1. Personalisation and Choice in S3
Dalkeith High School 9th February 2017

2. The purpose of S3
S3 is the culmination of the Broad General Education that all our young people people experience through Curriculum for Excellence
By the end of S3, all young people produce a profile in which evidence is gathered of their skills, interests and achievements to date
It’s the stage in their learning journey at which they begin to make decisions about the areas and subjects they’d like to focus on

3. Learning, teaching and assessment in S3
Young people will be covering the Experiences and Outcomes within Curriculum for Excellence at the Level which best meets their needs
The focus is on building the skills and capacities they will need to make a successful transition into their Senior Phase programme
Learners’ experiences continue to be varied across a rich variety of subjects
Teachers employ a range of different assessment methods to support young people in demonstrating the progress they are making
Level 3 or 4- roughly speaking, those doing Level 3 in S3 are likely to progress to N4, those doing Level 4 are likely to progress to N5

4. What do we mean by personalisation and choice?
Every young person has an entitlement to access all of the CfE curricular areas
Schools have a statutory requirement to deliver experiences and outcomes that promote literacy, numeracy, and health and wellbeing across these curricular areas
Learners in S1 and S2 have experienced many different subject specialisms within curricular areas. They can now use this knowledge to help them make decisions about where their interests and abilities are best demonstrated

5. How does this link with qualifications?
Learners in the Senior Phase (S4-6) undertake qualifications which are certificated by SQA or other awarding bodies
The subjects young people choose to focus on in S3 are likely to be linked to these. However, they might also:
Move into a subject that’s similar but a better fit e.g. from Biology to Environmental Science
Leave a subject in S4 but pick it up in S5/6
Start something completely different!
S3 is not about subject choice for examinations- it’s about young people doing more of what they enjoy and what they’re good at

6. Curricular areas Expressive Arts Languages and Literacy
Health and Wellbeing
Mathematics and Numeracy
Religious and Moral Education
Sciences
Social Studies
Technologies

7. The S3 Learning Pathways Option Sheet

8. Core subjects
In keeping with entitlements for all, all S3 pupils will continue their studies in:
English and a Modern Languages (Literacy)
Maths (Numeracy)
PSE, PE and Home Economics (Health and Wellbeing)
RME

9. Curricular columns
In columns 1,6,7 and 8 young people make two choices by ticking the relevant boxes
In recognition of the varying interests of our young people, we offer some flexibility in terms of the subjects we’ve put into each curricular column e.g. Expressive Arts
We must ensure that there is breadth in the education of young people in the BGE
Enrichment Opportunities (more on these in a moment) timetabled at the same time as the subjects in each column appear here for information
The ‘Plus’ column supports a variety of specialist interests e.g. taking a second modern language, or doing more PE than the core provision provides
Talk through Expressive Arts example- Design and Manufacture (design briefs, creativity)
Explain why you can’t take 3 Sciences and what can happen later

10. Support with making choices
Remember: learners are signing up for the subjects they are going to focus on in S3, not for what they are going to do with the rest of their lives
The S3 Learning Pathways booklet provides clear summaries of each course
Our Parents’/Carers’ Evenings provide a chance to have face to face conversation with subjects specialists, and we welcome young people there too
There will also be dedicated time in PSE to support everyone in making decisions and to make sure processes are clear
Teachers generally love nothing more than talking about their subject- so ask them about it!
Booklet doesn’t tell you everything- not possible.

11. Enrichment Opportunities
This term refers to a variety of courses which are delivered by teachers in school and through partnership working
These are included in our curriculum in recognition of the fact that many learners thrive in environments beyond the traditional classroom
Young people can note their interests in any of these courses through discussion with their Guidance teacher, who supports them through the coursing process
Places on these courses are limited and further opportunities with similar aims to these are offered throughout the Senior Phase
Give examples e.g. ex services personnel with Skillforce, college tutors for hairdressing

12. Some things to encourage your young person to remember
This a choice for now. It’s not a choice for ever.
Not many people end up doing what they thought they would do when they were 13
Think about why you are choosing to continue with a subject- or not. Are you making your choice for the right reasons? Is it your choice? Or your friend’s choice? Is it because of the teacher?
For courses to run, they must be viable. Always give thought to what your ‘Plan B’ might be.
You don’t need to do this on your own- but the final decision has to be yours
I’m going to write my book some day though

13. Next steps
Take a look at the Option Sheet and think about what the top priorities are
Read the descriptions of the courses in the S3 Learning Pathways booklet and speak to teachers directly where possible
Look carefully at the S2 Tracking Report coming out at the end of the month
Use the time in PSE to talk through thoughts
Remember, you’re getting two periods of each choice- developing depth. So you can’t fit everything in.