Parents as Partners

S Nicolson, HT

SAME

Expectations Aspirations

Progression/careers planning

Target setting Ethos Learning and teaching Shared responsibility

Pupil/parent/school Support and challenge Study and work rate Subject content (more or

less) Qualifications levels

DIFFERENT

Qualifications structure Curriculum organisation Qualifications

requirements Presentation levels

‘fall back’ position Assessment

arrangements Prelims Study Leave

Report Format Certification process Skills/ wider achievement Operational timeline Progression pathways

SCQF

Previous generation of qualifications

New generation of 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

5SG: Credit bands 1/2Intermediate 2

National 5

4SG: General bands 3/4 Intermediate 1

National 4

3SG:Foundation bands 5/6 Access 3

National 3

2 Access 2 National 2

1 Access 1 National 1

Up to 7 subjects: SQA certificationLiteracy and numeracy certificationCore entitlement

PE (2), PSE (1), RE (1)Extra-curricular activitiesTrips/excursions/visitsSchool eventsWork experience

Unit Unit 11

Unit Unit 33

Unit Unit 22

AVUAVU

S3: Core work on 4th level

E/Os (N4 level) Differentiated to

meet pupils’ needs Designed to lead into

S4 courses

Evidence: Prior attainment – S3 Classwork/ Homework Coursework N4 AVU N5 Unit assessments November

assessments

Most S4 pupils will aim towards N5 unless there is clear evidence that they are

unlikely to reach this level.

National 4 Pass

National 4 Pass

National 5A/B/C/D/ No Award

S4 ASSESSMENT: NOV/DEC

No attendance exemption period

N5 Prelims/Assessments

N4 AVUOR N4 Unit assessmentOR N4 Coursework task

SQA DIET: MAY

Exemption from attendance during the exam period

Staff available: consultation/support

‘Opt-in’ Provision made for those sitting no/few exams Structured independent

research Skills development for N5 Extended work experience Preparation for work

Improved articulation with ‘Higher’

Increased challenge for most able

Opportunity for recognition beyond ‘Credit 1’

Literacy /Numeracy recognised as different to English /Mathematics

Variety of ways to demonstrate learning

‘Skills’ as well as ‘knowledge’

Reduced exam burden: only 1 ‘exam’ level▪ Reduced stress/anxiety▪ More focussed exam

preparation▪ N4 “Safety net”▪ Calculated risks more

viable for some potential N5 candidates▪ Protection for

vulnerable learners

TECHNICAL ISSUES

Operational timeline Presentation levels Communication with

parents Assessment periods/

‘Study leave’ Target setting and

tracking Lack of historical data External anxieties:

impact on pupils

No ‘automatic’ fallback position Potential delay in

certification Literacy/Numeracy

bridging

Progression for those who fail at N5 pass N5 at “C”

ADAPTIVE CHALLENGES

Month Activity January – April S3

•Acquisition of knowledge/skills in preparation for new courses•Options choices•S3 assessments

May - June •Start new courses •N4 AVUs

August - September

•Coursework•Target Setting Evening

Initial Recommendations

September - November

•Coursework•Unit Assessments

Recommendations

November/ December

•Assessment Diet•Work Experience

January •Coursework•Reports to parents

Recommendations

Month Activity

January - March

•Completion of coursework•Completion of Unit assessments•Final N4 AVUs

March •(S5 Options) Final recommendations

March - April •Exam Preparation

May-June •SQA Exam Diet•Mop-up N4 AVUs •Start S5 courses

August •Results/ certificates out•Submit N4 AVUs for ‘fallback’ N4s

?? •Final certificates

From the floor Individually In writing (responses collated for

FAQ paper)

This presentation will be available on our website:

www.strathaven.s-lanark.sch.uk