Mearns Academy
Curriculum: Rationale and Delivery at
Mearns Academy
April 2014
2
Contents
1. Mearns Academy – Vision, Values Aims
page 4
2. Curriculum Rationale
page 4
3. Development of the Curriculum
page 5
4. Programmes and Courses
page 6
5. Support for Transitions
page 7
6. Evaluating the Curriculum
page 9
7. Appendices
page 11 - 21
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1. School Vision, Values and Aims
Vision
We aspire to be a school community acknowledged as a centre of excellence
for learning, teaching and the care and welfare of all who work here.
Values
In carrying out our work we exhibit the values of:
 Fairness
 Honesty
 Respect for all
 Working together
 Communication
Aims
To support the school's vision, our aims are:
 Learning: To ensure that each pupil is encouraged to respect learning
and is provided with a relevant, challenging and motivational experience
 Teaching: To ensure that all teaching is of the highest possible quality
and that the staff are provided with a supportive and rewarding working
environment
 Caring: To ensure the development in school of a positive and caring
ethos in which all members of the school community are valued and
supported as individuals
 Partnership: To ensure opportunities are created for parents and others
in the wider community to be involved in the life of the school and its
programme for improvement
 Improvement: To ensure that thorough and ongoing evaluation leads to
improvements in the quality of service we provide
 Achievement: To ensure that all members of the school community are
encouraged to achieve all they can and that such achievements are
recognised and valued.
2. Curriculum Rationale
The vision, values and aims of the school underpin the structure,
implementation and delivery of the curriculum for all learners at Mearns
Academy. The curriculum will give learners a framework where they can gain
the knowledge and skills for learning, life and work that are required in the
modern world. Additionally, the curriculum is no longer to be seen as merely a
collection of subjects – rather it should be seen as the broader combination of
all learning contexts both inside the classroom and elsewhere. Most
specifically the curriculum at Mearns Academy is designed to give all learners
an interest in and respect for learning.
It should inspire confidence, achievement and ambition in all learners.
Through their curricular experiences learners should be positive, responsible
and well-equipped to make a positive contribution to society.
A Mearns Academy learner’s journey begins at Nursery and continues from
Primary on to Secondary by moving through the Curriculum Levels. At all
stages the Four Capacities are developed and Entitlements delivered by the
application of the Principles for Curriculum Design through the Curricular
Areas. Learning is broken down into Experiences and Outcomes in these
areas and is also extended by all teachers taking responsibility for the delivery
of Literacy, Numeracy & Health and Wellbeing. Learners will be assessed
throughout their learning journey and Assessment will be part of the learning
process, as well as providing Certification for pupils completing their learning
journey.
(Please see below Appendix a for expansion of terms in bold)
3. Development of the Curriculum
The curriculum at Mearns Academy represents a local dimension to the
national framework that is A Curriculum for Excellence.
Specifically, in developing the curriculum model at Mearns Academy the
following steps have been taken:
a. Recognising the needs of learners at the school (ie – striving to
match opportunities here to the needs and aspirations of our pupils)
b. Using aspects of the local environment to provide opportunities for
learners (eg use of outdoor learning, creation of learning
opportunities linked to local employment heritage and culture)
c. Consulting with parents and learners themselves regarding the
experience and outcomes they wished to see
d. Seeking feedback and advice from professionals in the school as to
potential for appropriately challenging learning opportunities
e. Working with local partners (eg Community Learning) to enhance
provision
All of the above however have had to blend with the agreed policies of
Aberdeenshire Council and of the Scottish government.
As per section 5 of this document – the curriculum will be evaluated regularly.
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4. Programmes and Courses
Broad General Education
Through S1 to S3 pupils follow a range of subjects to meet the requirements
of the Broad General Education. This means pupils will engage with the
Experiences and Outcomes at the appropriate level based on their
performance in primary school and all work towards covering all Third Level
outcomes by the end of S3. Many will have overtaken Fourth level outcomes
by this point too.
From S1 to the end of S3 all pupils will work within the specified Curricular
Areas. This means pupils will study, at an appropriate level a broad range of
subjects to develop their capacity as a learner in preparation for certification in
the Senior Phase. In certain cases, pupils’ curriculum will be modified to
challenge or provide support by taking account of their prior attainment and
learning.
In addition and as part of the Broad General Education, pupils will have time
given to profile their experiences as learners and to reflect on their weekly
learning. This aspect of the curriculum is one we hope to develop within the
GLOW framework and with the development of IT provision in the school.
This would allow parents to play a greater part in monitoring and sharing in
the learning journey of their children.
