What does CfE look like
for secondary pupils at
Linlithgow Academy ?
ITE conference
11th June 2015
Foundations of the curriculum
All Scotland’s children need to be:
Nurtured
Safe
Active
Healthy
Achieving
Included
Respected
Responsible
Foundations of the curriculum
Building the 4 CAPACITIES:
Successful Learners
Confident Individuals
Responsible Citizens
Effective Contributors
Foundations of the curriculum
To achieve the 4 capacities the curriculum is
built on 7 PRINCIPLES:







Challenge and Enjoyment
Breadth
Progression
Depth
Coherence
Personalisation and Choice
Relevance
Foundations of the curriculum
PLANNED LEARNING EXPERIENCE
accessed through:
 Curriculum
areas and subjects
 Interdisciplinary learning
 The ethos and life of the school
 Opportunities for personal achievement
from age 3 to 18
Foundations of the curriculum
Another clear intention of the programme
is that every child should have access to
all experiences and outcomes up to and
including Level 3.
In Linlithgow Academy we are working
towards a 3 plus 3 model
( BGE S1-3 and SP S4-6)
School week
 33



period week
4 x 7 50 min periods
1x 4 50 min periods
5 x10 min reg
BGE (S1- 3)
 S1

14 subjects
Choice into S2
 S2
14 subjects ( but have choice within
curricular areas )

Choice into S3
 S3
14 subjects ( can drop a science and
/or language for electives)
Linlithgow Academy
S1 –S3 Curriculum
Periods
4
4
3
4
1
2
2
3
2
2
2
2
1
S1
English
Maths
French
History 2
Geography 2
PSE
PE
RE
Science
CDT
Art
Music
Home
Economics
ICT/
Bus Ed
Based on Outcomes & Experiences
Periods
4
4
Links to be developed across subjects & with primaries. Teaching styles & assessment (AIFL) to change/report to change.
2
2
1
1
4
2
2
4x2
2
Pupils cannot choose the same subject twice
S2
English
Maths
PE
Home
Economics
PSE
RE
French (2)
Spanish (2)
Expressive
Arts
Music (2)
Art (2)
Choose 1
Same in S3
Technologies
Design &
Tech (2)
Computing
Studies(2)
Business
Enterprise(2)
Choose 1
Science & Soc.
Subjects
Physics (2)
Biology (2)
Chemistry (2)
History (2)
Geography (2)
Choose 4
Same in S3
Same in S3
S3 Modern Languages Choice available
Choose either Option 1 or Option 2
Option 1
4 periods
French and Spanish
**
2C**
Option 2 (1 subject from A and one subject from B)
A
B
One subject from following list** (2 periods):
French (2 periods)
(Timetabling constraints will influence the final
or
list of courses that can be offered)
Spanish (2 periods)
Courses suggested/ possibles
include:
Music Inventing/ Technology
Graphics type course
Technical/Woodwork
Skills for work/Skills for life
Aesthetic & Creative Sports
course/Sports Leadership etc
Free Choice
Art (2)
Biology (2)
Business
Enterprise(2)
Design &
Tech (2)
Choose 1
Intro. to Politics
Intro. to German
Sign Language
These are provisional examples of what can be offered. They will be confirmed during the academic year 2011-2012.
Potential collaboration between departments.
S3 Science Choice
available
Pupils wishing to drop
1 science can choose
from 2C.
Social Subject
options remain
unaffected
(2 periods)
Limited
options
available:
Possibles
include:
Animation
Princes Trust
Skills for Work
Practical PE
Performance/Junior
Sports Leader
Senior Phase (S4-S6)
 Pupils
can follow a one or two year
programme of study
 Pupils
 One
pick six subjects to follow to S5
year towards certification in S4
 Two year towards certification in S5
Benefits for pupils
 Flexibility
of pathway
 Certification
 Increased
at point of readiness
attainment
choice due to S4 – 6 being
timetabled together
 Increased
Advanced Highers/Crash Highers
/Crash Nat 4 or 5 (S6)
Higher
Bypass Nat. 5
exam and start
Higher early
2 yr Nat. 5 to
Higher
2yr Nat. 4 to 5
(H in S6 possible)
College
1 yr Nat 3/4
Sit Nat. 5
(e.g. low number
of pupils)
*S4/5/6
Curricular
Route
Choices
Short course(s)/
Vocational course(s)/
College course(s)/
Travel column options
Work experience/shadowing (S6)
Voluntary work (S6)
Next steps
BGE – is it providing the best
platform for SP?
 Revisit SP in light of experience
 Review
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

