Tobermory High School – 14 March 2013
Broad General Education
 Key entitlement from early years to end of S3
 Is designed to provide a strong foundation for
choosing and specialising in a range of subjects at the
senior phase.
 Curriculum model is based on experiences and
outcomes and includes cross-cutting themes of
literacy, numeracy and health and well being.
 Assessment is about criteria based assessment
 Design principles – breadth, progression, coherence,
personalisation and choice.
Broad General Education
BGE at Tobermory High School
1
2
3
4
5
BGE
S1
SE
English/Literacy
S2
SE
English/Literacy
S3
SE English/Literacy
6
7
8
9
11
Science
Maths/Numeracy
Maths/Numeracy
Maths/Numeracy
10
12
13
14
15
Soc Subs
Science 1 Science 2
Socs
17
18
19
20
Languages
Socs
Science 1 Science 2
16
Gael/Gaid
Gael/Gaid
21
Art
French
French
22
24
Music
Creative 1
Creative 1
23
26
27
28
Technology
Creative 2
Creative 2
25
Tech 1
Tech 1
29
30
PE
Tech 2
Tech 2
Core PE
Core PE RE
Key Features
 S1 students cover the full range of curriculum areas
and within these are aspects of the more specialised
disciplines.
 At the end of S1 we will offer some choice and students
will define some areas within the broad disciplines
that will allow a two year programme to prepare for a
possible choice at Nat 4/5.
 All students at S1-2 will have 1 period of personal and
social development while RE will be taught as
thematic days across the year. At S3, RE is a designated
period.
What factors inform our Senior model?
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Progression from the BGE that does not limit choices.
Staffing levels – can we staff the subjects across all levels
Teaching hours and course coverage.
Having a view of the senior phase as a continuous three
year phase in which to gain qualifications.
Allowing pupils to sit 5 Highers in one sitting for University
Entrance requirements (UCAS)
The place of subjects traditionally viewed as protected.
Ensuring pathways are destination led and as flexible as
possible.
Use of the additional option line periods at S4-S6
TOBERMORY HIGH SCHOOL – CURRICULUM STRUCTURES - MARCH 2013
Year
Group
Subjects studied
NQ
Subjects
Options
Electives
S5/6
7 (Including PSD/
PE)
5
Chosen after S4 /S5
No
S4
8 (Including PSD/RE 6
and PE)
Chosen after S3
No
S3 BGE
11 (includes
PE/RE/PSD)
n/a
No
S2 BGE
11 (includes
PE/RE/PSD)
n/a
Chosen after S1- run No
over s2-3
S1 BGE
14 (includes
PE/RE/PSD)
n/a
All core
No
How do old Standard Grades compare to Nat
4/5?
 In the old model students took 8 standard grades.
 Students were awarded a General/ Credit (or possibly
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Foundation grade)
Standard Grades were studied over two years- S3/4
Standard grades contained elements e.g. knowledge and
understanding and problem solving.
Standard Grades lack the depth/ content of Nat 5
Nat 4/5 are studied over one year but students will be
better prepared academically.
Teaching approaches which changed with CfE are not
reflected in Standard Grades.
Tobermory High School Curriculum Model 2013-14
3
4
5
6
7
8
9
10
11
SE
English/Literacy
S2
SE
English/Literacy
S3
SE English/Literacy Maths/Numeracy Science 1 Science 2
13
14
15
Soc Subs
Maths/Numeracy Science 1 Science 2
18
19
20
Gael/Gaid
Gael/Gaid
21
Art
French
French
Option D
22
Option E
24
Music
Creative 1
Creative 1
23
26
27
28
Technology
Creative 2
Creative 2
25
Tech 1
Tech 1
Option F
29
30
PE
Tech 2
Tech 2
Core PE
Core PE RE
Senior Phase
S4
Option A
Option B
S5
Option A
Option B
Option C
Option D
Option E
Core PE RE/PSD
Tutor
Option C
17
Languages
Socs
Socs
16
S6
Option A
Option B
Option C
Option D
Option E
Core PE RE/PSD
Tutor
BGE
S1
Maths/Numeracy
Science
12
Core PE
Tutor
2
RE/PSD
1
Former Qualifications on SCQF
New Qualifications on the SCQF
SCQF Level
New National
Qualifications
1
National 1
>
Access 1
2
National 2
>
Access 2
>
Access 3
Standard Grade
(Foundation level)
>
Standard Grade
(General level)
Intermediate 1
3
4
National 3
National 4
Replaces
Current National
Qualifications
5
National 5
>
Standard Grade
(Credit level)
Intermediate 2
6
Higher (new)
>
Higher
7
Advanced Higher
(new)
>
Advanced Higher
Learner Journeys – Sample 1
Learner Journeys – Sample 2
Learner Journeys – Sample 3
Learner Journey – Sample 4
Pathways
 Pathways need to be flexible, destination led and tailored to suit
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the students.
As the learner models show there are clear and manageable
pathways for all levels of ability and career paths.
Wider experiences and activities add to the students education
record.
Additional courses include options such as ASDAN, Skills fro
Work courses, work experience, SQA Leadership module.
We will support early presentation – students could enter Nat 5
in S3 or Higher in S4 subject to meeting agreed criteria.
For University courses entry – must sit 5 Highers in one diet and
Advanced Highers do not form part of this criteria.
We will continue, subject to staffing, to support Advanced
Higher in S6 or in certain cases S5.