St Aidan’s High SchoolSt Aidan’s High School

CfE Information EventCfE Information EventMonday 27Monday 27thth February 2012 February 2012

Welcome : Mr Rooney HT and Welcome : Mr Rooney HT and Mrs Hamilton-Smith DHTMrs Hamilton-Smith DHT

Curriculum for ExcellenceCurriculum for Excellence

• Presentation made recently to Parent Presentation made recently to Parent CouncilCouncil

• We want to actively engage with parentsWe want to actively engage with parents

• Parent Council welcomed the presentation Parent Council welcomed the presentation andand

suggested the time was right to speak to the suggested the time was right to speak to the wider parent bodywider parent body

Open event’ held for parents in November Open event’ held for parents in November ‘11‘11

Curriculum for ExcellenceCurriculum for Excellence

• Curriculum for Excellence is a Curriculum 3 – Curriculum for Excellence is a Curriculum 3 – 1818

• It is possible for the primary schools to It is possible for the primary schools to implement implement this initiative whole-scalethis initiative whole-scale

• It is not possible for secondary schools to do It is not possible for secondary schools to do likewise since we need to plan the link to the likewise since we need to plan the link to the National QualificationsNational Qualifications

• National advice is to develop a broad general National advice is to develop a broad general education developing the capacities until the education developing the capacities until the end of S3end of S3

Curriculum for ExcellenceCurriculum for Excellence

• The development work of the school has The development work of the school has been been led by the CRG – The led by the CRG – The Curriculum Review Curriculum Review group - chaired by group - chaired by Mrs Hamilton-SmithMrs Hamilton-Smith

• All subjects and all PTs are involvedAll subjects and all PTs are involved

Curriculum for ExcellenceCurriculum for Excellence• This year’s S2 was the first cohort to start the Curriculum for This year’s S2 was the first cohort to start the Curriculum for

Excellence - culminating in the upper school with new national Excellence - culminating in the upper school with new national qualificationsqualifications

• A Curriculum that is broad and general in S1 – S3, with a number A Curriculum that is broad and general in S1 – S3, with a number of ‘entitlements’ (see handout)of ‘entitlements’ (see handout)

• Familiar concepts ?Familiar concepts ?

SuccessfulSuccessful LearnersLearnersConfidentConfident IndividualsIndividualsEffectiveEffective ContributorsContributorsResponsibleResponsible CitizensCitizens

• All pupils should experience and achieve the following : All pupils should experience and achieve the following : Success / Confidence / Personal Effectiveness and Success / Confidence / Personal Effectiveness and a Sense of Responsibilitya Sense of Responsibility

Curriculum for ExcellenceCurriculum for ExcellenceWhat has the school achieved so far ?What has the school achieved so far ?

• Curriculum audits across subjects Curriculum audits across subjects have been conductedhave been conducted

• Curriculum structuresCurriculum structures - discussed with our Board of - discussed with our Board of Studies and Parent CouncilStudies and Parent Council

• Greater emphasis placed on Greater emphasis placed on Active Learning /AiFLActive Learning /AiFLLess emphasis on Less emphasis on WHATWHAT, , more emphasis on more emphasis on HOWHOW to learn (ref. to TLC) to learn (ref. to TLC)

• Clear links about learning across subject areasClear links about learning across subject areas Inter-disciplinary learningInter-disciplinary learning

• Pupils becoming more Pupils becoming more ‘skilled’‘skilled’ and able to use skills and able to use skills elsewhereelsewhere

• Core areas such Core areas such Literacy, Numeracy and Health and Literacy, Numeracy and Health and Wellbeing Wellbeing are the responsibility of all staffare the responsibility of all staff

Curriculum for ExcellenceCurriculum for ExcellenceWhat has the school achieved so far?What has the school achieved so far?

