1. 4 th March

2. Programme Report and recommendations Choice of course and options next session Subject options beyond the core curriculum Modern Apprenticeships Skills Development Scotland Progression- units and courses A senior school pupil year UHI UCAS- advanced warning The role of the Guidance teacher in senior school Tracking, monitoring and reporting Attendance matters

3. Report and recommendations The process begins with the current report which will: Update you on progress Give you information about the likely level of success this session Give you advice on recommended levels of entry for next session. Statistically based advice on what your child is likely to succeed at. Not an absolute ceiling but the advice of the people delivering the course. PTG if you wish to vary from this.

5. Choice of course and options next session Mechanics of completing the Course Choice Form Recommendations from S4 Report Course Choice Information is on the School Website under Information - S5/6 Course Choice Booklet Formation of classes will depend on student numbers and staff availability Return to Tutor Teacher no later than Friday 6th March

7. Eg Chemistry col 1

8. Subject options beyond the core curriculum Wider achievement in S6 – develop skills which young people need beyond subject knowledge and academic skills. Skills and talents that they have and that employers, colleges and universities would want to be aware of. They develop self-confidence and self-belief in what they can achieve They improve the ‘soft skills’ involved in communication and team working Pupils gain transferable employability skills

9. Wider Achievement Choices Leadership – SQA Higher and National 5 Volunteering Skills – SQA Nat 5 or Saltire Award Open University Courses Introduction to Financial Services Leading work with young people Engineering the Future The Frozen Planet Introduction to Law in Contemporary Scotland Galaxies Stars and Planets Volcanoes, earthquakes and tsunamis Molecules, medicines and drugs: a chemical story

10. Modern Apprenticeships Mr E Robertson

11. Skills Development Scotland Fionna Dowell http://parents.myworldofwork.co.uk

12. Progression S4  S5  S6 S4S5S6 National 5  (Graded A-C) HIGHERS  (Grades A - C) ADVANCED HIGHERS National 4  (Pass or Fail) National 5  (Graded A-C) HIGHERS National 3  (Pass or Fail) National 4  (Pass or Fail) Highers

13. Units, courses and progression The progression from National 4 to 5 and from National 5 to Higher can be very straightforward for pupils, and the new Higher is similar to the Nationals in the way that the pupils work is assessed, with learning outcomes being assessed as opposed to having a mark that defines them as a Grade A, B or C. The suggested progression is from National 5 to Higher, however we are already seeing that pupils who are attaining a grade C at National 5 are struggling with the Higher and that a better progression for them would be to do the Higher over 2 years. Pupils attaining National 4 progress to National 5 and similar to what happens in Higher, if the pupils find they are struggling they can sit the course over two years. We strongly recommend and urge pupils not to drop subjects if they are finding them difficult, as stated, they can get the units initially. It would be a waste of a years work and also it does not look good if a pupil is coming out with a grade less than other pupils.

14. The senior school pupil year The year of a senior May to June: The courses begin, and teachers will be getting to know pupils and their capabilities. Probably at this point the new S5 pupils will be shocked at the leap in rigour and challenge that Higher presents compared to National 5, and some may even ask to change courses. S6 pupils will see themselves at the top of the school evolutionary tree. The S6 pupils will also be applying to be Head Girl/Head Boy, Deputes, House captains and also prefects for certain departments. They will fill in applications and undergo interviews. This is a very valuable experience but your son/daughter my see it slightly differently.

15. The senior school pupil year The year of a senior August: The results have come in and if the results have gone well then pupils will carry on as they were before the summer break Others may not have attained the grades they were hoping for which may mean an alteration to their choices or level. August to October: The courses really start to speed up and the pupils are starting to realise that a lot of work is needing to be done at home as well as in class. Towards the end of term quite a lot of the subjects will have pupils sitting their first End of Unit Assessments. The pupils will have two opportunities to pass, so if they do not pass the first assessment then there is an opportunity to resit but the pupils will be feeling the heat at this point. Seniors help out at the Hike.

16. The senior school pupil year The year of a senior October to December: Despite teachers stressing about pupils getting homework in and assessments passed the senior pupils will be in a Cinderella mindset due to the Christmas Dance. This is the term when a lot of course work is got through and pupils are finding the work relentless, but it is for the staff as well. If pupils are struggling to cope or have not passed end of unit assessments then parents will receive correspondence from the school informing of this. The senior parents night is during this term so is a good opportunity for both you and the staff to have a good conversation about progress. Pupils coming to the end of this term should be looking at the fact that they will be sitting prelims very soon after the Christmas holidays. If your child says they have no homework, then that is not true, they should be revising!

17. The senior school pupil year The year of a senior January to March: The pupils will now be facing their prelims and will probably be a wee bit stressed and a bit more difficult to live with at home. At this point the pupils should really be revising hard and if they are not then you would be quite right to be wondering why they are not. Pupils will get their results back and have a very good idea of where they are at in each subject. They should also be studying their prelim papers and highlighting the areas that they need to perform better in and speak to their teachers about getting work to do at home to focus on these areas. During March pupils will be working on assignments for their subjects, where they might have to research a topic then under exam conditions write up their work. These assignments can be worth as much as 33% of the total mark. Unconditional offers should not effect the work rate and ethic of pupils. Correspondence of pupil progress will be ongoing throughout this term.

18. The senior school pupil year The year of a senior Summer Months: Exams! Tears! Tantrums! Elation! Relief!

19. UHI

20. UCAS- advanced warning June – process starts Senior School Induction Week Highland Roadshow PSE classes between June – November September Parent’s Information Evening UCAS/Alternative Destinations Mid November UCAS school deadline Early/Mid January UCAS deadline

21. The role of the Guidance teacher in senior school Individual Support S4 – Interviews S5 – PSE classes Assemblies Careers Advisor PSE Day on Work Experience (S4) Work experience opportunities for all senior pupils PSE classes on employability (S5) Open door policy for all pupils

22. T racking, M onitoring, R eview and R eporting

23. Why are we using Tracking, Monitoring and Review To help pupils maximize their performance in exams and improve their life chances. To provide a strategic overview of young people’s attainment and progress for senior staff. To ensure progress against shared high expectations of attainment and achievement To allow intervention on behalf of youngsters if progress is not being maintained.

24. Target Grade This is an ambitious grade which is negotiated between the pupil and the teacher. It should help them maximise their performance. It should reflect the ability of the pupil to perform in the forthcoming exam. It should take account of prior learning. It should be something to work towards.

25. Working Grade This is the professional opinion of the teacher. It should reflect current attitude to the subject. It should take account of attendance patterns. It is “what you will get next May if the current effort, behaviour and attitude are maintained”. Of course, if the message is taken and improvements are made, the gap between the Target Grade and Working Grade should reduce over time. It is not a promise of future exam results.

26. Examples of 4 pupils tracking sheets

28. Report 1 Report 2

30. In summary More feedback to pupils from staff. Parents informed quicker, earlier intervention. Parents night discussion will be a more informed. Pupils and parents aware of consequences of absences. Regular overview by Guidance and SMT. Mentoring and support for pupils identified as struggling.

31. Attendance matters 90% attendance means that by the end of S5 your child would have missed HALF A YEAR of learning. 93% is the level at which it starts to make a difference.