Balfron High School
Senior Phase Case Studies
Learner Profiles
Based on a 6 subject course choice model
Emily
Emily has progressed extremely well through her broad general education and has
throughout S2 and S3 been working at the fourth curriculum level in all her subjects across all
the curriculum areas. She is particularly strong in languages and social subjects. She wants to
go to University to study languages and law. She is a talented musician and has reached Grade
7 in piano.
Her S3 profile comments on her being secure in her learning at the 4th level across all her
subjects and highlights her strength in independent learning. Her profile also makes reference
to her contribution to school life where she has performed in school shows and concerts,
played an active part in her year council, has gained a Duke of Edinburgh bronze award and
has taken part in a programme on leadership.
In S4 Emily chooses: English, Maths, French, German, Modern Studies and Music. She begins
2 year courses in all subjects with a view to sitting Higher in S5.
Emily is encouraged to continue her participation in school shows and undertake the Duke of
Edinburgh Silver award which is run by the parents group. She also becomes involved in
debating which may be useful for her law course. Emily takes up some leadership
opportunities including the development of a young leaders programme, which allows
younger pupils to participate in leadership teams.
In S5 Emily continues to study all her courses to Higher level. She continues other
programmes of activity as above and also begins to help in younger classes (Languages and
Music).
Emily passes all her Highers in S5 and decides, in consultation with her parents and Form Class
Leader, to study three Advanced Highers in S6 – French, German and English, leading to the
language baccalaureate.
Emily has an advanced leadership role within the school as one of the head prefects and is a
role model and mentor for younger pupils.
Emily is more involved in wider community projects, including a French exchange and taking
music into the community.
Ryan
Ryan has found school, particularly secondary, a challenge - his attendance has been poor and
he has been working with difficulty across all his subjects at the third curriculum level. His
literacy and numeracy skills are not strong but he does show a marked preference for learning
within a practical context. He followed a Skills for Work course in catering at a local college in
third year where he has developed a range of skills. Ryan achieved full attendance for this
course.
His S3 profile suggests Ryan needs to find relevance in his learning for him to succeed and for
him to develop more self-confidence. Ryan has not involved himself a great deal in the life of
the school although he did make a useful contribution to catering for a P7 transition visit and
proved a useful mentor to some of the less confident P7 pupils.
Towards the end of S3, Ryan’s parents were involved in discussions with school staff, the Skills
Development Scotland adviser and a representative from college to start planning his
transition to the Senior Phase.
In S4, Ryan’s course consisted of: English, Maths, Hospitality, PE and a Vocational course in
Employability & Enterprise. Ryan also attended college for a part-time placement related to
his Catering course.
At the end of S4, Ryan was awarded National 4 English and Maths. He was successful in his
examinations at National 5 in Hospitality and PE.
Throughout the year, Ryan has been encouraged to take part in wider activities. He helped
out at charity events and at the local Primary sports day. His confidence grew throughout the
year.
Ryan leaves school at the end of S4 and is successful in his application to College to study
catering on a full-time basis.
Greg
Greg has enjoyed his time at secondary school where he has worked well across his subjects
at the third level and become secure in his learning across all the curriculum areas. In his third
year he has been working at the fourth curriculum level in English, Maths, Geography and
Physics and is especially strong in IT and Business Education. He would like to study
something within these two subject areas at college or university.
His S3 profile highlights Greg’s strengths within these curriculum areas and makes reference
to his achievements in his enterprise course which he took as an elective in second year. Greg
has strong interpersonal skills and is popular with his peer group.
In S4, following consultation with parents and his Form Class Leader, Greg opts to study
English, Maths, Business Management, Physics, French and Geography.
To further develop his computer skills, Greg is offered the opportunity to do the SQA PC
passport modules.
Greg is a member of the Pupil Council and Young Enterprise Group; he studies for his Duke of
Edinburgh Bronze award and participates in sports. The school’s business links offer Greg the
opportunity to work with outside businesses and he chooses to do his work experience with a
local Accountant.
In S5, Greg continues with his subjects through to Higher. In addition, he is encouraged to
take on more responsibility in the Form Class where he organises a Form Class charity event
and helps the Form Class leader with administration tasks.
He continues with his role on the Pupil Council, Young Enterprise Group, Duke of Edinburgh
and his participation in sport. He also continues his contact with the Accountancy firm by
working one afternoon a week in their office.
Following success with all his Highers, Greg decides to fast track courses in Administration and
Spanish. He also continues with Advanced Higher Business Management.
Greg takes on more responsibility in S6 as a Prefect and as a member of a Leadership team.
He continues with the SQA PC passport modules and increases his work experience at the
Accountancy firm to one day per week.
Greg is successful in his application to study Accountancy at University.