Course choice and presentation levels
Progression during SQA exam period
Results
Flexible provision /uptake of choices
What does this mean for staff ?
 High
Quality Teaching and Learning
 Tracking and monitoring crucial
 Knowledge of course requirements
 Moderation / collegiate working
 Skill development in BGE to support SP
 Creativity during SQA exam period
 Bi-level classes
 Adapting to dynamic curricular structures
CfE Event for ITE Providers
Thursday 11 June 2015
What does CfE look like and feel like
for learners in a Secondary School?
Case Study – Craigroyston High
Steve Ross
Head Teacher
Craigroyston Community High School
Edinburgh
School Context
•
•
•
•
•
•
•
•
Catchment within a designated area of high deprivation
>40% FME
50% of pupils in SIMD 1
76% of pupils in SIMD 1 +2
1 in 4 pupils has recognised additional support need
10% of roll are LAC/LAAC
S4 into S5 staying on rate August 2013 – 56%
Unemployment high and generational in community
Response to school context?
• Every young person strongly encouraged to stay on till S6
• New Senior Phase curriculum designed to meet needs of all
learners
• Clear focus on sustained positive destination – in particular
employment for those pupils that would historically have left
school after S4
• Timing very fortuitous with this change of approach
• Wood Commission
• Government’s response - DSYW
Developing Scotland’s Young Workforce
The Wood Commission’s Final Report made 39 recommendations
towards:
‘Scotland producing better qualified, work
ready and motivated young people with
skills relevant to modern employment
opportunities, both as employees and
entrepreneurs of the future.’
What’s a school’s role in this?
Developing Scotland’s Young Workforce
Recommendation 1
Pathways should start in the Senior Phase which
lead to the delivery of industry recognised
vocational qualifications alongside academic
qualifications.
These pathways should be developed and
delivered in partnership with colleges and,
where necessary, other training providers.
Their delivery should be explicitly measured and
published alongside other school performance
indicators.
Developing Scotland’s Young Workforce
Recommendation 2
A focus on preparing all young people
for employment should form a core
element of the implementation of
Curriculum for Excellence
Scottish curriculum.
Developing Scotland’s Young Workforce
Recommendation 15
Businesses across Scotland should be
encouraged and supported to enter into 35 year partnerships with secondary
schools.
Every secondary school in Scotland and its
feeder primaries should be supported by at
least one business in a long-term
partnership.
Statutory school leaving age…
Do we discriminate against the less able?
• More than half of Scotland’s young
people don’t go to university
• Most schools still tailor their Senior
Phase curriculum towards university
entrance requirements
• Are teachers perpetuating what they
themselves experienced at high school?
Craigroyston Community High School
Edinburgh
A Curriculum for all
Our Curriculum Rationale
To meet the needs of every young person
so that when they leave school they have a
portfolio of skills, experiences, qualifications
and a knowledge of the job market to
ensure they enter a sustained positive
destination.
An inclusive, egalitarian school
•
We strongly encourage all young people to stay
on at school until the end of S6
•
Innovative, aspirational Senior Phase curriculum
offering exciting vocational courses as well as
traditional subject provision
•
Senior Phase curriculum is all about employability
– at every level of ability
How to deliver such a curriculum?
•
Partner relationships are key and essential
•
Go beyond 4/6 week ‘bolt ons’
•
Courses must be timetabled for whole year
•
Courses must result in qualifications
•
A ‘free choice’ course choice process
•
Listen to our young people
•
Young person to look at senior phase as a
3 year ‘employment pathway’
•
Be ambitious and have high expectations!
The role of a teacher at Craigroyston
• Teachers are seen as teachers of young people first
and then teachers of a specific subject
• We meet the needs of all young people through
developing and delivering appropriate courses –
rather than trying to shoehorn pupils into a
prescribed structure
• Overarching theme is employability
Some examples of teachers diversifying:
Eiméar Haskins – English Teacher
Young Farmers
“I grew up on a farm and have a passion for that
environment. I've been developing a 'Young Farmers' course
for S2/3 students that will allow them to monitor specific farm
animals as they grow and, through farm visits, gain a range
of useful skills.”
Elaine Gray - Home Economics Teacher
Hotel Industry Pre-Apprenticeship
“I've been teaching for 32 years and this is revolutionary as
far as I'm concerned,”… “And it's not just our students who
benefit. I've learned a great deal working with Apex Hotels,
and they've picked up new ideas from us.”
Some examples of our new courses
Dance
Boat Building
Mountain bike skills
and maintenance
Media
Practical Cake Craft
Early years education and childcare
Hotel Industry Pre-Apprenticeship
Sports Leadership
Sports & Recreation
Landscape Gardening
Games Design
Photography
Young Farmers Project
Automotive Skills – Mechanics
Creative hairdressing and make-up trends
Adventure Racing
Nail Beauty
ESOL
Creative Industries
Who delivers the new courses?
• Teachers
• Edinburgh College Lecturers – both in and out
of school
• Partners
Is it working?
• Staying on rate from S4 to S5 increased from
56% last session to 86% for 2014/15
• Feedback from young people, teaching staff
and partners is very positive
• Very few instances of challenging behaviour in
S4/5/6 classes this session
• Positive destinations increased to 92% last
session but we want to better and enhance the
sustained positive destinations – we have an
aspirational target of 100% positive destinations
from this session onwards
Next steps
• Employment skills based electives in S2 and
S3 for session 2015/16
• Share and celebrate effective practice with all
our business partners – what else can they
offer in the curriculum?
• Roll out ‘industry pre-apprenticeships’
• All S6 pupils monitored and supported towards
employment/apprenticeship/college/university
member of teaching staff tasked to lead this
Craigroyston Business Advisory Group
Edinburgh College
Bank of Scotland
Mitie
Ocean Terminal
MYAdventure
Skills Development
Scotland
Lothian Buses
Selex Galileo
Urban Union
Scottish Gas
SFA
Napier University
Police Scotland
Santander
Sopra Steria IT
McGrigors Solicitors
Pinsent Masons
MYDG
Spartans FC
North Edinburgh Arts
Scottish Business in the Communities
Apex Hotels
Novotel Hotels
IBIS Hotels