What does CfE look like for secondary pupils at Linlithgow Academy ?

ITE conference

11th June 2015

Foundations of the curriculum

All Scotland’s children need to be:

Nurtured Safe

Active Healthy

Achieving Included

Respected Responsible

Foundations of the curriculum Building the 4 CAPACITIES:

Successful Learners

Confident Individuals

Responsible Citizens

Effective Contributors

Foundations of the curriculum To achieve the 4 capacities the curriculum is built on 7 PRINCIPLES:

Challenge and Enjoyment Breadth Progression Depth Coherence Personalisation and Choice Relevance

Foundations of the curriculum PLANNED LEARNING EXPERIENCE accessed through:

Curriculum areas and subjects Interdisciplinary learning The ethos and life of the school Opportunities for personal achievement

from age 3 to 18

Foundations of the curriculum Another clear intention of the programme is that every child should have access to all experiences and outcomes up to and including Level 3.

In Linlithgow Academy we are working towards a 3 plus 3 model ( BGE S1-3 and SP S4-6)

School week

33 period week 4 x 7 50 min periods 1x 4 50 min periods 5 x10 min reg

BGE (S1- 3)

S1 14 subjects Choice into S2

S2 14 subjects ( but have choice within curricular areas ) Choice into S3

S3 14 subjects ( can drop a science and /or language for electives)

Linlithgow Academy S1 –S3 Curriculum

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

S1

English

Maths

French

History 2 Geography 2

PSE

PE

RE

Science

CDT

Art

Music

Home

Economics

ICT/

Bus Ed Based on Outcomes & Experiences Links to be developed across subjects & with primaries. Teaching styles & assessment (AIFL) to change/report to change.

Periods 4 4 2 2 1 1 4 2 2 4x2 2 Pupils cannot choose the same subject twice

S2

English

Maths

PE

Home Economics

PSE

RE

French (2) Spanish (2)

Expressive

Arts

Music (2) Art (2)

Technologies

Design & Tech (2)

Computing Studies(2) Business

Enterprise(2)

Science & Soc.

Subjects Physics (2) Biology (2)

Chemistry (2) History (2)

Geography (2)

Free Choice

Art (2) Biology (2)

Business Enterprise(2)

Design & Tech (2)

Choose 1 Choose 1 Choose 4 Choose 1

S3 Modern Languages Choice available Choose either Option 1 or Option 2

Option 1 Option 2 (1 subject from A and one subject from B) 4 periods A B

French and Spanish French (2 periods) or

Spanish (2 periods)

One subject from following list** (2 periods): (Timetabling constraints will influence the final list of courses that can be offered)

Courses suggested/ possibles include: Music Inventing/ Technology Graphics type course Technical/Woodwork Skills for work/Skills for life Aesthetic & Creative Sports course/Sports Leadership etc

Intro. to Politics Intro. to German Sign Language

** These are provisional examples of what can be offered. They will be confirmed during the academic year 2011-2012. Potential collaboration between departments.

Same in S3 Same in S3 Same in S3

S3 Science Choice available

Pupils wishing to drop 1 science can choose

from 2C.

Social Subject options remain

unaffected

2C** (2 periods)

Limited options

available: Possibles include: Animation

Princes Trust Skills for Work

Practical PE Performance/Junior

Sports Leader

Senior Phase (S4-S6)

Pupils can follow a one or two year programme of study

Pupils pick six subjects to follow to S5

One year towards certification in S4 Two year towards certification in S5

Benefits for pupils

Flexibility of pathway

Certification at point of readiness

Increased attainment

Increased choice due to S4 – 6 being timetabled together

Bypass Nat. 5 exam and start Higher early

Higher

Sit Nat. 5(e.g. low number

of pupils)

2 yr Nat. 5 to Higher

2yr Nat. 4 to 5 (H in S6 possible)

1 yr Nat 3/4

*S4/5/6Curricular

Route Choices

Short course(s)/Vocational course(s)/

College course(s)/Travel column options

Work experience/shadowing (S6)Voluntary work (S6)

College

Advanced Highers/Crash Highers /Crash Nat 4 or 5 (S6)

Next steps

Review BGE – is it providing the best platform for SP?

Revisit SP in light of experience Course choice and presentation levels Progression during SQA exam period Results Flexible provision /uptake of choices

What does this mean for staff ?

High Quality Teaching and Learning Tracking and monitoring crucial Knowledge of course requirements Moderation / collegiate working Skill development in BGE to support SP Creativity during SQA exam period Bi-level classes Adapting to dynamic curricular structures

CfE Event for ITE ProvidersThursday 11 June 2015

What does CfE look like and feel like for learners in a Secondary School?Case Study – Craigroyston High

Steve Ross

Head Teacher

Craigroyston Community High School Edinburgh

School Context

• Catchment within a designated area of high deprivation• >40% FME• 50% of pupils in SIMD 1• 76% of pupils in SIMD 1 +2• 1 in 4 pupils has recognised additional support need• 10% of roll are LAC/LAAC• S4 into S5 staying on rate August 2013 – 56%• Unemployment high and generational in community

Response to school context?