• There is much more ‘There is much more ‘active learning’ active learning’ going on in the going on in the

classroomsclassrooms

• GLOW GLOW initiatives have been developedinitiatives have been developed

• We are exploring the concepts of We are exploring the concepts of Pupil Profiles and e-Pupil Profiles and e-

portfoliosportfolios

• Planners Planners have been amendedhave been amended

• Entitlement to Personal Entitlement to Personal Support and mentoring through Tutor Support and mentoring through Tutor

TimeTime re. Health, Development and Progressre. Health, Development and Progress

Curriculum for ExcellenceCurriculum for ExcellenceWe are soon arriving at a crucial pointWe are soon arriving at a crucial pointin the development :in the development :

• National Qualifications for S4 - S5 are being developed National Qualifications for S4 - S5 are being developed

• We need to ensure that our courses meet the We need to ensure that our courses meet the requirements requirements of the new qualificationsof the new qualifications

• Some draft course descriptors are now availableSome draft course descriptors are now available

• Exemplars of new examinations will be available – April Exemplars of new examinations will be available – April 20122012

• We are working on the basic premise : standards under We are working on the basic premise : standards under CfE CfE must not be anything less than what we must not be anything less than what we achieve for achieve for pupils already pupils already – in fact it should – in fact it should improve furtherimprove further

Curriculum for ExcellenceCurriculum for ExcellenceS1 – S3 :S1 – S3 :

Key Planning Questions

We are delivering broad general education in S1 and S2 (continuing into S3).

What is the purpose of S3 within a broad general education ?

What will the framework for S4-S6 look like ?

How many qualification subjects do we offer in S4 ?

There are decisions to be made about qualification frameworks ?

To answer these questions we need to consider how the broad general education articulates with the senior phase

Curriculum for ExcellenceCurriculum for ExcellenceNew National Courses:

Design principles agreed for National Courses from Access to Advanced Higher

National 4 – replaces Standard Grade (General) and Intermediate 1

National 5 – replaces Standard Grade (Credit) and Intermediate 2

Highers remain as Highers

Courses will be notional 160 hours (as at present)

Current National Qualifications

National Qualifications

from 2014

Timelines• 2010 – new curriculum introduced • 2012 – publication of new qualifications levels 1 to 6• 2013 – last Standard Grades + current Access 1, 2 & 3;

publication of new qualifications • 2014 – first new qualifications at levels 1 to 5 (Access and

National 4 and 5); dual run with existing National Courses

• 2015 – first new qualifications at level 6 (Higher); ‘dual run’ with existing National Courses

• 2016 – first new qualifications at level 7 (Advanced Higher)

• This is the timeline for your son /daughter

Curriculum for ExcellenceCurriculum for Excellence

What does this mean for the structures ?What does this mean for the structures ?

Tonight’s big question....... (asked in Nov. Tonight’s big question....... (asked in Nov. 2011)2011)

If we waited until the end of S3 there would only be time to If we waited until the end of S3 there would only be time to deliver 5 courses of notionally 160 hoursdeliver 5 courses of notionally 160 hours

i.e. 5 subjects to start S4 i.e. 5 subjects to start S4 (S4 leavers leaving with only 5 subjects)(S4 leavers leaving with only 5 subjects)

Implications of this would be there would be no margin for error in course Implications of this would be there would be no margin for error in course choice and students studying a narrower curriculum in S4 leading to 5 NQschoice and students studying a narrower curriculum in S4 leading to 5 NQs

Alternatives ? Continue with the broad general education, but deepening the Alternatives ? Continue with the broad general education, but deepening the learning to cover CfE Fourth Level and thus start some of the work of learning to cover CfE Fourth Level and thus start some of the work of National 4 and 5s earlier to allowthe hours to be overtaken, and thus allow National 4 and 5s earlier to allowthe hours to be overtaken, and thus allow broader choice into S4 of 8 subjects, broader choice into S4 of 8 subjects, narrowing to 5 in S5 as at present.....narrowing to 5 in S5 as at present.....

Rationale ? It offers greater challenge to S3 , keeps breadth, leads to 8 NQsRationale ? It offers greater challenge to S3 , keeps breadth, leads to 8 NQs

What is the school’s view at present, given what we know...... 5 v. 8 ?What is the school’s view at present, given what we know...... 5 v. 8 ?

