Transcript Grove Academy

Grove Academy
S3S4
From the Broad General Education to the
Senior Phase
15th January 2015.
Broad General Education
• Well planned experiences and outcomes
across all curriculum areas from early years to
the end of S3
• Skills for Learning, Life and Work
• Literacy Numeracy and HWB
• Personal support
• Support in moving to positive sustained
destinations
• Four levels of Es and Os – Level 3 in S1-3, Level
4 in S3
Broad General Education
• The WHAT has not really changed, it is the
HOW we teach it and how they learn it.
• Move away from rote learning and spoon-fed,
dependant learners to independent learners,
who can think for themselves and use their
skills.
Broad General Education
• Learning paves the way for work towards
qualifications in the Senior Phase at the level
appropriate to the needs and achievements of each
young person.
• The expectation is that young people by the end of
the BGE will reach a deeper and more secure level of
attainment and achievement than they did and thus
the quality of the pupils’ attainment and
achievement will improve in the Senior Phase.
What is Profiling?
Profiling is:
• the process whereby pupils evaluate their
progress in skills for learning, life and work.
• identify examples of their best work and
activities which provide evidence of their
progress
• identify next steps for further learning
What skills?
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Skills for Learning
Skills for Life
Skills for Work
Skills development is fundamental to
learning and teaching
What does the profiling process
involve?
• Learners are aware of and able to evaluate their
own progress in skills development
• Learners build the appropriate vocabulary to
reflect and write about this
• Learners are able to identify work or activities
which evidence their progress
• Teachers provide learners with feedback on
their progress and regular opportunities for pupil
reflection and recording of progress
• Learners have regular opportunities to upload
this onto their E portfolio and then Profile
The purpose of the Profile is to:
• provide learners with a reflective summary
statement of achievement by end of S3
• recognise progress in learning and achievement
• challenge, motivate and support learners to
achieve their best
• build their skills and capabilities to reflect on
their learning and progress in skills development
• support and inform learners in their transitions,
personal statements, CVs, interviews, post school
applications etc
S3S4 Process
• Profiling in progress
• Parent Info Evening – 15th Jan
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Reports issued – 19th Jan
Parents’ Evening – 29th Jan
Interviews with Guidance Teacher
Deadline for choices – 2nd Feb.
Senior Phase
• more specialisation, depth and rigour
• maintain and enhance their skills
• continuing emphasis on having an active and
healthy lifestyle
• opportunities for personal achievement and
service to others.
• Start to build their lifelong portfolio of
qualifications.
Qualifications
• Higher remains the Gold standard
• 5 courses (at Higher or any other level) in S5 &
6 and 6 courses at S4 (DCC policy)
• The qualifications our young people aim for
should be flexible and designed to offer
pathways to the next stage, whether Further
or Higher Education, employment or training.
Curriculum for Excellence: the
structure and design of new
National Qualifications in
Scotland
Assessment
• Units assessed pass/fail within centres
• 7 methods of assessment specified appropriate
to subject and level:
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Assignment
Case-Study
Project
Portfolio
Practical Activity
Performance
Test/Question paper
Our Experience here at
Grove
Mathematics at National 4 or 5 or in National 3 Lifeskills:
• All three courses build on the principles, practice, experiences and outcomes of
mathematics and numeracy already met in S1 to 3. All three courses have three
Units which are assessed during Fourth year. Pupils must be successful in passing
these assessments in order to attain a pass at the appropriate level.
Biology National 4 and 5:
• Learners are expected to maintain a fast pace of work in class and consolidate their
learning at home by completing weekly homework tasks and thorough preparation
for all assessments.
PE:
• Pupils must be keen and enthusiastic about sport and physical activity. They must
have PE kit and bring it at all times. Activities include badminton, basketball, fitness
and volleyball. This course is a grounding for future study in National 6 / Higher P.E.
Our Experience here at
Grove
Music:
• The ‘Performance’ element of the Music National 4 and 5 course is worth 60% of
the overall mark and so it is essential that pupils have a regular, focused practice
schedule in order to steadily build skills on two instruments. They are encouraged
to use the department facilities at lunchtimes and/or after school to further
support their learning.
English:
• It is a skills' based subject which takes time to yield results but pupils need to study,
revise and persevere! Very important to read good quality fiction widely and
regularly at home. Build a good revision programme early: know your Scottish text
and other literary texts inside out. Constantly work on editing and reviewing
writing pieces for the Folio - 30% of the marks.