In S3 a certain degree of personalisation within Expressive Arts, Health &
Wellbeing and Technologies is allowed. This gives pupils a chance to
develop within those Curricular Areas while still engaging with the Broad
General Education.
Senior Phase
The Senior Phase will allow for all pupils in S4, S5 and S6 to share a
timetable. This will allow greater flexibility in meeting learner needs for
certification. Pupils will select 6 subjects for certification during S3 (English
and Maths are compulsory) and be entered at appropriate levels in those
subjects at the end of S4. Pupils will study at a range of levels, but most will
certify at National 4 and National 5. Pupils in S4 will make choices for 5
subjects in S5, this will be either all Highers, a mix of Highers and Nationals or
all Nationals. Pupils in S6 will select additionally from a range of Advanced
Highers (this will be dependent on staffing and pupil demand and the school
will make every effort to accommodate pupil demand if possible). Other
opportunities may include courses in Leadership, distance learning packages
via Scholar and pre-university courses.
(See Appendix d for diagram outlining the Curriculum Structure and details of
personalisation going into S3 and of option choices available in the Senior
Phase (S4-S6).)
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Additionally, through liaison with local partners the following curricular
opportunities are in place to support individual learners:
S3
- work experience placements
- Duke of Edinburgh Award scheme (S3-S6)
S4
- College courses in Arbroath
- Skills for Work packages via Community Learning and Development
- work experience (usually for all learners)
- leadership opportunities
S5
- increasing capacity for leadership opportunities (e.g. Sports, Health
and Wellbeing)
- Young Enterprise certification
- Colours Awards
- Study of Psychology at College in Arbroath
Importantly however, to meet individual needs we see personalisation having
to happen in all classrooms and learning contexts. Even within a class of
similar learners, it is still important that differentiation takes place to ensure all
pupils are challenged and supported appropriately.
5. Support for Transitions
Throughout a learner’s journey through school and beyond, appropriate
support should be in place to meet their needs.
However, at particular points of transition additional focus is applied to this
end at the following junctures:



P7 to S1 transition
Transfer from Broad General Education to Senior Phase (ie end of S3)
Leaving school to a positive destination (continuing education or
training, work or apprenticeship)
Examples of support in place include the following:
P7 to S1 Transition
 On going cross-sector curriculum planning via cluster and other local
arrangements
 Clear transfer of data ex baseline assessment procedures
 High quality pastoral linkage between primary and secondary
 Common approaches cross-sector re assessment, learning and
teaching
 Early engagement with parents
 Specific link projects (eg science, maths, library etc)
 Mearns Momentum programme
 Three day induction visit etc / P7 Club form February each session
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Transition from BGE to Senior Phase
 Planned individual engagement by PT’s Guidance with all S3
learners
 production of clear documentation to illustrate pathways re
curriculum, qualifications etc
 production of clear timeline re:
learner engagement
parent engagement
course choice process
support re carers
 annual check of desired choices for S3 learners (ie ‘dummy run’
mechanism)
 Liaison with partners (CLD / Work Experience / SfL ) re alternative
pathways
NB – As there emerges one ‘Senior Phase S4-S6’ the above focus is also
relevant for learners entering S5 and S6.
Leaving School to a Positive Destination
 Positive destinations to be seen as appropriate:



education
training
employment
High profile to be given to learners aspiring to achieve a positive
destination. Draft individual intervention should happen if there is a
sense of not achieving a positive destination (esp PT Guidance /
Year Head)
Liaison with CLD re More Choices, More Chances / Employability
Skills
Annual review of data emerging re leaver destinations linked to
annual review of curricular provision in S4-S6
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6. Evaluating the Curriculum
It is essential that the curriculum at Mearns Academy is evaluated. With
regard to this particular focus should be made on learners ie:learners experiences
the impact of curriculum changes
the curriculum supporting positive leaver destinations
the curriculum supporting raising attainment
How? - Focussed Questions
1.
How far is the curriculum based upon a clear rationale, principles and
identified learner needs?
2.
How well does the curriculum accommodate challenge, enjoyment,
breadth, progression and relevance by/for learners?
3.
How successfully is the BGE delivered in terms of breadth, progression
and challenge?
4.
How appropriate and flexible are arrangements in the Senior Phase to
support progression for all leavers?
5.
How successfully are other partners engaged in the design and
delivery of the curriculum?
6.
How successfully does the curriculum support learners at time of
transition?
How? - Engagement
1.