Recent media focusRecent media focus

There has been a great deal of recent media speculation.There has been a great deal of recent media speculation.

The school’s view is that in S3 we go with the 8 subjects, The school’s view is that in S3 we go with the 8 subjects, reflectingreflecting

CfE curriculum organisersCfE curriculum organisers

This was endorsed in November by the Parent Council and This was endorsed in November by the Parent Council and parentsparents

* subjects is perfectly acceptable :* subjects is perfectly acceptable :

““.....while S1 – S3 will be designed to provide a broad .....while S1 – S3 will be designed to provide a broad general general education, there will be scope for increasing education, there will be scope for increasing depth and depth and specialisation....specialisation....

ANDAND

““Although formal qualifications will not begin before Although formal qualifications will not begin before S4, S4, learning which takes place in the broad general learning which takes place in the broad general education can education can and should contribute to the learning for and should contribute to the learning for qualifications.”qualifications.”

Curriculum for ExcellenceCurriculum for Excellence

What does this mean in terms of subjects ? (see curriculum map)What does this mean in terms of subjects ? (see curriculum map)

S1S1 - A broad selection of subjects / supported by - A broad selection of subjects / supported by modern learning and teaching strategiesmodern learning and teaching strategies

English / Maths / Science English / Maths / Science Social Subjects / FrenchSocial Subjects / FrenchArt / Music / PE Art / Music / PE ICT / Home Economics / Tech ICT / Home Economics / Tech RE RE

S2S2 - Mainly as above in the future, but with increased - Mainly as above in the future, but with increased personalisation and personalisation and choice, reducing number of subjects choice, reducing number of subjects slightlyslightly

S3S3 - Focus on 8 subject areas but still acknowledging the 8 broad- Focus on 8 subject areas but still acknowledging the 8 broad curricular areas of CfEcurricular areas of CfE

S4S4 - Using S3 as the basis / a foundation, move to new national - Using S3 as the basis / a foundation, move to new national qualifications - National 4 / National 5 and then qualifications - National 4 / National 5 and then

Highers Highers

Information evening for parents of current S1 and S2Information evening for parents of current S1 and S2

Curriculum for ExcellenceCurriculum for ExcellenceFeatures S1 – S3

Clear focus on transition from Primary to Secondary, within and between stages to support coherence for learners

Broad general education covering experiences and outcomes within all eight areas specified in BtC3 p13

Preparation for the depth and choice of the senior phase which continues to develop the four capacities

Many opportunities for developing transferable skills to fit learners for life and for work

Challenging and supportive courses and choices which help learners to achieve the highest levels possible for each individual

A clear strategy for effective personal support through tutor time, AiFL and action planning within classes

Health and wellbeing outcomes delivered across the curriculum and during tutor time

Literacy and numeracy delivered across the whole curriculum Interdisciplinary learning which is both planned and dynamic to suit the

needs of cohorts, classes and individuals

Curriculum for ExcellenceCurriculum for ExcellenceFeatures S4 – S6

Clear focus on transition within and between stages to support coherence for learners

Transition from broad general education experiences is smooth and progressive

The depth and choice of the senior phase continues to develop the four capacities

Many opportunities for developing transferable skills to fit learners for life and for work, including the partnership elective

Financial Education course for S5/6 builds on learning in S1-S3 and helps prepare for life beyond school

Challenging and supportive courses and choices which help individual learners achieve the highest levels possible

A clear strategy for effective personal support through tutor time, AiFL and action planning within classes

Partnership working to help ensure support as students move to destinations beyond school

Health and wellbeing focus remains within the curriculum and during tutor time

Continued focus on literacy and numeracy within the senior phase Interdisciplinary learning which is both planned and dynamic to suit the

needs of cohorts, classes and individuals

Curriculum for ExcellenceCurriculum for Excellence

• CfE enquiries (has been open since Nov CfE enquiries (has been open since Nov ‘11):‘11):

cfe-enquiries@st-aidanshigh.n-lanark.sch.ukcfe-enquiries@st-aidanshigh.n-lanark.sch.uk