Computing:
• Dealing with a challenge – from writing a program to creating a database to store
a collection of data. Creativity – its NOT ALL about the PROGRAMMING.
Further Information
Our own web page:
http://grove.ea.dundeecity.sch.uk
• National Qualifications: www.sqa.org.uk/cfeforparents
• What you can do to support your child, visit:
www.parentzonescotland.gov.uk
 Scottish Government videos on impact of CfE
www.engageforeducation.org/cfefilms
Broad General Education
Curricular Progressions
Grove Academy
Learners Journeys
Learners Journeys – Grove Academy
Case Study 1: - Helen
In S3, to take her to the end the Broad General Education (BGE) years, Helen
selected 7 subjects in addition to Maths, English and German. Her aim was to
deepen her learning of these subject areas and also to broaden her achievements
within school. She used her S3 profile to capture what she had achieved in the
BGE. This not only included her academic achievements but also the skills she had
learned such as problem solving and decision making. The profile highlighted her
independence as a learner as she often took the initiative with her learning. The
profile showed that Helen took responsibility in developing her curriculum. The
profile helped shape Helen’s journey through the senior phase.
In S4 Helen studied a mixture of N4 and N5 subjects taking some of these onto
Higher N6 or N5 in S5. In S6 she studies a mixture of Higher N6 and N5 with some
new subjects which she felt matched the skills she had continued to develop over
the senior phase. Helen also took part in a number of extra school activities
including Duke of Edinburgh, Prefect and she achieved a Youth Achievement
Award for her work with the Eco School.
Helen left Grove well equipped to tackle the challenges of University life.
Learners Journeys – Grove Academy
Maths
English
Modern Language
History
Biology
Business Enterprise
Dance
Design and Manufacture
Music
Spanish
S3 Profile celebrated
Helen’s successes
including English
essays, the talk she
gave in History about
migration in Scotland,
the dance routine she
worked out with her
friends and the test
scores she had in
Maths. (just some
examples). It also
highlighted the new
skills she has
developed including
discursive writing,
using sources and
problem solving.
S4 Senior Phase
Maths N4
English N5
Spanish N5
History N4
PE N5
Biology N4
S3 profile informs the
choices made for the
senior phase
Learners Journeys – Grove Academy
Helen’s journey continues in S5 and S6
S4 Senior Phase
S5 Senior Phase
S6 Senior Phase
Maths N4
Maths N5
English H
English N5
English H
Music N5
Spanish N5
Spanish H
History N4
History N5
PE N5
PE H
University
Media H
Philosophy H
Helen left Grove
with 15 academic
qualifications.
Classical Studies H
Biology N4
Helen also added to her profile: Duke of Edinburgh Award, Eco School Award,
Prefect and also took part in the Music trip to London. In doing so she
developed leadership skills, organisation and teamwork skills.
Your Child’s Learning Journey
Child’s name:
S4 Senior Phase
S5 Senior Phase
S6 Senior Phase
Extra
Curricular:
Please discuss with your child what their learning journey might look like. If you would like to return this journey
to Mr Doherty please do so. We are keen to get some examples for future reference.
Broad General Education
Curricular Progressions
Grove Academy
Course Choice & Timetabling
S3 to S4 Senior Phase Course Choice Form
2013/14
Please read the course choice booklet carefully before making your choice.
National 5 Courses
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Administration and IT
Accounting
Art and Design
Biology
Business Management
Chemistry
Computing Science
Design and Manufacture
Drama
Engineering Science
Fashion and Textiles
French
Geography
German
Graphic Communication
Health and Food Technology
History
Hospitality Practical Cake Craft
Hospitality Practical Cookery
Modern Studies
Music with Performance
Music with Technology
Physical Education
Physics
Practical Woodwork Skills
Religious, Moral and Philosophical Studies
Spanish
National 4 Courses
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Administration and IT
Art and Design
Biology
Business
Chemistry
Computing
Design and Manufacture
Drama
Engineering Science
Fashion and Textiles
French
Geography
German
Graphic Communication
Health and Food Technology
History
Hospitality Practical Cookery
Modern Studies
Music with Performance
Music with Technology
Physical Education
Physics
Practical Woodwork Skills
Religious, Moral and Philosophical Studies
Spanish
Flexible Pathways
Dundee College
□ Construction and Engineering
□ Cosmetology
□ Early Education and Child
Care
□ Employability
□ Engineering Skills
□ ESOL
□ Fashion and Textiles
□ Food Preparation and Cookery
□ Health and Social Care
□ Skills for Sport and Recreation
□ Volunteering Award
Grove Academy
□ Enterprise and Employability
□ Duke of Edinburgh
□ People in Society
□ Asdan
Advantages of Free Choice:
• More pupils will get the choices they want
• Subjects are not restricted in numbers
• More flexibility e.g. setting
• Pupils can pick 3 sciences, 3 social subjects, 3 languages etc.