• Every young person strongly encouraged to stay on till S6• New Senior Phase curriculum designed to meet needs of all

learners• Clear focus on sustained positive destination – in particular

employment for those pupils that would historically have left school after S4

• Timing very fortuitous with this change of approach• Wood Commission• Government’s response - DSYW

Developing Scotland’s Young Workforce

The Wood Commission’s Final Report made 39 recommendations towards:

‘Scotland producing better qualified, work ready and motivated young people with skills relevant to modern employment opportunities, both as employees and entrepreneurs of the future.’

What’s a school’s role in this?

Developing Scotland’s Young WorkforceRecommendation 1

Pathways should start in the Senior Phase which lead to the delivery of industry recognised vocational qualifications alongside academic qualifications.

These pathways should be developed and delivered in partnership with colleges and, where necessary, other training providers.

Their delivery should be explicitly measured and published alongside other school performance indicators.

Developing Scotland’s Young WorkforceRecommendation 2

A focus on preparing all young people for employment should form a core element of the implementation of Curriculum for Excellence Scottish curriculum.

Developing Scotland’s Young WorkforceRecommendation 15

Businesses across Scotland should be encouraged and supported to enter into 3-5 year partnerships with secondary schools.

Every secondary school in Scotland and its feeder primaries should be supported by at least one business in a long-term partnership.

Statutory school leaving age…Do we discriminate against the less able?

• More than half of Scotland’s young people don’t go to university

• Most schools still tailor their Senior Phase curriculum towards university entrance requirements

• Are teachers perpetuating what they themselves experienced at high school?

Craigroyston Community High SchoolEdinburgh

A Curriculum for all

Our Curriculum Rationale

To meet the needs of every young person so that when they leave school they have a portfolio of skills, experiences, qualifications and a knowledge of the job market to ensure they enter a sustained positive destination.

• We strongly encourage all young people to stay on at school until the end of S6

• Innovative, aspirational Senior Phase curriculum offering exciting vocational courses as well as traditional subject provision

• Senior Phase curriculum is all about employability – at every level of ability

An inclusive, egalitarian school

How to deliver such a curriculum?

• Partner relationships are key and essential

• Go beyond 4/6 week ‘bolt ons’

• Courses must be timetabled for whole year

• Courses must result in qualifications

• A ‘free choice’ course choice process

• Listen to our young people

• Young person to look at senior phase as a

3 year ‘employment pathway’

• Be ambitious and have high expectations!

The role of a teacher at Craigroyston

• Teachers are seen as teachers of young people first and then teachers of a specific subject

• We meet the needs of all young people through developing and delivering appropriate courses – rather than trying to shoehorn pupils into a prescribed structure

• Overarching theme is employability

Some examples of teachers diversifying:

Eiméar Haskins – English Teacher

Young Farmers

“I grew up on a farm and have a passion for that environment. I've been developing a 'Young Farmers' course for S2/3 students that will allow them to monitor specific farm animals as they grow and, through farm visits, gain a range of useful skills.”

Elaine Gray - Home Economics Teacher

Hotel Industry Pre-Apprenticeship

“I've been teaching for 32 years and this is revolutionary as far as I'm concerned,”… “And it's not just our students who benefit. I've learned a great deal working with Apex Hotels, and they've picked up new ideas from us.”

Some examples of our new coursesDance Boat Building Media

Mountain bike skills Practical Cake Craftand maintenance Early years education and childcare

Hotel Industry Pre-Apprenticeship

Sports Leadership Games Design Photography

Sports & Recreation Young Farmers Project

Landscape Gardening Automotive Skills – Mechanics

Creative hairdressing and make-up trends ESOL

Adventure Racing Nail Beauty Creative Industries

Who delivers the new courses?

• Teachers

• Edinburgh College Lecturers – both in and out of school

• Partners

Is it working?

• Staying on rate from S4 to S5 increased from 56% last session to 86% for 2014/15

• Feedback from young people, teaching staff and partners is very positive

• Very few instances of challenging behaviour in S4/5/6 classes this session

• Positive destinations increased to 92% last session but we want to better and enhance the sustained positive destinations – we have an aspirational target of 100% positive destinations from this session onwards

Next steps

• Employment skills based electives in S2 and S3 for session 2015/16

• Share and celebrate effective practice with all our business partners – what else can they offer in the curriculum?

• Roll out ‘industry pre-apprenticeships’

• All S6 pupils monitored and supported towards employment/apprenticeship/college/university member of teaching staff tasked to lead this

Craigroyston Business Advisory Group

Edinburgh College Bank of Scotland Mitie

Ocean Terminal MYAdventure Skills Development Scotland

Lothian Buses Selex Galileo

Urban Union Scottish Gas SFA

Napier University Police Scotland Santander

Sopra Steria IT McGrigors Solicitors Pinsent Masons

MYDG Spartans FC

North Edinburgh Arts Scottish Business in the Communities

Apex Hotels Novotel Hotels IBIS Hotels