Balfron High School – The Senior Phase
Introduction
At Balfron High School our aims are:
To provide a curriculum (‘the totality of all that is planned’) in S1 to S3 which
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allows the development of the four capacities,
is underpinned by the principles of Curriculum for Excellence,
develops skills for learning, skills for life and skills for work,
provides opportunities for interdisciplinary learning to develop an understanding of
the connections within and across the learning experiences,
 is broad and general,
 allows preparation for transition to specialism in the upper school (S4 to S6).
To provide a specialist curriculum for the senior phase which
 allows all to achieve the qualifications and experiences, skills and capacities
necessary to move to a positive destination at the end of the fourth, fifth or sixth
year of a young person’s secondary schooling or at the end of the second term
in the sixth year.
To provide a curriculum which
 prepares young people for the challenges and issues that face today’s world
 gives young people understanding of Scotland and its place in the world.
School Context
Balfron High School is a six-year secondary school with a catchment area which stretches
from the River Forth near Aberfoyle in the North, to the Milngavie border of Strathclyde in
the South and from Kippen in the East to the shores of Loch Lomond in the West.
Although it lies in a rural setting, the school is only 19 miles from both Stirling and Glasgow
and the parents of many young people are employed in these centres.
The mixture of young people with both rural and urban links serves to underline the
comprehensive nature of the school.
In September 2010 the roll of the school was 961, broken down by year groups as follows:
S1
S2
S3
S4
S5
S6
148
167
172
177
162
135
The school is led by a Senior Management Team consisting of a Headteacher and 3
Depute Headteachers.
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There is well qualified staff of teachers organised in 9 learning and teaching teams. These
teams are managed by Principal Teachers of Learning and Teaching/Pastoral Care and
are organised into the following groups:
Social Studies
Mathematics
Creative Arts
Technology
Modern Languages/RME
Health
English
Science (2 principal teachers)
Geography, History, Modern Studies
Mathematics
Art, Music
Business Education, Computing Studies,
Technological Education
Modern Languages, Religious Education
Physical Education, Home Economics
English
Biology, Chemistry, Physics
One of the key strengths of the management structure is that it is built around the needs of
young people. To ensure that there is an effective personal support, every child and young
person is ‘looked after’ by someone called their Form Class Leader. Each young person is
in a Form Class of no more than twenty and the pastoral care of the group is managed by
their form class leader. The Form Class Leader knows every young person in their form
class well, is on hand to offer guidance and advice, and can give support when required.
A vitally important part of the form class leader/pupil support teacher’s role is to encourage
all young people to achieve their maximum potential in terms of personal and academic
achievement. They meet each morning for registration. More importantly the form class
leader develops a strong relationship with their form class and is responsible for
monitoring their progress, recognising their achievements and providing pastoral support
for these young people. The form class leaders have a responsibility for giving parents, as
well as young people in their class, advice or support regarding progress, attainment,
career choice, or personal, emotional, or health matters. Young people have regular
interviews with their form class leader/pupil support teacher to review their progress.
At a specified time the form class leader/pupil support teacher will arrange a special
meeting with the pupil, to which the parent is invited. Form Class Leaders also teach their
own group of young people Personal and Social Education and teach them their subject
wherever possible. Normally the form class leader will remain with the form class as it
moves through the school. Moving with the class from S1 to S6 gives continuity and
allows the Form Class Leader to be able to offer the best advice with choices and changes
at the key choice points in their career. They are the teachers in the school who know
most about the learning of a particular young person. The time for Form Class Leaders to
carry out this key role is built in to the 35 hour working week and an additional 11 hours
per year is given to monitor progress, to follow up on individual young people and to liaise
with parents. (This comes from a rota of PSE with Enterprise). Dedicated time is given
each year for interviews with parents. (Cover is provided for classes).
There are also teaching staff who have responsibility for providing support to young people
with greater needs. This includes three Principal Teachers of Pupil Support and a
Principal Teacher of Staged Intervention.
This Personal Support in Balfron, which has been running in the school for over 7 years,
means that normally no teacher has a caseload of more than twenty. Occasionally a
Principal Teacher of Pupil Support’s caseload can rise to nearer 30.
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In addition to the teaching staff there are a number of support staff.
The Free School Meal entitlement is 4.4%.
The teaching week is based on a 6 period day with form class time as at present. The
afternoon will be adjusted to give 110 minutes of class contact time i.e. two periods of 55
minutes.
Parental Involvement
To establish this transformational change, it is essential that one of the key partners,
parents, are involved at all stages. Parents were consulted, through focus groups, on the
personal support model which was introduced in Balfron in 2003 and which is in line with
the philosophy of Curriculum for Excellence. Each year there are raising awareness
events, information and sessions with new parents.
