Parents as Partners S Nicolson, HT W Huq, DHT

 OverviewS Nicolson  Progression to the Senior Phase  The New Generation of Qualifications  Process/ TimelineW Huq

 A coherent curriculum from 3 to 18  A broad general education, including well planned experiences and outcomes across all the curriculum areas.  A senior phase which provides opportunities for study for qualifications and other planned opportunities for developing the four capacities  Opportunities for developing skills for learning, skills for life and skills for work  Opportunities to achieve to the highest levels they can through appropriate personal support and challenge  Opportunities to move into positive and sustained destinations beyond school

From a Broad General Education to the Senior Phase

StageExperience S1 Broad General Education Experiences and Outcomes 8 Curriculum Areas S2 S3 S4 Senior Phase: Qualifications National 3/4/5 Higher, Advanced Higher S5 S6

 Based around 4 th level O/E  Specialisation within a range of curriculum areas – personalising the curriculum  Opportunities for depth and progression: preparation for National 4/5  Maintain breadth across curricular areas (courses and electives)  Skills for learning, life and work The expectation is that young people will reach a deeper and more secure level of attainment and achievement at the end of S3 than they do at present. Scottish Government, Building the Curriculum 3 (2008, P6)

 Core entitlement:  PE(2), PSE, RE  up to 7 SQA subjects:  4 periods per week  Breadth  Challenge  Application  Skills  Extra-curricular activities  Trips/excursions/visits  School events  Work experience breadth — drawing on knowledge and skills from across the Course challenge — requiring greater depth or extension of knowledge and/or skills application — requiring application of knowledge and/or skills in practical or theoretical contexts as appropriate

Literacy Numeracy Health and Wellbeing Enterprise Communication Working with others Solving problems Creative thinking Managing, planning and organising time Personal responsibility Creating Evaluating Analysing Applying Understanding Remembering Learning Work Life

A Broad General Education and the Senior Phase

SCQF Previous generation of qualifications New generation of qualifications 12Doctorate 11Masters 10Honours Degree 9Ordinary Degree 8Higher National Diploma 7Advanced Higher 6Higher 5 SG Credit Intermediate 2 National 5 4 SG General Intermediate 1 National 4 3 SG Foundation Access 3 National 3 2Access 2National 2 1Access 1National 1

3 Units Internally Assessed SQA Verified Added Value Unit N4:Internally Assessed PASS/FAIL N5: Externally Assessed SQA Exam A/B/C/D/No Award Unit 1 Unit 3 Unit 2 AVU

National3 /National 4/National 5

 S3:  Core work on 4 th level E/Os (N4 level)  Differentiated to meet pupils’ needs  Designed to lead into S4 courses  Evidence:  Prior attainment – S3  Classwork/ Homework  Coursework  N4 AVU  N5 Unit assessments  November assessments Most S4 pupils will aim towards N5 unless there is clear evidence that they are unlikely to reach this level.

N5 Unit 1 N5 Unit 2 N5 EXAM N5 Unit 3 National 4 Pass National 5 A/B/C/D/ No Award

 Experience  SCQF equivalence  Uptake/pass rates at Credit/General/Foundation ▪ Around 50% got 5 or more Credit passes ▪ Around 90% got 5 or more General or better  2014 experience: courses and exam results ▪ 58% got 5 or more N5 passes ▪ 99% got 5 or more N4 or N5  Aim high – aspirational targets ▪ 60-70% aim for N5 ▪ 100% aim for N4

 Tracking and Moderation  Monitor progress  Intervene: support and challenge  Protect the vulnerable: ▪ gather supporting evidence along the way ▪ recommendations made in collaboration with pupil/parent

 How will classes be organised?  Some N5 only (where numbers permit)  Most N4/N5 (opportunities to ‘move up’)  Some N3/N4 (where support needs are identified early  Will pupils be able to move levels?  Encourage and bring on ‘late developers’  Protect the attainment of those who are struggling

 Will we have S3 Exams?  Mark the ‘End point’ for BGE  Demonstrate how much and how well they’ve done  Contribute to the final profile/report  Support the process of identifying N4/5 candidates  Evidence of N4 attainment  What about S4 Prelims?  Opportunity to gather evidence as ‘insurance’  Exam preparation and practice  Most will sit N5  Some will sit N3 or N4  Timing – subject to review.

SAME  Expectations  Aspirations  Progression/careers planning  Target setting  Ethos  Learning and teaching  Shared responsibility  Pupil/parent/school  Support and challenge  Study and work rate  Qualifications levels NEW/ DIFFERENT  Qualifications structure  Curriculum organisation  Qualifications requirements  Presentation levels  Assessment arrangements  Prelims  Study Leave  Report Format  Certification process  Skills/ wider achievement  Operational timeline  Progression pathways

 Curriculum based on 7 subjects  Continuous assessment  Main assessments - late November, May  Target setting in September, January  Report and consultation in January / February  Work related experiences  Pastoral support

 6 January - Information Evening for parents  By 26 January – information to pupils subject information available proforma issued  6 Februarychoice proforma returned  5 Maynew timetable begins

Parents as Partners