Curriculum for Excellence Curriculum Information Evening Wednesday 11 January, 2017

Welcome and Aims To reflect on our Attainment and HMIe Feedback. To give an outline of CFE and confirm the Rationale behind The Gordon School’s BGE. To confirm the Rationale of the Senior Phase. To give Parents/Carers the opportunity to ask any general questions and discuss the ‘Choice’ Process. To explore some flexible pathways which help secure Positive Destinations.

Attainment Review Making 2016-2020 Count

HMIe – “TGS is a Welcoming School” Warm Atmosphere. Polite and Respectful Pupils. Good Leadership At All Levels – Including Pupils. Strong Participation in Sporting Clubs. Good Partnership with Local Community. No Shortage of ‘Talented’ Pupils. Attainment and Learning Pathways Need To Improve.

S4

S4 5 SCQF level 5s – 37.4% Virtual Comparator – 43.5%

Improving Attainment – S4 Gender Breakdown Boys Girls Girls outperformed boys in every measure.

S5

S5 3 SCQF Level 6 – 27.6% Virtual comparator – 40.5%

S5 as a % of S4 Roll High number incompletes courses. 6 students 5 As: LD FD JN SN RW HW

S6

S6 5 SCQF Level 6 – 31.1%. Virtual Comparator – 33%

Improving Attainment for All – Gender Breakdown Boys Girls

How Do We Improve Team Game – Parents, Pupils, Community, SLT, FHs, Teachers. “Hard Work Beats Talent When Talent Doesn’t Work Hard”. Resilience – be inspired to do better. (Boys for Example). Maths and English – Literacy and Numeracy are key skills for all learning. Dropping courses – No, No, No. We finish what we start/We get Units – HMIe Advice. Learning Conversations – Knowing where you are in your learning and how to improve. Good Attendance proportional to Good Attainment…

National Curriculum Structure S1, 2, 3 – Broad General Education (Skills Development) S4, 5, 6 – Senior Phase (Certification) Positive (post school) Destination Linda

The Curriculum The Curriculum is defined as the “totality of learners’ experiences both in and out of school”. Partnership working is key. Senior Phase Offer a Range of Experiences which support Success, Attainment, Achievement. Differentiation, Support and Challenge. Developing resilience, encouraging motivation, promoting key values: Respect, Diligence, Trust, Honesty, Empathy. S456 is about certification and ensuring Positive Leaver Destinations.

CfE National Qualifications What has changed? The table shows the previous qualifications and what they have been replaced with in the Curriculum for Excellence qualifications. Internally assessed Internally assessed Internally assessed Externally assessed Externally assessed Externally assessed

Options Process Where to start…? Dawn

The S3 Subject List Decisions? Enjoyment/Challenge/Interest Strengths/Weaknesses Skills Future Career Intention Advice of Class Teachers Discussion With Parents Progression Pathways Support? Interim Tracking Reports Report card PTG Interview Parents’ Night discussion Nationals in a Nutshell Dawn

The S3 Preference Form Decisions? Enjoyment/Challenge/Interest Strengths/Weaknesses Skills Future Career Intention Advice of Class Teachers Discussion With Parents Progression Pathways Support? Interim Tracking Reports Report card PTG Interview Parents’ Night discussion Nationals in a Nutshell Dawn

The S4/5/6 Options Form Decisions? Enjoyment/Challenge/Interest Strengths/Weaknesses Skills Future Career Intention Advice of Class Teachers Discussion With Parents Progression Pathways Support? Interim Tracking Reports Report card PTG Interview Parents’ Night discussion Nationals in a Nutshell Dawn

What Happens in the Senior Phase? Option 1 Higher (Adv) Option 2 Option 3 Option 4 Option 5 PSE Elective Option One N3 – N5 Two Three Four Five Six RMPS PE Year Subject Combination S4 Maths & English + 4 Choices + WA S5 5 Subjects + WA S6 4 Subjects* + WA

http://www.educationscotland.gov.uk/parentzone/index.asp

http://www.npfs.org.uk/nationals-in-a-nutshell/ http://www.npfs.org.uk/highers-in-a-nutshell/