There has been a parents’ seminar on active learning to illustrate what it is like to be a
learner in Balfron. The Headteacher publishes a booklet for parents called ‘Headlines’
which gives a brief on educational matters with the key focus on Curriculum for
Excellence. This is now in its third year of publication with 8/9 editions per year. These
are available on the school website.
The Parent Council have been fully briefed and consulted at all stages of development of
Curriculum for Excellence. For those parents whose children were entering first year in
2010, the first year of implementation, a seminar was offered where the Headteacher gave
a presentation and had an active learning session with parents. This will be repeated for
the same parents as their children move in to S2 and for the new parents of next session’s
S1.
The school is always keen to receive feedback from parents.
Partnerships
Developing partnership working has been ongoing for many years in Balfron. Partners
who have traditionally worked with schools, for example authority support services,
including Social Work, Educational Psychologists, Inclusion workers; Police; Health
professionals; and Colleges continue to offer expertise and opportunities to improve
learning for young people. To build in some of the key principles of Curriculum for
Excellence (relevance, challenge, coherence and enjoyment) through working with
partners has been expanded within curriculum areas.
The school has a data base of all who work with the school to enhance learning.
Partnerships with parents, businesses, volunteer organisations etc also offer effective
opportunities to allow young people to make informed decisions at times of changes and
choices. Work has begun on evaluating every partnership for effectiveness and
sustainability.
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Rationale
The six years of education have been considered together to give a coherent and
progressive experience for all young people from 11 to 18. Transition to secondary school
from primary schools, and from secondary school to other destinations, college,
apprenticeship, employment, university, volunteer internships etc must also be considered
to provide a continuity of learning experience for all.
See Appendix 1 for the proposed structure for each of the six years.
The Broad General Education
The first three years of the secondary curriculum provide a broad, general education for all
but this is not a ‘common’ course. Meeting learning needs is essential to provide a
meaningful and successful experience for all learners.
The curriculum framework in each of the first three years is different as the curriculum
progresses from the beginning of the first year to the end of the third year. The purpose is
to provide ongoing stimuli to improve engagement and enthusiasm.
Consideration has been given to grouping learners in different ways as they progress
through the first three years. The aim would be to provide opportunities to develop new
relationships and to work with a wider group of young people.
The curriculum proposed is broad and general and is based on the premise that subjects
will not be eliminated. There is choice within learning and teaching and within curricular
areas but all programmes of study cover all curricular areas until the end of S3.
The first year is the transition year from primary school with the focus on developing
relationships, building on prior learning and skills from primary, developing new ways of
thinking and learning, and experiencing new areas of the curriculum.
The S1 curriculum delivers all experiences and outcomes as well as literacy, numeracy, IT,
and health and wellbeing across the curriculum. Aspects of health and wellbeing are
taught by teachers of Personal and Social Education, specialist Home Economics and
Physical Education staff.
Throughout a young person’s experience in S1 there are opportunities built in to develop
the four capacities and skills for learning, skills for life and skills for work. Interdisciplinary
learning provides opportunities to have connections within and across learning
experiences. Dedicated interdisciplinary experiences which cover more than one area of
the curriculum are planned in. These happen at the time that is both natural and beneficial
to maximise relevance, coherence and challenge.
English in S1 has been apportioned less time than previously because of the recognition
that it is every teacher’s responsibility to embed literacy.
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All subjects, with the exception of Personal and Social Education (PSE) and Religious and
Moral Education (RME), are given more than one period per week because learning
involves relationship with the teacher. An effective relationship cannot be built up in one
period per week. In Balfron PSE is taught by the Form Class Leader. Having a dedicated
PSE period gives the Form Class Leader the opportunity to build relationships with the
young people in the class within the context of personal and social development. It is also
a priority to have the Form Class Leader teach their Form Class their subject. This allows
more time for relationship building.
The Sciences and Social Studies are taught as integrated courses in S1 to enable young
people to see the connections within these curricular areas and this also reduces the
number of teachers that a young person meets in a week.
There is a continued prominence given to Modern Language learning by allocating 3
periods per week. Scotland is part of the global economy and all young people in Balfron
are seen as part of the wider world community. Developing the learning of language is
seen as a skill for life and work.
The learning through health and wellbeing is the foundation of a healthy mind and body
hence the time allocation to this area of learning.
Information and Communication Technology (ICT) is a skill to be developed across the
curriculum and so this is delivered by extracting Form Classes for specific IT skill
development at the beginning of S1 with well planned IT experiences built in to specialist
subject learning and interdisciplinary learning throughout the curriculum.
See Appendix 2 for an example of an S1 timetable.