Survey of learners at times of transitions (P7→S1; S2→S3; S3→S4;
Senior Phase→leaving School)
Focus on the above contexts should happen within a 3 year cycle, but there
should be an annual focus re Senior Phase provision and leaver destinations.
2.
Survey of Staff - re skills, capacities, leadership opportunities,
responsibilities to learners etc delivered through the curriculum.
3.
Parents’ Views - via questionnaire at all Parents Evenings (including
annual curriculum information events) - via annual survey to parents
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How - Analysis of Data/Other Evidence
1.
Scrutiny of Attainment levels
- within BGE
- re NQ success
2.
Analysis of leavers’ destinations
3.
Analysis of coverage of experience and outcomes within BGE.
4.
Analysis of percentage rate of preferred personalisation routes being
met.
5.
Analysis of breadth of opportunities for wider achievement and of how
this information is managed, recorded and collated.
6.
Every 3 years a structured evaluation learner’s attitudes to learning
should take place.
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7. Appendices
a. Overview of Key Terms and Features of A Curriculum For
Excellence
b. Assessment within the curriculum
c. Certification – The Scottish Credit and Qualifications Framework
d. Mearns Academy – Outline Curriculum Plan
e. Senior Phase – Course Choices / dummy run
f. S3 Personalisation – Illustration of choices
g. Most recent curriculum evaluation
h. Wider Contexts for Achievement
i. Illustrative learner journeys through Mearns Academy
a. Overview of Key Terms and Features of A Curriculum for Excellence
Curriculum Levels
Curriculum Levels – there are national levels to describe different stages of
learning and progress. For most children, the expectation is:
Early Level – pre-school to the end of P1
First Level – to the end of P4
Second Level – to the end of P7
Third and Fourth Levels – S1 to S3
Senior Phase – S4 to S6
The Four Capacities
Successful Learners
Attributes
Enthusiasm and motivation for learning
Determination to reach high standards of
achievement
Openness to new thinking and ideas
Confident Individuals
Attributes
Self-respect
A sense of physical, mental and emotional
well-being
Secure values and beliefs
Ambition
Responsible Citizens
Attributes
Respect for others
Commitment to participate responsibly in
political, economic, social and cultural life
Effective Contributors
Attributes
An enterprising attitude
Resilience
Self- reliance
Capacities
Use literacy, communication and numeracy
skills
Use technology for learning
Think creatively and independently
Learn independently and as part of a group
Make reasoned evaluations
Link and apply different kinds of learning in
new situations
Capacities
Relate to others and manage themselves
Pursue a healthy and active lifestyle
Be self-aware
Develop and communicate their own beliefs
and view of the world
Live as independently as they can
Assess risk and make informed decisions
Achieve success in different areas of activity
Capacities
Develop knowledge and understanding of the
world and Scotland's place in it
Understand different beliefs and cultures
Make informed choices and decisions
Evaluate environmental, scientific and
technological issues
Develop informed, ethical views of complex
issues
Capacities
Communicate in different ways and different
settings
Work in partnership and teams
Take the initiative and lead
Apply critical thinking in new contexts
Create and develop
Solve problems
Entitlements
Every child and young person is entitled to expect their education to provide
them with:
 a curriculum which is coherent from 3 to 18
 a broad general education, including well planned experiences and
outcomes across all the curriculum areas from early years through to S3
 a senior phase of education after S3 which provides opportunities to obtain
qualifications as well as to continue to develop the four capacities
 opportunities to develop skills for learning, skills for life and skills for work
(including career planning skills) with a continuous focus on literacy,
numeracy and health and wellbeing
 personal support to enable them to gain as much as possible from the
opportunities which Curriculum for Excellence can provide
 support in moving into positive and sustained destinations beyond school.
Principles of Curricular Design
The curriculum should be designed on the basis of the following principles:
 Challenge and enjoyment
 Breadth
 Progression
 Depth
 Personalisation and choice
 Coherence & Relevance
Curricular Areas
The curriculum is organised in eight curriculum areas. The eight curriculum
areas contain a range of subjects:
 Expressive Arts – including art and design, dance, drama and music
 Health and Wellbeing – mental, emotional, social and physical wellbeing,
PE, food and health, substance misuse and relationships, sexual health
and parenthood
 Languages – listening and talking, reading and writing in literacy and
English and modern languages
 Mathematics – including analysing information, solving problems and
assessing risk
 Religious and Moral Education – learning about Christianity, other world
religions, and developing values and beliefs
 Sciences – understanding important scientific concepts across planet
earth, forces, electricity and waves, biological systems, materials and
topical science
 Social Studies – understanding people, place and society in the past and
present including history, geography, modern studies and business
education
 Technologies – including computing science, food, textiles, craft, design,
engineering, graphics and applied technologies
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Experiences and Outcomes
Experiences and Outcomes – each curriculum area is broken down to a set of
experiences and outcomes (often referred to as the ‘Es and Os’):
• Experience – describes the learning
• Outcome – what the learning will achieve. This is often explained, from the
pupil’s perspective, as an ‘I can’ statement.
