Transcript Towards the Senior Phase…

Parents as Partners
S Nicolson, HT
W Huq, DHT

Overview
S Nicolson
 Progression to the Senior Phase
 The New Generation of Qualifications

Process/ Timeline
W Huq

A coherent curriculum from
3 to 18

A broad general education,
including well planned
experiences and outcomes
across all the curriculum
areas.

A senior phase which
provides opportunities for
study for qualifications and
other planned opportunities
for developing the four
capacities

Opportunities for developing
skills for learning, skills for
life and skills for work

Opportunities to achieve to
the highest levels they can
through appropriate personal
support and challenge

Opportunities to move into
positive and sustained
destinations beyond school
From a Broad General Education to the Senior Phase
Stage
Experience
S1
S2
Broad General Education
Experiences and Outcomes
8 Curriculum Areas
S3
S4
S5
S6
Senior Phase: Qualifications
National 3/4/5
Higher, Advanced Higher

Based around 4th level O/E
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Specialisation within a range of
curriculum areas – personalising
the curriculum

Opportunities for depth and
progression: preparation for
National 4/5
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Maintain breadth across
curricular areas (courses and
electives)

Skills for learning, life and work
The expectation is that
young people will reach a
deeper and more secure level
of attainment and
achievement at the end of S3
than they do at present.
Scottish Government, Building the
Curriculum 3 (2008, P6)

breadth — drawing on
knowledge and skills from across
the Course
challenge — requiring greater
depth or extension of knowledge
and/or skills
application — requiring
application of knowledge and/or
skills in practical or theoretical
contexts as appropriate
Core entitlement:
 PE(2), PSE, RE

up to 7 SQA subjects:
 4 periods per week
 Breadth
 Challenge
 Application
Skills
Extra-curricular activities
Trips/excursions/visits
 School events
 Work experience
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Literacy
Numeracy
Creating
Health and
Wellbeing
Life
Enterprise
Evaluating
Analysing
Applying
Communication
Understanding
Work
Remembering
Working with others
Solving problems
Creative thinking
Managing, planning and organising time
Personal responsibility
Learning
A Broad General Education and the Senior Phase
Previous generation of New generation of
SCQF
qualifications
qualifications
12
Doctorate
Doctorate
11
Masters
Masters
10
Honours Degree
Honours Degree
9
Ordinary Degree
Ordinary Degree
8
Higher National Diploma
Higher National Diploma
7
Advanced Higher
Advanced Higher
6
Higher
Higher
5
SG Credit
Intermediate 2
National 5
4
SG General
Intermediate 1
National 4
3
SG Foundation
Access 3
National 3
2
Access 2
National 2
1
Access 1
National 1
3 Units
• Internally Assessed
• SQA Verified
Unit 1
Added Value Unit
AVU
Unit 2
• N4:
Unit 3
• N5:
Internally Assessed
PASS/FAIL
Externally Assessed
SQA Exam
A/B/C/D/No Award
National3 /National 4/National 5
Most S4 pupils will aim towards N5 unless there is clear
evidence that they are unlikely to reach this level.

Evidence:

S3:
 Prior attainment – S3
 Core work on 4th level
 Classwork/ Homework
E/Os (N4 level)
 Differentiated to meet
pupils’ needs
 Designed to lead into S4
courses
 Coursework
 N4 AVU
 N5 Unit assessments
 November assessments
N4
Unit 2
N4
Unit 1
N5
Unit 1
N4
AVU
N5
EXAM
N5
Unit 1
N4
Unit 3
National 4
Pass
N5
Unit 2
N4
AVU
N5
Unit 2
N5
Unit 3
National 4
Pass
N5
Unit 3
National 5
A/B/C/D/
No Award

Experience
 SCQF equivalence
 Uptake/pass rates at Credit/General/Foundation
▪ Around 50% got 5 or more Credit passes
▪ Around 90% got 5 or more General or better
 2014 experience: courses and exam results
▪ 58% got 5 or more N5 passes
▪ 99% got 5 or more N4 or N5
 Aim high – aspirational targets
▪ 60-70% aim for N5
▪ 100% aim for N4

Tracking and
Moderation
 Monitor progress
 Intervene: support and
challenge
 Protect the vulnerable:
▪ gather supporting
evidence along the way
▪ recommendations made
in collaboration with
pupil/parent

How will classes be organised?
 Some N5 only (where numbers
permit)
 Most N4/N5 (opportunities to
‘move up’)
 Some N3/N4 (where support
needs are identified early

Will pupils be able to move
levels?
 Encourage and bring on ‘late
developers’
 Protect the attainment of
those who are struggling

Will we have S3 Exams?
 Mark the ‘End point’ for BGE
 Demonstrate how much and
how well they’ve done
 Contribute to the final
profile/report
 Support the process of
identifying N4/5 candidates
 Evidence of N4 attainment

What about S4 Prelims?
 Opportunity to gather


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evidence as ‘insurance’
Exam preparation and
practice
Most will sit N5
Some will sit N3 or N4
Timing – subject to review.
NEW/ DIFFERENT
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Qualifications structure
Curriculum organisation
Qualifications requirements
Presentation levels
Assessment arrangements
 Prelims
 Study Leave
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Report Format
Certification process
Skills/ wider achievement
Operational timeline
Progression pathways
SAME
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Expectations
Aspirations
 Progression/careers planning
 Target setting
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Ethos
Learning and teaching
Shared responsibility
 Pupil/parent/school
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Support and challenge
Study and work rate
Qualifications levels
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Curriculum based on 7 subjects
Continuous assessment
Main assessments - late November, May
Target setting in September, January
Report and consultation in January / February
Work related experiences
Pastoral support

6 January -
Information Evening for parents

By 26 January – information to pupils
subject information available
proforma issued

6 February
choice proforma returned

5 May
new timetable begins
Parents as Partners