Transcript Curriculum for Excellence 3-18

Curriculum for
Excellence
3-18
Parents Information Evening
Millburn Academy
20th March 2012
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
Secondary Stages
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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
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
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
Languages
S1
English 5
periods
French/Gaelic
4 periods
Maths
S2
Expressive Arts
RME
Core
5 periods
Geography 2
PE 3 periods
periods History
CDT 2 periods PSE 1 period
2 periods
Home Ec 2 RME 2 periods
Modern
periods
Learning Skills
studies to be
1 period
incorp
5 periods
Art 2 periods
Music 2
periods
2 periods
see HWB
5 periods
Geog 3 periods
PE 3 periods
History 3
CDT 2 periods PSE 1 period
periods - Mod Home Ec 2 RME 2 periods
Studs to be
periods
Learning Skills
incorp
1 period
4 periods
Art 2 periods
Music 2
periods
2 periods
see HWB
French/Gaelic
4 periods
Tech
Health and
Well Being
Science
English 5
periods
Social Subjects
S3
5 periods
5 Periods
Option 1
4 periods
Option 2
4 periods
Option 3
4 periods
Option 4
4 periods
Option 5
4 periods
Option 6
4 periods
PE 3 periods,
PSE 1 period,
RME 2 periods
S4
5 periods
5 Periods
Option 1
4 periods
Option 2
4 periods
Option 3
4 periods
Option 4
4 periods
Option 5
4 periods
Option 6
4 periods
PE 3 periods,
PSE 1 period,
RME 2 periods
S5/6
Option 1
7 periods
Option 2
7 periods
Option 3
7 Periods
Option 4
7 Periods
Option 5
7 periods
PSE 2 periods,
Private study 3
periods,
expectatation
that we
provide
PE 2 hrs
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
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 solving
Organisation
Caring Entrepreneurial
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Can include awards, successes, achievements and
qualifications achieved in or out of school.
What will be different as CfE
becomes part of school life?
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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
Why experiences and
outcomes?
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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
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.
In Millburn Academy:
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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.
Proposals
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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
Ensuring entitlement and
Progression
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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
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.
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
1
S1
%
M
S2
%
M
S3
%
M
S4
%
M
S5
%
M
S6
%
M
2
3
4
5
6
7
8
9
English
Modern
Lang
Maths
12
200
6
100
12
200
English
Modern
Lang
Maths
12
200
6
100
12
200
English
Maths
12
200
12
200
English
Maths
12
200
12
200
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
Social Studies Bus
Expressive Technologies PS
RME
G/H/MS
Studs Arts Art/Mus CDT/HEc
E
12
200
Social Studies Bus
Expressive Technologies PS
RME
G/H/MS
Studs Arts Art/Mus CDT/HEc
E
PE
12
200
12
200
PE
6
100
6
100
12
200
12
200
3 6
50 100
6
100
1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 6 6 6 PE PE
9
150
9
150
9
150
9
150
9
150
9
150
9
150
1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 6 6 6 PE PE
9
150
29
3 6
50 100
12
200
6
100
28
9
150
9
150
9
150
9
150
9
150
9
150
30
31
32
33
Totals
Science Tut
9
150
3
50
1650
Science Tut
9
150
3
50
1650
RM RM PS
Tut
E E E
6
100
3 3
50 50
1650
RM RM PS
Tut
E E E
6
100
3 3
50 50
PS
1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 PE PE
E
18
18
18
18
18
6
3
300
300
300
300
300
100 50
PS
1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 PE PE
E
18
18
18
18
18
6
3
300
300
300
300
300
100 50
1650
1650
1650
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.
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New Qualifications D.Paterson
SQA timetable
April 2014 Current S2
First presentations in National 4 and National 5
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April 2015 Current S2
First presentation New Higher
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April 2016 Current S2
First presentation New Advanced Higher
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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
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Where – school, college, work place, on line or combination
Progression after S4
S6
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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
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
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Achievement
Employability
Self-Confidence
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
“texts” ?
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Texts are… a text is the medium through which ideas, experiences, opinions
and information can be communicated.
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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
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What will success look like?
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- engage with others
- explain their thinking to others
- think about the reliability of information
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Listening and Talking
- find, select, sort, summarise and link information
- follow instructions logically
- discuss similarities and differences between texts
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Reading
- make notes and acknowledge sources
- use appropriate vocabulary
- create texts which allow learners to persuade/argue/explore ideas
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Writing
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
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Numeracy involves:
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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
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
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
More information
 www.sqa.org.uk/cfeforparents
 www.ltscotland.org.uk/parentzone
 www.scqf.org.uk
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.
Any questions?