Literacy, Numeracy & Health and Wellbeing
In addition there are three key areas which are covered by all
teachers/practitioners:
 Literacy across learning – talking, listening, reading and writing (including
using digital communications)
 Numeracy across learning – including money, time, and measurement
 Health and Wellbeing across learning – including making informed choices
for a healthy lifestyle
Important themes across the curriculum are creativity, enterprise and global
citizenship, which includes sustainable development, international education
and citizenship.
b. Assessment
Assessment is crucial to tracking progress, planning next steps, reporting
and involving parents and learners in learning. Evidence of progress can be
gathered by learners themselves, and by fellow pupils (peers), parents,
teachers and other professionals, e.g. staff who provide youth development
opportunities such as the John Muir Award and the Duke of Edinburgh Award.
 Self assessment – learners will be encouraged and supported to look at
and revisit their own work, to develop a better understanding of what they
have learned, and what they need to work on
 Peer assessment – learners will be encouraged and supported to work
together to help others assess what is good about their work and what
needs to be worked on
 Personal learning planning – pupils, teachers and parents will work
together to develop planning for next steps in learning
 Profiles – a statement of achievements both within and out with school, at
P7 and S3. Profiles may be produced at other significant points in a
learner’s education.
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c. Certification
d. Mearns Academy Curriculum Structure Outline
A
2 3 4 5
1
S5/6
C
11 12 13 14 15
D
16 17 18 19 20
E
21 22 23 24 25
F
26 27 28 29 30
OPTION
OPTION
OPTION
OPTION
CORE
OPTION
SCIENCE
SOCIAL
SUBJECT
18
19
20
21
MODERN
LANGUAGE
PERSONALISATION
22 23 24 25 26 27 28 29 30
OPTION
H&W, Ex
Tech
Music
Art
Hospitality
Tech
Tech
Business
Comp
PE
S2
1 2 3 4
ENGLISH
S1
ENGLISH
5
6 7 8
MATHS
MATHS
9
10 11 12 13 14 15 16 17 18 19
MOD
SOC
R P
SCIENCE
LANG
SUB
E E
MOD
LANG
SOC
SUB
R
E
P
E
SCIENCE
OPTION
VALUE
ADDED
MATHS
CORE SUBJECTS
10 11 12 13 14 15 16 17
PE/PSE
9
OPTION
PSE/PE
8
PE
S3
6 7
RE
ENGLISH
5
OPTION
PSE/PE
4
VALUE
ADDED
3
OPTION
PSE/PE
1 2
MATHS
PE
ENGLISH
RE
S4
B
6 7 8 9 10
OPTION
H&W, Ex
Tech
Music
Art
Drama
Tech
Tech
Business
Comp
PE
OPTION
H&W, Ex
Tech
Music
Art
Drama
Tech
Dance
Business
Comp
PE
20 21 22 23 24 25 26 27 28 29 30
D&M/H&L
EX ARTS
B C PS PE R
/
/
T T
E
PE PS
F
D&M/H&L
EX ARTS
B C PS PE R
/
/
T T
E
PE PS
F
e. Senior Phase – Course Choices / dummy run
Column A
Biology H
Column B
Chemistry H
Column C
English H
Column D
English H
Column E
Physics H
Geography H
Modern Studies H
Mathematics H
Mathematics H
Computing H
Drama H
English 5
English 5
Physical Education
H
History H
Music H
Art & Design H
Mathematics 5
Mathematics 4
French H
Graphic
Communication H
Administration & IT
H
English
5&4
Hospitality 5
Sports Leadership
5
Woodwork 5
RMPS H
Design &
Manufacture H
Mathematics
5&4
Geography
5&4
Biology
4
Physical Education
5&4
Computing
5&4
Graphic
5&4
Art
5&4
Drama
5&4
History
5&4
Biology
5
Physical Education
5&4
Design &
Manufacture
5&4
Business
Management
5&4
RMPS
5&4
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Business
Management H
Modern Studies
5&4
Hospitality
4
Music
5&4
Art
5&4
School Support
(S6 only)
Psychology
(S6 only)
YASS
Open
University Courses
(S6 only)
f. S3 Personalisation – Illustration of choices
Please identify your preferences for study in S3 in Expressive Arts, Technologies
and Health and Wellbeing. You must indicate your preferences in order, where 1 is
your highest preference and 9 is your least favoured preference.
