1. Welcome to Mackie Academy S1 Curriculum Information Evening September 2017

2. Feedback
bit.ly/AskMackie

3. Current structures and follow on from primary.
Core Curriculum
English 4
Maths and Computing 5
Literacy and Numeracy 2
Physical Education
Religious and Moral Education 1
Personal and Social Education
French and Spanish 3
Science
Social Subjects
Performing Arts
Art, Design and Technology
Current structures and follow on from primary.
Progression and what changes in S2 and S3:
Element of choice in the Electives in S2
S3 maintain breadth but start to make option choices.
Lead through into Learning outside the classroom:
Fayre for S1 on 20th September 2017 at lunchtime
Children’s University

4. Children’s University
We recognise and celebrate the voluntary learning that children take part in outside of normal school hours
We want to raise aspirations, boost achievement and instil a love of learning 

6. Progression into the Senior Phase
Courses delivered by Mackie Academy
by NESCol or Dundee & Angus Colleges
Courses delivered here or another school
Courses delivered by NESCol in Aberdeen
Young Applicants in Schools Scheme (YASS)
Progression into the Senior Phase

7. Tracking and Monitoring in the Broad General Education
Overview in terms of:
What a classroom practitioner is doing?
Assessing formatively (ongoing) and summatively (at the end) on a regular basis so that a clear evidence base is built up.
The BGE Tracker acts as an electronic markbook for them.
What is a Faculty is doing?
Moderating their assessment to ensure staff are consistent and accurate (this is where the new national benchmarks come into play)
They are looking at progress against the baseline data and using a RAG rating:
GREEN: Progress is ON TRACK to achieve or exceed MidYIS Grade (3 on the drop-down menu)
AMBER: Progress is BELOW EXPECTATION to achieve MidYIS Grade (2 on the drop-down menu)
RED: Progress is CAUSING SIGNIFICANT CONCERN to achieve MidYIS Grade (1 on the drop down menu)
Looking to intervene early where pupils are not on track.
What are Pupil Support and Attainment doing?
Looking at the overall picture for the young person, supporting them and the family where necessary to get progression back on track.
Can take place in a variety of different ways.
What does that allow the school to do?
Enable the young person to have as many different pathways available to them when the time comes to make choices about their studies and destinations.

8. The MidYIS Test MidYIS stands for Middle Years Information System
Tests are designed to measure ability and aptitude for learning rather than achievement.
Results can be used to give an expected level of attainment in National Qualifications.

9. Questions adapt to pupil Efficient No time Wasting Wider Ability Range
Adaptive Assessment:
Questions adapt to pupil
Efficient
No time Wasting
Wider Ability Range
More Enjoyable
Green
Vocabulary
Non-verbal
Maths
Skills
Adaptive test is based on growing bank of questions.
The adaptive nature of the test means that all pupils are challenged and receive a bespoke test suited to their ability.
Adaptive testing is considered the most efficient method of ascertaining a measure of pupils' abilities.
It offers pupils questions based on their answers to previous questions, and can therefore quickly focus in on each pupil's ability measure without requiring them to answer reams of unnecessary questions: questions that may be too easy or too hard. 9

10. The scores for each band are as follows: <90 Band D 91-99 Band C
MidYIS Band
The score for each component and for the overall test is used to place pupils in a performance band.
The scores for each band are as follows:
<90 Band D
Band C
Band B
≥110 Band A

11. S1/S2 Baseline Assessment: Maths

12. S1/S2 Baseline Assessment: Vocabulary

13. S1/S2 Baseline Assessment: Non-verbal

14. S1/S2 Baseline Assessment: Skills

15. S1/S2 Baseline Assessment: Skills

16. How do we use the data? In the classroom (S1 to S4)
to guide individuals
to monitor pupil progress
to monitor subject-wide and faculty level progress
To target support and / or challenge for the pupils
To help pupils make choices for the Senior Phase

