Senior phase progression
Andy Travis
Head Teacher, Meldrum Academy
Meldrum Academy
Rationale for CfE
• This curriculum will
– Improve learning and teaching
– Raise standard of achievement for all
– Improve literacy, numeracy and health and
well being of all
School journey
• A long and winding road
– Not linear but the school
community moved together
– Have taken opportunities to
stop, catch our breath and
regroup
– Main message to all – this
curriculum will keep
evolving
– At all times keep up the
conversation with pupils,
parents, staff and partners.
CURRICULUM FOR EXCELLENCE
PLANNING THE CURRICULUM - OVERVIEW
Schools use experiences and outcomes to:
Challenge & enjoyment
Breadth
Progression
Depth
Personalisation & choice
Coherence
Relevance
Expressive arts
Languages & literacy
Health & wellbeing
Mathematics & numeracy
Religious & moral education
Sciences
Social studies
Technologies
Apply the 7
curriculum principles
Apply the principles of
effective L & T
Provide personal support
Model the values
Cultural, Creative and Enterprising, Environmental, Vocational
To the 4 curriculum contexts:
Ethos / life of the school
Curriculum areas
Personal achievement
Interdisciplinary studies
To develop a coherent curriculum
which promotes the 4 capacities:
Effective Contributors
Successful Learners
Confident Individuals
Responsible Citizens
Engaging & active
Challenging goals
Shared standards
Quality feedback
Personal learning plans
Collaborative
Reflects learning styles
Review and planning
Enabling access
Offering opportunities
Guidance / support
Wisdom
Justice
Compassion
Integrity
BGE to senior phase
• Developing approaches to L&T across the school
–
–
–
–
HOTS & systems thinking
Meldrum taxonomy
I see, I think, I wonder
Good practice reports
• Emphasis on skills development
– Within faculties
– Literacy & numeracy – school & cluster approaches
– Health & well being- HWB survey, Seasons for Growth,
• Transitions
• Interdisciplinary learning – within & between faculties
Professional Learning
• School working groups. Leading learning for
other staff.
• Provide numerous leadership opportunities
• Job embedded & context specific
(school/cluster)
• Mini lessons or good practice based around
specific learning goals
• Encourage other teachers to try it and see
• For teachers led by teachers
Design Faculty – sketchbook
Faculty of Design - Art & Design + Design Technology
Development of agreed common skills – drawing &
designing
Transition project P7-S1-S3. Inset for primary colleagues
Profiling tool – reflective record of skills development,
communication between teacher and student
Capacity Building Courses
• Skills development
S1-S3- Learning, life
& work.
• Group work (Primary
project style) 2
periods/week
• Planned and
delivered by teams of
teachers.
• 8 week blocks
• Research and
investigation skills
RISK
• Energy
Oil/gas/renewables
• Finance
• Journalism
• Opito Lego challenge
• Youth & Philanthropy
Initiative -YPI
S3 BGE
• Personalisation
– Limited choice
– Keep all options open for Senior Phase
• Develop skills for the senior phase
• Base courses on E&O’s at level 3&4
• Science with Chemistry, Social Subjects
with History, Business with Finance, ICT
with Admin, Technology
Senior phase - Partnership
• FE colleges – North East Scotland College
• NC & H+ courses
• H+ Courses – Mechanical Engineering,
Accounting, Admin/ICT, Electronics,
Computing
• S5 3 or 4 Higher courses & 6 HNC credits
• S6 1 or 2 H or AH courses & 6 HNC
credits
• School teaches ‘top-up’ engineering maths
Stephen’s journey
English
Level 4
Maths
Level 5
Graph
Comm
level 5
Graph
Comm
Higher
Physics
level 5
Physics
Higher
Skills for
Work
College
College
HNC
Engineer
Maths
Level 4
Design
and Manf.
level 5
College
HNC
Engineer
In S3 Stephen thought that he could would like to work as a mechanical
engineer. In S4 he chose to spend one day a week at local college on practical
course. He enjoyed college and joined the H+ scheme in S5. He did Higher
maths and the school supported him with classes in engineering maths. He
made a presentation to local employers as part of a business engagement
evening and then was successful in getting an Oil and Gas Industry
apprenticeship with an oil supply company.
Future challenges
•
•
•
•
•
Personalising learning
Professionalising teaching
Intelligent accountability
Innovation
Networking