1. Boroughmuir High School Curriculum for Excellence Update Parent Council November 2011

2. Planning for CfE 2009-2010 Curricular Development  Retain 28 Periods per week  Additional teaching time to Maths (Numeracy) / English (Literacy)  Additional teaching time to HE to address Health & Wellbeing  Rationalisation of teaching time in Music/CDT/Art in line with other non-core subjects  Appointment of whole school CfE Coordinators in Numeracy, Literacy & HWB  Department Representatives to lead developments in Numeracy, Literacy & HWB  S2 Personalisation & Choice – additional period for enhancement in either Music, CDT or Art

3. Planning for CfE 2009-2010  Departments audit S1/2 Programmes of Study against CfE Level 3 Experiences and Outcomes  Departments audit S1/2 Programmes of Study against CfE Numeracy, Literacy & HWB Experiences and Outcomes  Departments enhance Interdisciplinary opportunities  Learning & Teaching – development of Active Learning strategies eg. Higher Order Thinking Skills (Bloom’s) and Cooperative Learning  Recognition of attainment and achievement based on Four Capacities – use of Assemblies, School Website, Award Ceremonies

4. Implementation of CfE 2010 +  S1 CfE Level 3 Programme of Study in all Curricular Areas  S2 CfE Levels 3 & 4 Programme of Study in all Curricular Areas  Introduction of HWB Rota in S3/4  Assessment and Reporting using 5-14 Levels eg. Level D/E/F has ended  Pupils from age 3-14 now assessed using new CfE Levels S1 – most pupils working at Level 3 S1 – most pupils working at Level 3 S2 – pupils working at Levels 3 and 4 S2 – pupils working at Levels 3 and 4  Standardised Testing (Reading and Maths) in P7 and S2

5. Implementation of CfE 2010 +  Reporting CEC SEEMIS Reporting Format CEC SEEMIS Reporting Format Focus on how much and how well a pupil is learning Focus on how much and how well a pupil is learning Emphasis on Formative Assessment Emphasis on Formative Assessment Is the pupil Developing, Consolidating or Secure in their learning? Is the pupil Developing, Consolidating or Secure in their learning?  Cluster Moderation in Literacy, Numeracy, HWB and Social Studies  Enhanced Cluster Activities to promote more seamless transitions eg. World of Work, Art/Literacy, Science  School Improvement Plan 2011-2014 Priorities: Learning & Teaching Learning & Teaching CfE CfE New School New School

6. Planning for the Senior Phase (S3-S6)  Current system – pupils presently in S3+ S1/2 – broad, general curriculum @15 subjects S1/2 – broad, general curriculum @15 subjects S3/4 – 8 Standard Grades and/or Int 1/2 S3/4 – 8 Standard Grades and/or Int 1/2 S5 – 5 x Highers and/or Int 1/2 S5 – 5 x Highers and/or Int 1/2 S6 – Advanced Highers, Highers, Int 2 S6 – Advanced Highers, Highers, Int 2

7. Planning for the Senior Phase (S3-S6) Standard Grades and Intermediate 1/2 being replaced by new National Qualifications Standard Grades and Intermediate 1/2 being replaced by new National Qualifications Standard Grade National Qualifications Credit/Int 2 National 5 General/Int 1 National 4 Foundation/Access 3 Access

8. Senior Phase Model 1 Junior Phase S1: 15 x Subjects S2: 15 x Subjects CfE Level 3 CfE Level 3 & 4 (+ 1 x P&C) End of S2: Course Choice – up to 8 subjects (Core & Elective) Middle Phase S3/4: 8 x National Qualifications (3 ppw) National 5/4 AccessVocational End of S4: Course Choice – up to 5 subjects Senior Phase S5: 5 x National Qualifications (5 ppw) S6: 5 x National Qualifications (5 ppw) Higher National 5/4/Access Vocational Advanced Higher/as above

9. Senior Phase Model 1 AdvantagesDisadvantages  Similar to existing, highly successful model  Breadth and depth of learning in S3/4  Removes potential of S3 being a ‘filler’ year  Only one transition/course choice process from S2 to S4  Learners engaged in NQs from S3  Unlikely to seriously impact on staffing issues  Consultation with PTs - full support for this model  Goes against ‘spirit of CfE’ ie. belief in Junior (S1-3) and Senior (S4-6) phase  Does not allow blocking of upper school (S4/5/6)  Learners engaged in NQs from S3

10. Senior Phase Model 2 Junior Phase S1: 15 x Subjects S2: 15 x Subjects End of S2: Course Choice – up to 8 subjects (Core & Elective) S3 8 x subjects at CfE level 3&4 and / or / combination of and / or / combination of S3: 8 x National Qualifications (3 ppw) CfE Level 3 CfE Level 3 & 4 (+ 1 x P&C) CfE level 3&4 and / or / combination of Nat4/5/Access/Voc End of S3: Course Choice – opt for 5 subjects to continue at NQ Level Senior Phase S4: 5 x National Qualifications (5 ppw) CHOICE S5: 5 x National Qualifications (5 ppw) CHOICE S6: 5 x National Qualifications (5 ppw) National 5/4/Access/Voc Higher/Nat 5/4/Voc Advanced Higher/as above

11. Senior Phase Model 2 AdvantagesDisadvantages  S3 provides opportunity to further develop skills and attributes outside a qualifications framework  S4 – fewer subjects therefore more time  Pupils can pick up other Nat 4/5 subjects in S5/6  S4/5/6 classes can be blocked together on school timetable – Senior Phase more efficient  By end of S2 many pupils will have completed Level 3 & 4 E&Os – ready to start NQs  S2 Course Choice – pupils opting for 3 subjects that will not continue into S4  S3 Course Choice – narrowing to only 5 NQs  Consultation with PTs (Curriculum Leaders) – no support for Model 2