Curriculum Change at Kirkcudbright Academy and beyond Aberdeen, Tuesday October 3rd 2006

Overview of Presentation The process of change Main features of curriculum change Working with stakeholders Gains so far Pupil pathways What have we learned? Phase Two

Process of Change Catalysts for change Process began as a reaction to staff concerns Curriculum Group set up in Autumn 2000 Initial focus was NQ courses in S3/4 Discussion widened to curriculum as a whole Surveyed advice and practice elsewhere Gradually, a “package” began to emerge February 2002 Rector’s address to staff Not all staff were in agreement with every aspect

Aims of Curricular Change To provide more appropriate challenges for the individual pupil To provide more opportunities for pupils to experience success To provide pupils with improved access to vocational courses To provide pupils with a wider range of course options in the Senior School To enable pupils to change direction in the Senior School

Main Features of Programme Pupils in S1 grouped according to interests Enhanced learning and teaching Two year courses in S2/3 Combined timetable for senior school (S4-S6) Improved range of/access to vocational courses Five Interconnected Strands:

Engaging with Primaries Feb 02First raised at P/S liaison. Further discussion in the Summer\Autumn. Primary Heads raise issue with their School Boards. Nov 02Joint meeting with Primary Heads and School Boards Jan 03Series of meetings for parents in primaries Feb 03PP1s returned Mar 03 Parents’ Guide produced and distributed June 03Open Evening and Induction Days Aug 03First cohort admitted

Keeping Parents Informed S1: open door; focus groups; progress letters; reports; parents’ evening; guidance interviews S2: open door; update/Q&A evening; reports; parents’ evening S3: open door; letter outlining support programme; Tree of Knowledge parents’ night; parents’ update and L&T night; reports; parents’ evening; guidance interviews

Gains So Far (1) Pupils settle quickly in S1 and find new friends Character of S1 classes is more distinctive Evidence of staff actively adapting teaching to suit class character Pupils of all abilities engaged by redesigned S1 courses

Gains So Far (2) Staff increasingly engaging with wider range of Learning & Teaching strategies Pupils’ focus and behaviour improved Pupils of all abilities are benefiting from appropriate momentum Improved levels of self-confidence amongst pupils S3 pupils met/exceeded expectations across ability range

Combined Senior Timetable Advantages Never been done before Depts asked what they would like to offer Have to offer range of one year courses Discussions with local FE colleges Offered what could be timetabled Pat Dobson – created first working CST

Pupil Pathways: Linda

Pupil Pathway: Doug

Pupil Pathway: Andrew

Pupil Pathway: James

S4 New World: Issues So Far Bi-level teaching in some subjects Maths and English – baseline Subject staff unaware of bigger picture for individual pupils Pupils taking on too much Study support

What Have We Learned So Far? Planning is crucial Importance of clear rationale/aims/philosophy Consult with all stakeholders Meet as many concerns as you can Expect the programme to evolve Work through difficulties Adapt arrangements to each year’s needs Be careful about replacing SG with NQ Keep stakeholders informed as project progresses

More Things to Think About! How will you generate time for staff to develop new courses? How will you finance the transition? How many SG in S2/3? Seven or eight? What are the practical issues arising from double presentation? How will you manage the pressure on staff? How will you manage questions from staff? Should S3 get study leave?

Phase Two: Main Features Development of courses to meet local needs Involvement of local employers/tradesmen Private providers of education and training Work placements and enterprise activities Development of ASDAN and other courses Development of school-college ventures

Projected Future Gains Pupils leave school with a portfolio of appropriate qualifications and experiences. Enhanced levels of self-confidence and self- esteem Pupils better equipped to meet the needs of local employers Pupils better equipped to live away from home Pupils better equipped to make a contribution to society