Welcome to S5/6 Options Evening Information Session Meldrum Academy

Senior school at Meldrum Academy  High quality learning and teaching  Wide range of courses and levels on offer  Flexibility in the courses through college links and arrangements with other schools  Considerable personal support  Wide range of events, programmes, competitions and extra curricular activities  Opportunities to give something back

Some important points  The majority of S5 students are above statutory school leaving age.  Positive choice to stay on at school.  Post 16 students are ‘senior pupils’ with responsibility of setting tone of school.  Students are expected to be responsible for themselves and the decisions they make

What will this mean for S5 students?  The 5 Expectations still apply.  Increased responsibility and trust.  Revised school uniform.  Good use of study time.  Whole school/community contribution.  Pressure of two term dash.  Pace of study and far higher demands to undertake personal study

What does this mean for S6 Students?  The 5 Expectations still apply  Responsibility for a high level of conduct including attendance.  Key role in setting and sustaining school ethos.  Major opportunities for ‘positions of responsibility’ in the school e.g. Prefects, Captains/committees/buddies etc  Good use of private study time  Whole school/community contribution.

Role of parents/carers with post 16 pupils.  Continuation of positive partnership with the school e.g. Parents’ Evenings/Reports/  Support for parents/carers will continue as before from the school - Pastoral Care link  Kept fully informed by the school e.g. We will discuss our concerns together. ‘Early Warning Reports’ on progress.

Senior Student Agreement  An agreement will be drawn up and agreed with pupils.  It will recognise the rights of being a senior student  It will identify the responsibilities of being a senior student.  It will be agreed by the pupil, Pastoral Care teacher and Head Teacher.  Advice from this year’s experience will help shape the final design of this year’s agreement.

Points to Consider  Do I plan to stay on for the whole year, until Christmas or for two more years?  Leaving S5  Leaving S6  What job, course or career am I aiming for?  What are the entry requirements?  If I am a ‘Christmas leaver’. What does this mean?  What is exceptional entry to college

Course progression in S5/6 S3/S4 S5 S6 Credit/ Intermediate 2 General/ Intermediate 1 Foundation/ Access 3 Higher Intermediate 2 Intermediate 1 AdvancedHigher Higher Intermediate 2

Some examples of the ways which you may be able to progress in many subject areas are:  If you achieve Foundation level in English, you might move on to Intermediate 1 in English. might move on to Intermediate 1 in English.  If you achieve Intermediate 1 in Maths, you might move on to Intermediate 2 in Maths. move on to Intermediate 2 in Maths.  If you achieve a Credit level in French, you might move on to Higher French. move on to Higher French.

S5 / S6 Options March 2012 Pupil Support

The Course Choice Process  Options Booklet  PSE programme ICT e.g. ICT e.g. Options booklet Options booklet Careers Adviser Careers Adviser College preparation College preparation UCAS UCAS

The Course Choice Process  Information from subject teachers Why study the subject Why study the subject What the course involves What the course involves How work will be assessed How work will be assessed Prior qualifications Prior qualifications  Support from PT Pastoral Care Discuss all possible options including jobs / apprenticeships Discuss all possible options including jobs / apprenticeships

S5 Timetable commitment  5 courses – 5 periods per week  PSE – 1 period per week  Recreational PE Option  Self Study

S6 Timetable commitment  Sixteen Points minimum Advanced Higher – 6 Points Advanced Higher – 6 Points Higher - 4 points Higher - 4 points Intermediate 1 / points Intermediate 1 / points Recreational PE – 1 points Recreational PE – 1 points Sports Leadership Award – 2 points Sports Leadership Award – 2 points House Captain – 1point House Captain – 1point Prefect - 1point Prefect - 1point Whole school responsibility – 1 point Whole school responsibility – 1 point  1 period of PSE