Amy’s journey S4 S5 S6 Medicine English (Nat 5) Maths (Nat 5) Biology (Nat 5) Chemistry (Nat 5) History (Nat 5) P.E. (Nat 5) Duke of Edinburgh First Aid S5 English (Higher) Maths (Higher) Biology (Higher) Chemistry (Higher) History (Higher) Duke of Edinburgh First Aid Community/Voluntary work S6 Biology (Adv Higher) Chemistry (Adv Higher) Physics (Higher) School Enterprise Group Duke of Edinburgh First Aid Voluntary work Amy progressed extremely well through her broad general education and throughout most of S2 and S3 worked at fourth curriculum level across all the curriculum areas. She was particularly strong in Maths/Science and Social Subjects and enjoyed being active. The Citizenship and Health & Well Being aspects of her S1-S3 experience prompted her to target the study of medicine at University as her preferred pathway for ongoing education. In S4 Amy chose to study English, Maths, Biology, Chemistry, History and PE at National 5, with a view to sitting Highers in all but PE in S5. Amy embarked on the Duke of Edinburgh programme and attended classes in First Aid. She also enjoyed inter House competition and participated in various team sports. In S5, Amy took her subjects to Higher Grade as planned and the school helped her arrange weekly voluntary work at the local Hospital. She also continued her involvement with DoE and First Aid classes. Amy passed all her Highers at A and confidently returned to S6 to follow Advanced Higher courses in Biology and Chemistry. In consultation with her parents, Guidance Teacher and the Science Faculty, Amy opted to add Higher Physics to her academic commitment, rather than National 5. Amy took on an advanced leadership role within the school as one of the Head Prefects, becoming actively involved in fundraising and acting as a buddy and mentor for younger pupils. Amy went on to study medicine as planned. Medicine

Steven’s journey S4 HNC/HND Catering College English (Nat 4) Maths (Nat 4) P.E. (Nat 5) Hospitality (Nat 5) Design & Manufacture (Nat 4) Skills for Work: Hospitality at local College Fundraising Events Primary Sports Day HNC/HND Catering College Steven found school, particularly secondary school, a challenge. His attendance was poor and he worked with difficulty across all his subjects at the third level. His Literacy and Numeracy skills were not strong, but showed a marked preference, and some ability, for learning within a practical context. In S3 he also took part in the Skillforce initiative, achieving ASDAN Bronze, a Heart Start Award and a C3 (Community, Character and Contribution) Award which focuses on pupils being involved with their local community. In S4, Steven followed National 4 courses in English, mathematics and Design & Manufacture along with National 5 courses in PE and Hospitality: Practical Cookery. He also attended a catering course at the local college. Throughout the year Steven was encouraged to take part in wider activities. He too part in several inter House competitions and helped out at charity events and at the local primary sports day. Steven left school at the end of S4 and successfully applied to college to study catering on a full-time basis.

Jenna’s journey S4 S5 NESCol 2+2 Business English (Nat 5) Maths (Nat 4) Biology (Nat 4) Art & Design (Nat 5) Graphic Comm. (Nat 5) P.E. (Nat 5) School Shows S5 English (Higher) Maths (Nat 5) Biology (Nat 5) Art & Design (Higher) Bus Man (Nat 5) Design course at College School Shows Young Enterprise NESCol 2+2 Business Jenna had mixed success throughout her broad general education. She worked comfortably across her subjects at the third curriculum level, but her teachers felt that she lacked motivation and did not set herself ambitious targets. In her third year, she worked at fourth level I English, Maths and Biology, but her real strength lay in Art & Design and in Graphic Communication. Her S3 profile referred to these particular strengths, to her enthusiasm in her enrichment course in fashion design, and the interdisciplinary project she undertook in S3 to produce a new school logo. In S4, Jenna was advised to continue with English, Maths, Biology, Art, Graphic C and PE. Her Guidance teacher encouraged Jenna to contribute to productions in the school, such as talent shows, school shows and fashion shows. She became involved in helping with sets and costumes. This involvement improved her self confidence and widened her circle of friends. In S5, Jenna continued with English and Art & Design to higher level and Maths and Biology to National 5. She also began a college course in design, studying there one day per week. This allowed her to build a portfolio of work. She continued to be involved in school productions and was encouraged to put her creative skills to good use with the enterprise company, where she enjoyed taking on the role of creative director. Jenna successfully applied for an Art & Design foundation course at college and left school at the end of S5.

Questions? More information on YASS courses to follow.