17. Literacy and Numeracy: at school, at home and beyond…

18. S1 Core Literacy Skills Discussion Skills Structure of Writing
Summarising and Note-Taking
Discussion Skills
Structure of Writing
Understanding Meaning through Context
Using Sources
Punctuation and Symbols
Listening to Instructions
Reading questions S1
Core Literacy
Skills

19. Number and Number Processes
Percentages
Fractions
Time
Number and Number Processes
Data and Analysis
Ratio
Measure
Money S1
Core Numeracy
Skills

20. Progression – consultation with staff and pupils.
S2 Literacy
Developing core skills
Introducing new skills and increasing subject context
S2 Numeracy
Problem Solving
Developing transferable skills

21. S3 Literacy and Numeracy
Identifying pupils who require additional support
Targeted lessons in Literacy/Numeracy
Monitoring progress through attainment

22. Teachers of Literacy and Numeracy
Who benefits?
Pupils
Whole school
Parents
Employers
Teachers of Literacy and Numeracy

23. Benefits to pupils Learning new/practising transferable skills
Increased awareness of literacy skills
Main focus on skills
Improvement in literacy
A more relaxed classroom atmosphere

24. At home… Increase to parental engagement by sharing skills.
Parental Consultation.
How do we support Literacy and Numeracy at home?
Increase to parental engagement by sharing skills.
At home…

25. Why is Literacy and Numeracy important?
People with good Literacy and Numeracy skills are more likely to have:
higher self-esteem
better health
better jobs
higher wages
“This is because they are more able to take advantage of the opportunities that life may offer them.”
The National Literacy Trust
“Essential Literacy and Numeracy skills allow
individuals to participate fully in society.”
How can we as teachers and parents ensure that we support our young people to develop the skills needed to effectively navigate their way through life?

26. Our Learning and Teaching

27. Learning and Teaching the heart of all we do at Mackie Academy
Learning and Teaching the heart of all we do at Mackie Academy. During the past session the Learning and Teaching group explored what good learning looks like at Macke Academy, and this process resulted in our Learning Wheel.
What this describes, in as few words as possible, is what each young person can expect in any learning context within Mackie Academy. Whilst the development of the quality of teaching is continuous we recognise these 7 segments as the key components of a high quality learning environment.
Learning happens anyplace, anywhere and anytime….even in school.
Restorative – underpins our commitment to providing a Positive Learning Climate. This is a significant change in the way a school operates and is built on respect, responsibility and relationships. The right of every young person to learn and every teacher to teach is fundamental to the success of our school.

28. P7-S1 Transition BGE to Senior Phase Transition (S3 to S4) School to:
A Positive Destination
School to:
Work based learning, further education and / or Higher Education
BGE to Senior Phase Transition (S3 to S4)
P7-S1 Transition

29. Our Shared Expectations

30. Mackie Academy Parent Council
Prior to the summer I wrote to you about the “Big Conversation” in which Aberdeenshire Council wishes to engage with parents.  The “Big Conversation” is an Aberdeenshire Education and Children's Services wide engagement exercise to undertake a series of conversations with parents of children and young people to identify how well we are engaging with them . This will then inform the development of an Aberdeenshire Parents Charter to make clear what parents can expect from us as a service and what we can expect of you.
This consultation is ongoing until the end of September and your thoughts on this matter are being collated through the following online questionnaire.  As the majority of our parental engagement events happen after the end of September I would ask you to consider completing the questionnaire which can be found at:

31. The role of the Parent Council is to:
“identify and represent the views of parents on the education provided by the Academy and other matters affecting the education and welfare of pupils”.
The Parent Council aims to promote partnership between the Academy, its pupils and all its parents.

32. MackiePC@hotmail.co.uk Or follow us on Twitter @mackieparents
If you wish to contact the Parent Council directly then you can do so at:
Or follow us on Twitter
@mackieparents

33. Parent Council first meeting will take place on:
Tuesday, 19th September 2017
Parent Council meeting dates for will be confirmed after the AGM.
All meetings start at 7pm and finish by 9pm at the latest.

34. The Big Conversation