Welcome!
What we hope to achieve:
Why choose S5 as the best
option?
SQA and qualifications
The induction days Thurs 2nd and
Fri 3rd June
Any questions?
Communication re issues as they
arise
The best choice?
Being clear about expectations
and the purpose of S5 and S6
Qualifications and commitment
Adding to a portfolio of skills,
qualities and attributes
Preparation for the next stage!
Supporting the work of the
school
Success in S5 and S6
… run fast and don’t
drop the baton!
Appropriate Pathways
S5 course is related to Standard
Grade subject performance.
S6 course is related to S5 subject
performance.
New subjects – “crash” courses.
4 Levels – Advanced Higher, Higher,
Intermediate 2 and Intermediate 1.
Other pathways – senior school is not
just about “5 Highers”.
Pathways
Credit  HIGHER
General  INTERMEDIATE 2
Foundation
 INTERMEDIATE 1
… but there are sometimes exceptions
because NQ courses are VERY different
from Standard Grades
Some Words of Caution …
Standard Grade results are no
guarantees of attainment in S5.
For example, nationally, 30.0% of Int
2 Geography candidates, 31.9% of
Higher English candidates and 35.7%
of Higher Technological Studies
candidates last year failed.
Standard Grades are easier than 5th
year courses.
Unit Assessments (NABs)
3 or 4 assessments in each
course.
Course award depends on
passing Unit Assessments.
Opportunity for re-assessment.
Significant difference from
Standard Grade.
Progression: volume
Significant learning requirement.
Constant revision required.
Much more homework.
Progression: quality
Much more demanding in terms
of thinking.
Pupils have to accept this
increase in difficulty.
Target-setting
Based on Standard Grade awards.
Also based on what teachers already
know of each pupil’s ability in the
subject area.
Also based on national progression
statistics.
A target represents what the pupil
could achieve with a good year’s
conscientious work.
Targets are not promises!
Checking Progress
Constantly, through teacher
feedback.
Formal checks in November,
January (updates) and March
(reports) – communicated to
parents.
Prelims in February.
Typical Patterns
Higher Chemistry
70
60
50
40
30
20
10
0
August
February
May
Typical Patterns
Higher English
60
50
40
30
20
10
0
August
February
May
Typical Patterns
Example of Progress in an A Grade Student
in Higher English
80
70
60
50
40
30
20
10
0
August
February
May
An Individual Pattern
When Things Go Right
80
70
60
50
40
30
20
10
0
August
February
May
An Individual Pattern
When Things Go Wrong
50
40
30
20
10
0
August
February
May
One pupil’s “race”
Name
Level
Target
Nov Update
Subject 1
Chemistry
Higher
A
On Target
Subject 2
English
Higher
A
On Target
Jan Update
On Target
Prelim
2nd Prelim
91%
72%
A
Beginning to
cause
concern
39%
60%
B
PUPIL A
Final Percentage
Final Result
Subject 3
Geography
Higher
B
Beginning to
cause
concern
Causing
serious
concern
59%
61%
B
Subject 4
Maths
Higher
A
On Target
Subject 5
Physics
Higher
A
On Target
On Target
On Target
67%
80%
80%
A
82%
72%
A
One pupil’s “race”
Name
PUPIL A
Level
Target
Nov Update
Jan Update
Prelim
2nd Prelim
Final Percentage
Final Result
Subject 1
Art
Higher
B
Beginning to
cause
concern
Causing
serious
concern
45% - shift
to Int 2
76%
A
Subject 2
English
Higher
C
On Target
Subject 3
French
Higher
B
On Target
Subject 4
Music
Higher
A
On Target
Subject 5
Psychology
Int 2
B
On Target
On Target
On Target
On Target
On Target
33%
60%
58%
81%
51%
C
66%
74%
A
72%
78%
A
75%
60%
B
Support for Pupils
Teacher support is ongoing.
Additional opportunities within the
department (supported study).
Private Study periods.
Mentoring.
Parental involvement – and parental
contact.
Encouragement of independence and
resilience.
3-way process: school-pupil-family
HOMEWORK – what is it for?
Allows pupils to review classroom
learning
Reinforces what has been learnt
Builds links between home and
school
Encourages independent pupil
learning
Gives opportunities for feedback
HOMEWORK – why is it important?
Pupils learn to organise and manage
their time.
Pupils begin to take more
responsibility for their own learning.
Pupils build on what they have learnt
in school.
Without homework success in NQ
courses is highly unlikely.
HOMEWORK – what types of
homework might be given?
Exam/past paper questions
Completion of work
Evaluation of work
Speaking practice
Project work
Spelling/grammar work
Consolidation
Formal written exercises
Planning
THINKING
Practical tasks
Correction of work
Research
Learning
Short response answers
Listening tasks
Preparation of work
Extended response answers
Timed exercises
Peer assessment
Revision
Reading
Summarising text
HOMEWORK – will there be any
weeks without homework?
No.
HOMEWORK – how can families help?
Create the right environment – discuss
this with your son/daughter.
Know what homework your son/daughter
has.
Ask your son/daughter to explain what
they have learnt each day/week.
Ask them to teach you what they have
learnt in their subjects.
Help your son/daughter plan their time.
Help your son/daughter to organise their
study.
HOMEWORK – making time …
Careful planning of time allocation for
homework
Work commitments
Home and family commitments
Sporting/Leisure commitments
Social commitments
Other activities – e.g. Facebook, MSN,
computer gaming
Sleep
S5
Big and serious commitment
STAFF SURVEY
A – The year group are ready to take on
the challenges of S5
3.7%
B – The year group will need to make some
minor improvements in their study habits
29.6%
to meet the challenge of S5
C – The year group will need to make
major improvements in their study habits 66.7%
to meet the challenge of S5
SQA Results
Issued to pupils on 4 August
Results may impact on choices for S5
Contact school to discuss any
changes – more details about this
will be issued soon.
S5 Induction
What will the new S5
experience over the
next two days?