The second and third years continue with the broad, general education. This is split into
two parts: the General Phase, which lasts from the beginning of the second year to the
end of December of the third year. From January of the third year until the end of June in
the third year is the General+ Phase where choice, depth and challenge are emphasised
and the preparation for transition to the Senior Phase.
The focus will continue to be on providing a quality learning experience for all. The ‘dip’ in
motivation and enthusiasm for learning in S2 that is experienced in many schools must be
avoided. This can be achieved through challenging, higher order thinking opportunities,
and through motivational learning experiences.
Second and third year of a pupil’s experience are split into an eighteen month programme
up until New Year in the third year and a six month course from New Year until the end of
June in the third year.
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18 month programme – General
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As in first year, literacy, numeracy, IT and health and wellbeing continue to be
delivered across the curriculum. Specific aspects of health and wellbeing will be
delivered by specialist teachers of Home Economics and Physical Education.
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The curriculum, based on the outcomes and experiences, is delivered in a 30 period
week. There is a balance in the amount of time given to each curricular
area/programme of study.
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Most subjects are taught in single periods with others in ‘double’ periods.
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Interdisciplinary learning continues to have prominence and is planned throughout
the second and third year.
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External partnership-working enhances many of the programmes of study and the
school continues to build sustainable, quality partnerships that bring meaning and
relevance for learners.
The expectations are that almost all learners will have be secure with 3rd level
outcomes by the end of second year and most will be secure with 4th level outcomes
by the end of the eighteen month period.
Appendix 3 shows an example of an S2 timetable and
Appendix 4 shows an example of an S3 timetable
6 month programme – General +
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This six month programme is designed to give more opportunities for learning
choices which reflect personal interest and passion for a particular area of the
curriculum. This reinforces the principles of personalisation and choice. It also
should give a smoother transition to the Senior Phase.
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The delivery of PSE, literacy, numeracy, IT, health and wellbeing, interdisciplinary
working would continue as before.
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The broad, general education will continue, with all areas of the curriculum being
studied.
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Four periods per week, split into two, will be dedicated to ‘masterclass’ options. To
provide the period allocation for these sessions, Mathematics, English, Social
Subjects and Science will be reduced from 4 periods per week to 3. For the
masterclass sessions there will be a choice of topics to develop deeper and more
challenging learning. College/’outdoor’ learning/skills for work sessions will be for
learners who wish to have a more vocational route in the Senior Phase and who
may wish to leave school at the end of S4. There will be two blocks of time, 10
weeks each. This would give learners the opportunity to have four choices of
activity over the ‘General +’ phase. The aim of these masterclasses is to deepen
skills for learning, life and work in the context of the experiences and outcomes and
in the wider context. This may be to bring in partners e.g. universities, colleges,
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parents and other agencies to build a real experience that will develop a passion for
an area of learning.
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There are some young people who will make a transition to college/work placement
for part of their General+ phase in addition to the ‘masterclass’ sessions. This will
be to meet the needs of some young people.
See Appendix 5 which shows an example of a General + timetable
The Senior Phase
The fourth to the sixth year is the Senior Phase where there is specialisation. The cohort
in Senior 1 will be almost all from the fourth year but there may be some from the fifth
year. Some at the end of fourth year may choose to move from school to college,
apprenticeship, work etc and their needs must also be catered for in this phase.
The cohort in Senior 2 will be mainly young people from fifth year with some from sixth
year.
Senior 3 and 4 are designed to meet the needs of the sixth year cohort and other young
people who have fast-tracked through the previous two years, are planning to study
Advanced Highers and move on to Higher Education at the end of the year. From past
experience, there are likely to be very few young people in this category.
Senior 4 has been introduced to take account of the changing needs of the sixth year
cohort. There are many young people in Balfron High School who are very successful in
their fifth year, achieving all the qualifications they need to move to a positive destination.
Senior 4 aims to provide an alternative experience for these young people to further
develop their capacity for responsibility, contribution as well as success in new learning
experiences.
Proposal for the Senior Phase
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Learners in S4, S5 and S6 will be considered together as a single cohort for
timetabling to classes of particular subjects and levels.
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Selection of subjects in the Senior Phase will follow a process of subject choice at
the end of the third year. At present the proposal is the choice of five or six subjects
for almost all young people. Young people will have access to any course on offer
in the Senior Phase to construct their own programme of study according to their
needs and abilities. This ‘free choice’ will then be used to construct a timetable.
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The balance of S4, S5 and S6 in a class will depend on the level. The level advised
for a pupil will be dependent on progress made up to the end of the General+
phase.