• Offers better progression within the senior phase
Percentage of pupils who are coursed first time around.
2014/15
2013/14
2012/13
S2-3
98%
100%
98%
S3-4
95%
95%
95%
S4-5 & S5-6
90%
75%
70%
C
D
E
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Raw data is captured from the
course choice forms and put onto
an Excel spreadsheet.
F
C707 Biol NAT5
C736 He&FT
NAT5
C701 Ad&IT
NAT5
C704 A&D
NAT5
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Choices are then manipulated
across columns to form classes.
C707 Biol NAT5
C721 Drama
NAT5
C737 Hist NAT4
C738 PraCk
NAT5
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Sort/formulae are used to keep
track of numbers.
C707 Biol NAT5
C701 Ad&IT
NAT5
C737 Hist NAT5
C733 Geogr
NAT5
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Practical class size max 20
pupils, non-practical max 30.
C707 Biol NAT5
C701 Ad&IT
NAT5
C708 Busn
NAT4
C704 A&D
NAT5
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Green – alternative choice is
used
C707 Biol NAT5
C704 A&D
NAT4
C719 DesMa
NAT5
C733 Geogr
NAT5
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Yellow – even the alternative
choices doesn’t fit – re- interview.
C707 Biol NAT5
C710 BsMan
NAT5
C713 Chem
NAT5
C764 RMPS
NAT5
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Split level classes avoided if
possible
C707 Biol NAT5
C721 Drama
NAT5
C734 Germn
NAT5
C757 Phys
NAT5
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If class size is less than 10
alternative choice is used.
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Number of classes limited to the
number of teachers per
department.
Column Structures:
From the free choice a column structure emerges.
A
B
C
D
E
English
Maths Biology
F
Physics
Chemistry Biology
Chemistry
PWS
Admin
Tech Studies
History
Geography
Graphics
Media
Computing
Biology
Art &
Design
PE
Bus Studies
French
German
Spanish
DEMA
History
Music
Music
HE
Music
Accounts
Chemistry
Course Choice - Dilemma
Things to Consider:
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Strengths and weaknesses – S3 reports
Subjects they enjoy
Subjects they are good at
Career choices
Balanced choice
Once the form is submitted it cannot be changed.
Why might your child not get the choices they want?
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Class is under subscribed – too few pupils to make the class viable
Class is over subscribed – too many pupils in that class. (Decision of PT)
Choices don’t fit the final column structure.
They hand their form in late.
Why six subjects?
S3
A
English
B
Maths
4
4
C
Mod
Lang.
D
Social
Sub.
3
2
E
Science
2
F
G
H
Creative
Technology Free
and
Choice
Expressive
2
2
2
I
Free
Choice
2
J
Free
Choice
H&W
PE (2)
SE (1)
RME (1)
2
4
IDL
1
S4
A
B
C
D
E
F
H&W
English
Maths
Free Choice
Free Choice
Free Choice
Free Choice
PE (2)
RME (1)
SE (1)
4
4
4
4
4
4
4
Flexible
2
It’s all down to time.
4 periods per week is equal to 120 hours.
3 periods per week is equal to 90 hours.
What we hope to do:
4.5 periods per week is equal to 135 hours.
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Deeper learning
Better preparation of Higher courses in S5
More opportunity to develop skills for learning, life and work
Allow pupils to develop a portfolio of qualifications and other
achievements
• 15 hours extra for consolidation, revision, research, value added unit
Vision
Together the Grove Learning Community is building an
excellent school where we all:
• Value learning and aim to be the best we can be
• Build positive relationships so everyone feels
included, valued and safe
• Develop confidence, leadership, commitment and a
strong sense of values
• Reach out to the wider world and make a difference
to others.
Grove Academy
• Thank you for listening
• Questions answered in staff room over a cup
of tea/coffee.
• Safe home.