15 subjects Question – should we continue with all 15 subjects in S3? • In the spirit of CfE – some schools continuing this model into S3 with some degree of choice in activities/short courses. Some only offering one choice from each Curriculum Area.

15. In Millburn Academy: • Need to ensure that progression and challenge is more continuous • To continue with all BGE ‘subjects’ until end of S3 would mean a maximum of 5/6 qualifications in S4 • Could continue the two term dash for many pupils • May extend ‘dip’ • All S1 and S2 pupils should have been learning at Level 3 across the curriculum with selected experiences and outcomes from Level 4 for some.

16. Proposals • We propose this year to continue with option choices at the end of S2 – 8 subjects for S3 and S4 with National 3 and 4 internal assessment or National 5 External Examinations or straight progression into Higher with examinations at exit point/pre Advanced Higher where evidence suggests this is appropriate. • Most pupils will opt from each Curriculum Area and be able to continue principle of Broad General Education. NB. For some, this may not be the most appropriate curriculum. • English 5 periods Maths 5 periods PSE 1 period RME 2 periods PE 3 periods • Plus 6 options at 4 periods

17. Ensuring entitlement and Progression • Staff will need to provide opportunities to continue with Level 3 outcomes and experiences for some at the start of S3 but should be progressing at National 4/5 as appropriate as soon as is practicable. • National 5 and Higher should be better bridged than is currently the case. • Profile of evidence of achievement will be required by end of S3 – Literacy, Numeracy and Health and Well Being

18. Pupil Support Provision K. Sinclair DHT All schools to work to address enhanced support entitlement for all pupils as CfE implementation progresses – big picture of child’s learning etc. At some point in their education all young people may require some form of additional support, for a variety of reasons.  These may include those who are being bullied, are particularly gifted, have experienced a bereavement, are not attending school regularly as well as those who have behavioural or learning difficulties, mental health problems, or specific disabilities.

19. 40 period week efficiency? NB. We will be consulting with parents and pupils re changing the working week to have longer learning and teaching periods – aiming for 33 periods of 50minutes when budget and staffing permit. Factors: • Roll • Staffing • Senior phase options and S3/4 Options

21. Options process • Straw poll – ‘Guided’ choice 8 subjects (incl English/Maths for all) – received for most S2 • plus core RME, PSE, PE • Some subjects may not be viable/possible – staffing and budget constraints and/or insufficient uptake • This is then used to ascertain how many first choice options can be offered. Converted into form for parents/pupil to confirm.

22. New Qualifications D.Paterson SQA timetable • April 2014 Current S2 First presentations in National 4 and National 5 • April 2015 Current S2 First presentation New Higher • April 2016 Current S2 First presentation New Advanced Higher

24. Progression after S4 Work/College/Training/School S5 • 5 Subjects – progression from 8 in S4 • New National Courses • National 3 (2,1)(Access/Standard Grade Foundation) • National 4 (Intermediate 1/ Standard Grade General) • National 5 (Intermediate 2/ Standard Grade Credit) • Revised Higher (Higher) • SQA Examinations at the end ofS5 • Core Subjects: PE /PSE • Wider Achievement • Where – school, college, work place, on line or combination

25. Progression after S4 S6 • 3/4 Subjects – progression from 5 in S4 plus ‘Crash’ courses • New National Courses • National 3(Access/Standard Grade Foundation) • National 4 (Intermediate 1/ Standard Grade General) • National 5 (Intermediate 2/ Standard Grade Credit) • Revised Higher (Higher) • Revised Advanced Higher (Advanced Higher) • SQA Examinations at the end of S6 • Range of opportunities for leadership roles and wider achievement • Transition to next stage Where? • College/OU/UHI/Work place/On line/School

26. Why this? Why now? National Picture • ~ 15% of population face occasional challenges and constrained opportunities due to their literacy difficulties • ~ 0.9% have serious challenges in literacy • Achievement • Employability • Self-Confidence

27. What is Literacy ? • “Literacy is the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language, and the range of texts,which society values and finds useful.” • CfE Definition

28. “texts” ? • Texts are… a text is the medium through which ideas, experiences, opinions and information can be communicated. • novels, short stories, plays, poems • reference texts • the spoken word • charts, maps, graphs and timetables • advertisements, promotional leaflets • comics, newspapers and magazines • CVs, letters and emails • labels, signs and posters • recipes, manuals and instructions • reports and reviews • text messages, blogs and social networking sites • web pages, catalogues and directories • films, games and TV programmes

29. What will success look like? • - engage with others • - explain their thinking to others • - think about the reliability of information • Listening and Talking • - find, select, sort, summarise and link information • - follow instructions logically • - discuss similarities and differences between texts • Reading • - make notes and acknowledge sources • - use appropriate vocabulary • - create texts which allow learners to persuade/argue/explore ideas • Writing

30. What is Numeracy ? Pupils are numerate if they have developed: • “the confidence and competence in using number which will allow individuals to solve problems, analyse information and make informed decisions based on calculations.” CfE Definition • All teachers have responsibility for promoting the development of numeracy. With an increased emphasis upon numeracy for all young people, teachers will need to plan to revisit and consolidate numeracy skills throughout schooling. • Every teacher in each area of the curriculum needs to find opportunities to encourage young people to explain their thinking, debate their ideas and read and write at a level which will help them to develop their language skills further. Building the Curriculum 1

31. Numeracy involves: • ability to recall number facts • practical proportions • estimation of times/ amounts • interpreting graphs • budgeting • understanding fractions of objects • distance/ speed/ time • probability • checking the reliability of information • choosing appropriate units • using computers to produce graphs

32. Numeracy What will success look like? Pupils will be able to: • demonstrate their understanding of number processes • draw on skills and concepts learned previously • confidently identify which skills and concepts are relevant to a problem • apply their skills accurately when working independently • evaluate solutions • develop their understanding of personal finance • evaluate data to make informed decisions • engage with and complete tasks

33. Ultimate Goals of CfE in Millburn Academy Enable pupils to recognise and develop their higher order skills Equip students to: • be more employable • attain more • be more confident • achieve more

36. More information • www.sqa.org.uk/cfeforparents • www.ltscotland.org.uk/parentzone • www.scqf.org.uk

37. It has been discovered that we learn and remember: • 10% of what we read • 20% of what we hear • 30% of what we see • 50% of what we see and hear • 70% of what we say • 90% of what we say and do.

38. Any questions?