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All should be able to move into the new qualifications framework at a level that is
appropriate to their needs. The range of provision could be from a mix of Access
courses, discrete literacy units and numeracy units, life skills, supported work
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experience college input, intensive careers input, wider achievement opportunities
e.g. Duke of Edinburgh Award, skills for work units, ASDAN, John Muir Award etc.
through to learners studying for Higher in the fourth year. The expectation is in
Balfron High School that the majority in fourth year will move into the new National
5 qualification leading to Higher in the fifth year. There is an expectation that most
will NOT sit an examination at the end of S4 but will move seamlessly through to
Higher in S5. There is an assumption that the articulation between National 5 and
Higher will allow this to happen.
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Most will progress through their course for two years. There will be the opportunity
to change course at the end of fourth year, taking the appropriate qualification then.
However it is expected that with the preparation for the Senior Phase provided up to
the end of the third year, this will be rare. There may be some young people who
have expressed a desire to leave at the end of fourth year and their programme will
have been tailored to meet this desire.
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In Senior 1, 2, 3 and 4 literacy, numeracy, IT and health and wellbeing will continue
to be embedded in the curriculum. There is built in to the school week, dedicated
time for Physical Education, PSE/RME, Enterprise and study time. The study time
will allow time with the Form Class Leader and Principal Teacher (Home Area) for
monitoring progress in all aspects of the curriculum, support, and advice.
A typical timetable for a pupil in the Senior 1 Phase studying 5 subjects is shown in
Appendix 6
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Learners returning for a sixth year of school could be following a full programme of
formal challenging course or studying for four/five subjects (depending on whether
five or six subjects are the requirement for all in Senior 1 and 2) with an additional
limited amount of study time and compulsory leadership team involvement/ leading
learners (or should it be learning leaders!) offering support for younger learners.
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An evaluation of sixth year progress would be made just after the New Year. This
could lead to several options. Some might continue on their chosen course of study
i.e. remaining in Senior 3. Others might complete units and have these assessed
and then leave school. Others might choose to move into Senior 4 and have the
opportunity to opt for a reduced number of formal subjects using the remaining time
to follow a personalised planned programme. This could involve increased
leadership team /learning leader involvement; wider achievement opportunities e.g.
CSLA, D of E, work experience or internships with employers to match a young
person’s career path; volunteering or a more formal volunteer internship working
with local volunteering organizations; vocational qualifications; HNC units at college;
other wider achievement courses at college; open university units; swapping with a
young person from another country to participate in a global learning programme
e.g. the Comenius programme etc.
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This phase (Senior 4) should give more responsibility to the students.
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The re-timetabling that will result from the choices made by some Sixth Year to
move in to Senior 4, will allow some creative use of time and staffing which will
allow the ‘masterclasses’ in S3, General+ Phase to run.
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NOTE: The timetable change will be at the beginning of the new term in August for all
years. The only years where there are to be externally assessed examinations will be in
S5 and S6 (and for a small number of school leavers at the end of S4). The three weeks
in June after the learners in S5 have completed their examination diet will be taken up
with preparation for Senior 3, and other activities e.g. college input, leadership training,
supporting work in masterclass sessions/’try it again’ sessions, work experience,
volunteering, putting on a school production. etc. The timetable will also change at the
beginning of January for General + masterclasses and for those moving into Senior 4.
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Future consideration and next steps
Curriculum (the totality of all that is planned)
 External partnerships and their place in the curriculum and its development
 Detail of the co-curricular programme which is part of the ‘curriculum’ and which
meets all the principles of CfE
 Reference to be made to achievement and how this is recorded, measured and
recognised
 What will be the model for work experience in the future?
 Should ‘masterclasses’ be built in to the Senior Phase? This could be exciting at
this stage – bringing in staff from universities.
Learning and teaching
 Learning and teaching through the ‘classroom without walls’ – virtual learning
supported by workshops, seminars and tutorials, learning in places other than the
school, consortia arrangements with other school using video-conferencing etc,
GLOW.
Personal Support
 Link to the personal support operating in Balfron High School which is in line with
Curriculum for Excellence
Arrangements to support the purposes of learning
 Assessment and how this fits with the curriculum, BtC5
 What ‘qualification’ or recognition for completing the phase of broad, general
education should there be? Could there be a Scottish Certificate of Achievement
which recognizes a broad range of achievements, skills and attributes? This could
be the foundation for the certificated curriculum post-General+. It should also give
an indication of progress in skills for learning, life and work.
 Assessment of numeracy and literacy
 What will courses in the Senior Phase look like? How will they be assessed?
 Scottish Baccalaureate as part of the qualifications framework. However this needs
to be recognised by universities as a worthwhile activity if we are going to continue
to run it.
 Professional development
 Resourcing – restrictions because of financial constraints – how do we ensure no
reduction in the quality of the core provision?
 Staffing to cope with choices in the General+ masterclass sessions
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