Please consult the accompanying booklet for information about these curricular
subjects. Please discuss with your Guidance teacher your ideas for further study in
S4 and beyond.
Your preferences will be accommodated as best can be. All pupils will have 3
subjects assigned as part of their Broad General Education.
Subject
Preference (Number 1 to 9)
Art & Design
Drama
Music
Dance
Physical Education
Life Skills
Business
Computing Science
Design, Graphics & Manufacture
Preference Columns
A
Music
Art
Drama
PE
Design
Computing
Business
B
Music
Art
Dance
PE
Design
Computing
Computing
C
Music
Art
PE
Life Skills
Design
Computing
Business
g. Curriculum Evaluation
To be carried out September 2014.
h. Wider Contexts for Achievement
The curriculum needs to encourage and support learners in achieving in a wide
range of contexts other than in national qualification.
These currently include:
Leadership opportunities
-
Tutor Group representatives
Year Group representatives
House Captains (Year / Overall)
Monitors
Prefects / Head and Senior Prefects
Sports Leaders
Health Leaders
Other activities
-
Work Experience (S4-S6)
Duke of Edinburgh Award (S3-S6)
Adventure Service Challenge (S1-S2)
John Muir Trust Award (S1)
Eco Club / Green Flag Award work
Various environmental projects
wide range of sporting / manual / cultural activities
i. Illustrative Learner Journeys Through Mearns Academy
The following descriptors illustrate potential learner’s journeys through Mearns
Academy. Many other potential routes are pursued but these indicate how the
curriculum experience varies for certain individual learners.
Pupil A
This pupil enjoyed a very positive learning experience at primary school and was
already learning at level 3 in some areas when he joined Mearns Academy. He
made strong progress in the BGE during S1-S3 and benefitted by being in English
and Maths sets that stretched him. Due to having a very specific talent in music he
completed the National 5 qualification in that subject at the end of S3. In S4 other
National 5 qualifications were completed before taking 5 Highers in S5. In S6 a
mixture of Advanced Highers and YASS (pre-university courses) were taken. His
learning in the classroom was supplemented by him assuming a range of leadership
roles including prefect and during the Senior Phase he was successful in the Duke of
Edinburgh Award and in the national programme for Young Enterprise. He left school
to go to university.
Pupil B
This pupil made progress at primary school and enjoyed her learning but had
struggled with aspects of numeracy and literacy. During S1-3 at the academy she
initially received some additional support in these areas and was able to make a very
positive transition to the Senior Phase. At the end of S4 she completed qualifications
at National 3 and National 4 level before going in S5 to study and complete courses
at National 5 level. She also benefitted strongly from pursuing a very motivating work
experience placement and college taster course. This helped her to make a
successful full-time move to college after completing S5. She went on to study a
vocational course as a positive step to gaining employment.
Pupil C
Following on from primary school, this pupil had found it difficult to be fully motivated
by learning, but the broader experience at secondary school led to him developing a
keen interest in particular curricular areas especially Technologies. It was evident
that he most enjoyed practical subjects and aspects of personalisation into S3 saw
him select Design and Manufacture and Business / ICT. This experience was very
positive and helped him to target undertaking N4 qualifications in S4 prior to leaving
school and gaining an apprenticeship in Engineering. That step was supported by a
successful work experience placement with a local company and by a programme of
one to one mentoring, equally his study of Introduction to Engineering in S4
(supported by Dundee and Angus College). Having achieved 6 National 4
qualifications in S4 he left school and his apprenticeship included day-release
training at college.
Pupil D
This pupil made strong progress at primary school and from S1 she showed a
particular interest in science. During the Broad General Education she continued to
do well and in S3 she particularly benefitted from the opportunity to study science
subjects discreetly and at a level she found stimulating and challenging.
This led to her choosing a range of courses to study in S4: Biology, Chemistry,
English and Maths at National 5 and French and Computing at National 4. Success
in these subjects saw her sit 3 Highers and 2 National 5 courses in S5 followed by 1
Advanced Higher, 2 Highers and 1 National 5 qualification before leaving after S6.
Her work experience placement in an oil company laboratory had convinced her of
the direction she wanted to take and following her departure from school she
attended college for one year to study an HND prior to going to university the year
after.
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