Case Study: Profiling Pupil Learning across the Transition between
Secondary and Higher Education: University of Aberdeen and Mackie
Academy
Aims
This case study brings together Mackie Academy and the University of Aberdeen in order to:
explore how senior phase profiling can assist with the transition from secondary school to higher
education. Specifically, it seeks to exemplify how a profile could be used to support the
development of an application to University; and to explore a learner-led process of profiling
which emphasises a reflection upon skills—a key aspect of the UCAS Personal Statement.
Background
Mackie Academy
Mackie Academy (@MackieAcademy) is a non-denominational school which serves the town of
Stonehaven and its surrounding areas. It has 11 associated primary schools and together these
form the Stonehaven Children’s Services Network (CSN). The school aspires to provide an
excellent all-round education for its young people; achieving and maintaining high levels of
attainment in certificated examinations, whilst at the same time providing a breadth of
experience beyond the subject curriculum. The school has a positive attainment record with a
clear vision believing in ‘there is virtue in hard work’ based on commitment, integrity, teamwork
and striving towards excellence. The current roll is 1065 (2014).
The school has evolved its approaches to profiling to empower its learners. They have also
developed more responsive ways to share information and achievements with parents. This is
part of Mackie’s wider planning to ensure that all young people demonstrate the Four Capacities
of Curriculum for Excellence and experience the entitlements to support which are enshrined in
Curriculum for Excellence.
At the heart of Mackie Academy’s provision is the desire to enable young people to become
responsible and confident young people, who are prepared for life beyond school: be that in
employment; further education; or higher education.
University of Aberdeen
Founded in 1495 by William Elphinstone, Bishop of Aberdeen and Chancellor of Scotland, the
University of Aberdeen is Scotland's third oldest and the United Kingdom's fifth oldest university.
Teaching and research at the University of Aberdeen is organised across three colleges which
encompass a broad range of disciplines in academic schools. The School of Education resides
within the College of Arts and Social Science – and provides a wide range of both
undergraduate and postgraduate programmes for both national and international students.
Strong partnership arrangements exist between the School of Education and schools, local
authorities, and wider partners.
In order to support students in their transition between secondary school and undergraduate
degree programmes at the University of Aberdeen, a range of policy and partnerships have
been developed in recent years to enhance the student experience. Within the School of
Education, for example, an annual induction week supports new students through a variety of
activities, such as: the exploration of study skills; introduction to Support Services within the
University; and the organisation of a buddying scheme that matches more experienced students
with new students.
Past and Present Practice
Mackie Academy
Mackie Academy has been developing its approach to profiling over the last few years in line
with local and national priorities. Aberdeenshire Council’s Education and Children’s Service is
committed to improving learning as a key objective.
An aspect of this aim is that staff at Mackie Academy see the importance of developing robust
profiling processes which meet the needs of all learners within the school. It is recognised that
profiling processes within Scottish education have developed significantly during the
implementation of Curriculum for Excellence. Staff at Mackie Academy have noted in recent
years that P7/S1 profiling process has increasingly contributed towards the transition
experience of their pupils. Teachers have also noted that in general, the skills required to
engage in the profiling process, such as the necessary language of learning, have improved as
the process has developed from Primary through to S3. The experience has also become more
coherent as the process has become more embedded up to S3. Profiling currently occurs
throughout the secondary school experience up until the creation of the S3 profile. The creation
of the profile is supported by the use of an electronic system. (A Profiling Leadership Focus
Group has embarked on implementing OneNote for this purpose with view to adopting a
template developed by Aberdeenshire Council that is set to be available on Glow early 2015.)
Staff at Mackie Academy aim to further improve this process. Previously, Guidance staff have
principally held the responsibility for the creation of the S3 profile. However, Mackie Academy
aims to develop further the involvement of all staff in the profiling process across the Broad
General Education and Senior Phase. The school hopes that this will lead to a fuller and richer
reflection upon the pupils’ achievements both in and outside of school.
Development of Graduate Attributes
University of Aberdeen
As part of the student support provided by the University of Aberdeen, a list of Graduate
Attributes has been developed which it is anticipated that all students will continue to develop
through their studies (http://www.abdn.ac.uk/graduateattributes/). These attributes are clustered
under the following four headings:
•Academic excellence
•Critical thinking and effective communication
•Learning and personal development
•Active citizenship
The Graduate Attributes are a wide-ranging set of qualities applicable across all disciplines
within the University, allowing all students the opportunity to develop an awareness of the skills
and attributes required for citizenship, further study, and employment.
Development of Senior Phrase Profiling
Mackie Academy and the University of Aberdeen came together in order to explore how senior
phase profiling (beyond S3) might support the transition from secondary school to higher
education and link to the Graduate Attributes. Specifically, it sought to exemplify how profiling
and the creation of a profile might be used to aid the writing of a UCAS application (e.g., the
writing of the Personal Statement). A learner-led process of profiling which emphasises a
reflection upon skills was at the heart of this development.
Some collaborative first steps were undertaken. Initially, an anonymous online questionnaire
was distributed to all staff in order to gain a background understanding of the thoughts and
feelings across the school on profiling and profiles. Several meetings followed which brought
together the school’s Senior Management and Guidance teams with those staff from the
University of Aberdeen’s School of Education who were involved in the development.
Development Insights
Four Capacitates
Early on, it was identified that the Four Capacities of Curriculum for Excellence resonated
strongly with the University of Aberdeen’s Graduate Attributes
(http://www.abdn.ac.uk/graduateattributes/). A continuum exists in which the Four Capacities
feature from the Broad General Education and Senior Phrase, through into Higher Education (in
the form of the University’s Graduate Attributes). Through discussion, it was identified that the
Four Capacities could be used to support skill development within the Senior Phase towards a
university destination. If Teacher/Learner dialogue were to be informed by the Four Capacities,
due to the link to the resonance with the Graduate Attributes, such dialogue would also
exemplify the qualities and attributes required in order to be successful at university. Beyond
this, it would also shapes expectations about what was required in order to be successful within
Higher Education.
Profiling as a process and a product
A frequent motif of the discussions which took place was the distinction between profiling as a
process and a product. It was recognised that the process of profiling could support on-going
learning throughout the Senior Phase to create a seamless process of profiling from Broad
General Education through to Senior Phase and beyond. One product of profiling within the
Senior Phase would be a UCAS application. It is anticipated that the recognition that the
continued process of profiling into the Senior Phase will enhance young people’s skills in
reflection on learning—and, ultimately, it will lead to a stronger Personal Statement in their
UCAS application. As such, both profiling as a process and a product were seen to be of value
and something that could sustain profiling in the Senior Phase.
Next Steps
During discussion, it was agreed that the University of Aberdeen in collaboration with school
staff would design a resource for teachers at Mackie Academy which demonstrated the
connections between the Four Capacities and the Graduate Attributes. This would be used to
raise awareness among all staff of the value of the Four Capacities, and of the importance of,
and opportunity for, skills development through profiling in the Senior Phase. The University of
Aberdeen would also provide short videos of students in their first year in Higher Education who
would talk about the transition from school to university and relate this discussion to the
Graduate Attributes: shaping and challenging expectations about University. This would supply
teachers with a further resource in order to highlight the importance of the Four Capacities and
on the role of skills and attributes within Higher Education.
Mackie Academy would seek to build upon newly introduced Tutor Time to provide profiling
opportunities (e.g., learning conversations)—across the school and in S4 Study Skills. Ongoing Professional Learning would support this development.