Grove AcademyS3S4

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?

• 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

S3S4 Process

• Profiling in progress• Parent Info Evening – 15th Jan

• 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 Curriculum for Excellence: the structure and design of new structure and design of new

National Qualifications in National Qualifications in ScotlandScotland

Assessment• Units assessed pass/fail within centres

• 7 methods of assessment specified appropriate to subject and level:

– 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.

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.

Our Experience here at Grove

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 EducationCurricular Progressions

Grove Academy Learners Journeys

Learners Journeys – Grove AcademyCase 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

Spanish

Maths

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.

English N5

Music

English

History

Biology

Modern Language

Dance

Business Enterprise

Design and Manufacture

Maths N4

Spanish N5

History N4

PE N5

Biology N4

S4 Senior Phase

S3 profile informs the choices made for the senior phase

Learners Journeys – Grove Academy

Maths N5

Helen’s journey continues in S5 and S6

English N5

Spanish N5

History N4

PE N5

Biology N4

S6 Senior PhaseS5 Senior PhaseS4 Senior Phase

Maths N4

English H

Spanish H

History N5

PE H

Philosophy H

Media H

Music N5

English H

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.

University

Helen left Grove with 15 academic qualifications.

Classical Studies H

Your Child’s Learning JourneyChild’s name:

S6 Senior PhaseS5 Senior PhaseS4 Senior Phase

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.

Extra

Curricular:

Broad General EducationCurricular 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 National 4 Courses Flexible Pathways □ 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

□ 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

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.

S2-3 S3-4 S4-5 & S5-62014/15 98% 95% 90%2013/14 100% 95% 75%2012/13 98% 95% 70%

C D E F

C707 Biol NAT5C736 He&FT NAT5

C701 Ad&IT NAT5

C704 A&D NAT5

C707 Biol NAT5C721 Drama NAT5

C737 Hist NAT4C738 PraCk NAT5

C707 Biol NAT5C701 Ad&IT NAT5

C737 Hist NAT5C733 Geogr NAT5

C707 Biol NAT5C701 Ad&IT NAT5

C708 Busn NAT4

C704 A&D NAT5

C707 Biol NAT5C704 A&D NAT4

C719 DesMa NAT5

C733 Geogr NAT5

C707 Biol NAT5C710 BsMan NAT5

C713 Chem NAT5

C764 RMPS NAT5

C707 Biol NAT5C721 Drama NAT5

C734 Germn NAT5

C757 Phys NAT5

• Raw data is captured from the course choice forms and put onto an Excel spreadsheet.

• Choices are then manipulated across columns to form classes.

• Sort/formulae are used to keep track of numbers.

• Practical class size max 20 pupils, non-practical max 30.

• Green – alternative choice is used

• Yellow – even the alternative choices doesn’t fit – re- interview.

• Split level classes avoided if possible

• If class size is less than 10 alternative choice is used.

• Number of classes limited to the number of teachers per department.

Column Structures:

A B C D E F

English Maths Biology 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

From the free choice a column structure emerges.

Course Choice - DilemmaThings to Consider:

•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?

•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.

LATE!

Why six subjects?

A B C D E F G H I J H & W IDLEnglish Maths Mod

Lang.Social Sub.

Science Creative and Expressive

Technology

Free Choice

Free Choice

Free Choice

PE (2)SE (1)RME (1)

4 4 3 2 2 2 2 2 2 2 4 1

S4

A B C D E F H & W FlexibleEnglish Maths Free Choice Free Choice Free Choice Free Choice PE (2)

RME (1)SE (1)

4 4 4 4 4 4 4 2

S3

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.

•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

VisionTogether 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.