Senior Phase Transition Roadshows Marriott Hotel, Edinburgh 8th February, 2011

Senior Phase Transition Roadshows Bryan Campbell Development Officer : More Choices, More Chances Learning and Teaching Scotland

Expectations and Key Challenges Introductions and round table discussion

Senior Phase Transition Roadshows The Senior Phase Linda Rae Building your Curriculum Team Learning and Teaching Scotland

More Choices, More Chances The Senior Phase Linda Rae Learning and Teaching Scotland

Every young person is entitled to experience a senior phase where he or she can continue to develop the four capacities and also obtain qualifications. Building the Curriculum 3, page 15

Wherever the learning takes place Coherence Qualifications Skills Support Positive & sustained destinations Entitlements

Principles Personalisation and choice Coherence Relevance Challenge and enjoyment Breadth Progression Depth Aspects Ethos and life of the school Curriculum areas and subjects Interdisciplinary learning Opportunities for personal achievement Responsibility of all Literacy Numeracy Health and wellbeing Wide range of partners Schools Colleges and universities Third sector organisations Community learning and development Voluntary sector Designing a framework

Structuring the Senior PhaseQualifications over a variable timeframeStrategies for high attaining young peopleStrategies for those planning to leave in S4Opportunities for achievement in the Senior Phase Flexibility in curriculum design

Choice within curricular areas Electives will be offered to pupils in S2 and S3 All class sizes in S1-S3 will be of a practical class size, ie <20 Broad General Education S4/5/6 will be treated as a single cohort 5 subjects/courses – complete free choice Most learners will progress through courses for two years: S4-S5 Senior Phase Kirkland High School and Community College Urban, Roll 580

Balfron High School Rural, Roll 961 Transition year – all Es and Os S1 General for 18 months General+ January – July Masterclasses S2/3 Senior 1 – S4; Senior 2 – S5; Senior 3 – S6; Senior 4 – Jan-June S6 5 or 6 subject choice Senior Phase

Up to 10 subject choices with 3 period allocation Courses can be combined to provide a 6 period allocation Route A Choice of 5 courses with 6 period allocation to each column 5 periods to each course with additional period for other activities relating to achievement S4 pupils will undertake 2 year courses Route B Clydebank High School Urban, Roll 1,400

Charleston Academy Urban/rural, Roll 800 Pupils can study up to 8 subjects Possible to fast track to Higher English and Maths compulsory S4 Course choice is from 5 optional columns Timetabled to articulate with college structure S5/6

Specialisation, depth and rigourQualifications to the highest level attainableSkills for learning, skills for life and skills for workRange of activities which develop the four capacitiesPositive and sustained destinations Summary

Workshop 1 Learner Journeys : Developing an overall strategy to support young people into positive and sustained destinations Bryan Campbell, Learning and Teaching Scotland

by ensuring that Curriculum for Excellence provides opportunities to young people that are tailored to individual need, with flexibility and appropriate support for every young person. by ensuring that every young person has a clear pathway from school into learning post-16 as per the 16+ Learning Choices Policy and Practice Framework with supported transitions and sustained opportunities. by ensuring that learning is a financially viable option, by considering the financial support and incentives available to young people

by ensuring that the right support is available to the most vulnerable young people to find out about, engage with and sustain learning and employment by making a joint commitment to action between central and local government, employers, learning providers and support agencies to develop the service infrastructure required to meet the needs of vulnerable young people. All of these actions are about ensuring that young people are able to access the universal services from which they should benefit, aligning mainstream systems to cater for all young people including those who need additional support.

Step 1 : Individual reading and reflective thinking Read the four learner profiles provided to familiarise yourself with the range of scenarios. Consider how your school / organisation is currently supporting all young people with their transition into the Senior Phase.

Step 2 : Group discussion Use the reflective questions to consider what support needs to be put in place to ensure that all young people experience an effective learner journey.

Step 3 : Group response Please nominate a scribe who will detail the response and a spokesperson who will provide the feedback. Each group will be invited to share their answers to the reflective questions It would be particularly useful if feedback could relate to the final reflective question What makes a successful transition process? What systems and structures do you have in place in order to ensure that all young people make a successful transition into their Senior Phase?

Reflective Questions : What procedures do you have in place to identify that a young person is at risk of disengaging and what appropriate intervention do you have at your disposal to re-engage him/her? What experiences do you provide, during their secondary education, to equip young people with the skills needed to plan for and move on to further learning, training or employment? Which partners do you involve?

Reflective Questions : To what extent do you deliver a coherent personalised curriculum with opportunities for young people to work towards qualifications and to continue to develop their skills and personal interests? What makes a successful transition process? What systems and structures do you have in place in order to ensure that all young people make a successful transition into their Senior Phase?

Workshop 1 : Feedback Bryan Campbell Learning and Teaching Scotland