The Options Form

LEVEL COLUMN A COLUMN B COLUMN C COLUMN D COLUMN E LEVEL ADVANCED HIGHER Graph Communication History Community Sports Leader/ Level 2 Award Biology Modern Studies Music Art & Design ChemistryFrenchMusicMathsSpanish NC Drama EnglishPhysics ADVANCED HIGHER HIGHER Art and Design BiologyHistory Info Systems MathsPhysics Modern Studies Accounting Human Biology Chemistry English 1/2 yr English (1yr) Media Studies Music Art & Design English (1yr) English 1/2 yr GeographyHistoryMusicPoliticsPhysics Business Management ChemistryDrama English 2/2 yr (1yr) Maths Physical Education SpanishRMPS Art and Design ComputingBiology English 2/2 yr (1 yr) French Graphic Communication Maths HIGHER INTERMEDIATE 2 / NATIONAL 5 Art and Design Biology English (National 5) Graphic Communication History Info Systems MathsAccounting English (National 5) Hospitality Media Studies Modern Studies Music Art & Design ChemistryGeographyHistoryMusic Woodworking Skills Int 2 Energy (Girls only) Business Management Maths Physical Education PhysicsSpanishAdministration Art and Design NC Drama ComputingFrenchMaths INTERMEDIATE 2 / NATIONAL 5 INTERMEDIATE 1 Art and Design EnglishHistoryEnglish Media Studies Modern Studies Music Art and Design ChemistryGeographyMusic Woodworking Skills Business Management Maths: Personal Finance Award SpanishAdministration Art & Design NC Drama INTERMEDIATE 1

Young applicants in schools scheme (YASS) in Scotland A Higher Education success story

YASS – What is it?  A partnership between The Open University and schools  A high quality, genuine HE experience  Courses at first year university level (SCQF7)  For students in S6  An opportunity to stretch motivated and able students  Study alongside Highers and/or Advanced Highers in S6

Learning Benefits  Adding breadth and depth to school curriculum  Enriching academic profile  Developing learning skills  Supporting academic and career choices  Encouraging independent learning  Building confidence  Assisting the transition from school to university

Student Comments  The module has given me an insight into the subject area and I think I will look like a more enthusiastic applicant when it comes to university admission applications as I have taken time to study a relevant subject on top of school work  YASS seemed more interesting and relevant than the other column options available to me; it is more apt for my choice of university studies  I now have the ability to study outwith school and study a subject which cannot be offered in school, at university level *quotes from case studies with YASS students studying in 11/12

Teacher Comments  It’s getting them to work in a different way and to be more responsible for their own learning. It’s also enabling them to tackle a piece of work that crosses boundaries. That’s something they will come up against later on.  It’s important in S6 that you keep the pupils engaged – there is a danger that they don’t do enough.  It’s an excellent opportunity for progression for young people with good study skills to go beyond Higher courses.  It allows us to support the subject choices of pupils who can’t get their subject of study in school.  It allows us to support the subject choices of pupils who can’t get their subject of study in school.

Who are YASS students?  Students who are: Able Able Motivated Motivated Committed Committed Interested Interested Able to meet deadlines Able to meet deadlines Mature Mature Not just the top 5% Not just the top 5%

Examples of modules  An introduction to law in contemporary Scotland (W150)  Human genetics and health issues (SK195)  Molecules, medicine and drugs (SK185)  Elements of forensic science (S187)  Digital photography: creating and sharing better images (T189)  Sustainable Scotland (T123)

Supported ‘Open Learning’  Individual support from tutor or study adviser  Multi-media/blended learning  Choice of when and where to study  Structured calendar (with deadlines!)  Continuous assessment  End of module assessment (EMA) or exam

Structure of modules and average hours of study Points at SCQF Level 7 Duration Weekly workload weeks (dependent on course) 6 – 8 hours weeks hours 30 6 / 9 months 8 – 12 hours 60 9 months 14 – 16 hours

Demands  Time management: 6-16 hours study per week 6-16 hours study per week  Workload: Alongside S6 study Alongside S6 study  Students will: Have responsibility for own learning Have responsibility for own learning Develop critical thinking and research skills Develop critical thinking and research skills Tackle challenging new topics Tackle challenging new topics Broaden knowledge of existing topic Broaden knowledge of existing topic Work alongside adults Work alongside adults

Getting Started  Go to the YASS website to find out more about the modules:  Read the course descriptions carefully – don’t choose a course by its title!  Look at the start dates and number of credit points involved  Talk to the YASS school co-ordinator if you are interested in taking a module