Shannon
Shannon has had mixed success throughout the broad general education. She has worked
comfortably across her subjects at the third curriculum level but her teachers feel that she
lacks motivation and does not set herself ambitious targets. In her third year she has been
working at the fourth curriculum level in English, Modern Studies and Biology but her real
strength lies in Art and Design and in Graphic Communication.
Her S3 profile refers to these particular strengths and to her enthusiasm for her elective
course in fashion design and the interdisciplinary project she undertook in S3 to produce a
new school logo. Her report also makes comment on her general lack of ambition and
encourages her to think seriously about a future course in design at college.
In S4, Shannon is advised to continue with English, Modern Studies, Biology, Art and Design
and Graphic Communication. In addition she selects a course in Product Design. Her Form
Class Leader encourages Shannon to contribute to productions in the school e.g. talent
shows, school shows, fashion shows. She becomes involved in stage sets and costumes. This
involvement improves her self-confidence and widens her circle of friends.
At the end of S4, Shannon sits examinations, and is successful, at National 5 in English and
Graphic Communication. She also passes National 4 Modern Studies and Biology.
In S5, Shannon continues with Art and Design and Graphic Communication to Higher Level
and Modern Studies and Biology to National 5. She also begins a college course in Design –
studying there one day per week. This allows her to build a portfolio of work.
She continues to be involved in school productions and is encouraged to use her creative skills
to good use with the Young Enterprise Company. She undertakes the role of Creative Director
– which she thoroughly enjoys.
Shannon successfully applies for an Art and Design foundation course at College and leaves
school at the end of S5.
Ben
Ben is a very popular member of his year group. He is very sporty and loves PE and all kinds of
outdoor activities. He is able in many areas but under-achieves in most. He has coped with all
his subjects across all the curriculum areas at the third level and in third year has been
working at the fourth level in Physics, Chemistry, Craft and Design and Computing and, of
course, in PE. He enjoys Music and is often to be found at lunch-time playing guitar with his
friends in their rock band.
His S3 profile refers to Ben’s interests and to his abilities. He has contributed much to school
life playing football and basketball for the school teams, performing in school shows and
demonstrating a caring nature helping with the P7 transition programme and in his elective
community care course where he helped out at a local old peoples’ care home. He also had a
very successful S1 outdoor activities course.
He wants to “do something” in sports coaching or sports management when he leaves school,
which he intends to do at the end of fifth year.
In S4 Ben chooses to study English, Maths, Physics, Chemistry, Practical Craft Skills and PE.
Ben also completes the Junior Sports Leaders Award (British Sports Trust) and at 16 the Sports
Leaders Award. Ben participates in the Duke of Edinburgh scheme and, of course, in sport.
Outside school Ben does voluntary work in coaching for which he is awarded a scholarship by
the National Government Body for coaching courses. His S4 work experience placement is
with a local leisure centre.
Ben decides to sit National 5 in all of his subjects at the end of S4.
In S5 he decides to continue at Higher level in English, Physics, Chemistry and PE. He returns
to a course in Computing and Music (National 5).
Ben is encouraged to take on more responsibility and joins a Concert Group. He takes part in
performances at the local Care Home. He continues with his sporting activities and Duke of
Edinburgh and secures a part time job at the leisure centre where he did his work placement.
In S6 Ben decides to continue in his sixth year at school. He studies Advanced Higher PE and
English. After Christmas he decides to drop his Advanced Higher English and spends this time
working with S3 masterclass groups.
Ben is a Prefect and a member of a Leadership team. He has the opportunity to do additional
work placements linked to sport and continue with his coaching qualifications. Ben also helps
out in PE classes.
Lauren
Lauren has additional support needs and has a Coordinated Support Plan involving Education
and Health Services. She has been working in the school base unit at the early level across
most of her subjects and has attended, with support, some mainstream classes. Life Skills is
an important aspect of her broad general education and much of her work is emphasised in
this context. She especially enjoys helping to plan menus and her time in food technology. A
variety of local charitable organisations such as Music Therapy and Riding for the Disabled
have been involved in contributing to her overall programme.
Lauren’s parents are anxious that she remain in mainstream school until the end of S6 and are
keen that her senior phase programme involves links with college and other providers.
In S4 Lauren continues in the following curriculum areas:
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English - a mixture of whole class and small group provision
Maths - a mixture of whole class and small group provision)
Hospitality
Music - with involvement from Music Therapy
Vocational courses including Lifeskills and Employability and Enterprise
In S5 Lauren continues with her S4 subjects, with a focus on literacy and numeracy, working
on age appropriate experiences. She also begins a part-time college placement in Hospitality.
Lauren joins a Concert Group and takes part in local performances.
In S6, following consultation with Skills Development Scotland, Lauren begins a supported
work placement in a local cafe. She joins the Young Enterprise Company and whilst
continuing with some curriculum areas, her timetable is reduced to allow for a focus on
independent travel and personal development.