Senior phase progression

Andy Travis

Head Teacher, Meldrum Academy

Meldrum Academy

Rationale for CfE

• This curriculum will– Improve learning and teaching– Raise standard of achievement for all – Improve literacy, numeracy and health and

well being of all

School journey

• A long and winding road– Not linear but the school

community moved together– Have taken opportunities to

stop, catch our breath and regroup

– Main message to all – this curriculum will keep evolving

– At all times keep up the conversation with pupils, parents, staff and partners.

Schools use experiences and outcomes to:

Apply the 7

curriculum principles

Cultural, Creative and Enterprising, Environmental, Vocational

Apply the principles of effective L & T

Provide personal support Model the values

To develop a coherent curriculum which promotes the 4 capacities:

Effective Contributors Confident Individuals

Successful Learners Responsible Citizens

To the 4 curriculum contexts: Ethos / life of the school Personal achievement Curriculum areas Interdisciplinary studies

Challenge & enjoyment Breadth Progression Depth Personalisation & choice Coherence Relevance

Expressive arts Languages & literacy Health & wellbeing Mathematics & numeracy Religious & moral education Sciences Social studies Technologies

Wisdom Justice Compassion Integrity

Review and planning Enabling access Offering opportunities Guidance / support

Engaging & active Challenging goals Shared standards Quality feedback Personal learning plans Collaborative Reflects learning styles

CURRICULUM FOR EXCELLENCE PLANNING THE CURRICULUM - OVERVIEW

BGE to senior phase

• Developing approaches to L&T across the school– HOTS & systems thinking– Meldrum taxonomy– I see, I think, I wonder– Good practice reports

• Emphasis on skills development – Within faculties– Literacy & numeracy – school & cluster approaches– Health & well being- HWB survey, Seasons for Growth,

• Transitions• Interdisciplinary learning – within & between faculties

Professional Learning

• School working groups. Leading learning for other staff.

• Provide numerous leadership opportunities• Job embedded & context specific

(school/cluster)• Mini lessons or good practice based around

specific learning goals• Encourage other teachers to try it and see• For teachers led by teachers

Design Faculty – sketchbook

Faculty of Design - Art & Design + Design TechnologyDevelopment of agreed common skills – drawing & designing Transition project P7-S1-S3. Inset for primary colleaguesProfiling tool – reflective record of skills development, communication between teacher and student

Capacity Building Courses

• Skills development S1-S3- Learning, life & work.

• Group work (Primary project style) 2 periods/week

• Planned and delivered by teams of teachers.

• 8 week blocks

• Research and investigation skills RISK

• Energy Oil/gas/renewables

• Finance• Journalism• Opito Lego challenge• Youth & Philanthropy

Initiative -YPI

S3 BGE

• Personalisation– Limited choice– Keep all options open for Senior Phase

• Develop skills for the senior phase

• Base courses on E&O’s at level 3&4

• Science with Chemistry, Social Subjects with History, Business with Finance, ICT with Admin, Technology

Senior phase - Partnership

• FE colleges – North East Scotland College • NC & H+ courses• H+ Courses – Mechanical Engineering,

Accounting, Admin/ICT, Electronics, Computing

• S5 3 or 4 Higher courses & 6 HNC credits• S6 1 or 2 H or AH courses & 6 HNC

credits• School teaches ‘top-up’ engineering maths

English

Level 4

Maths Level 5

Graph Comm level 5

Maths Level 4

Physics level 5

Skills for Work College

Graph Comm Higher

Physics Higher

Design and Manf. level 5

College HNC Engineer

CollegeHNC Engineer

Stephen’s journey

In S3 Stephen thought that he could would like to work as a mechanical engineer. In S4 he chose to spend one day a week at local college on practical course. He enjoyed college and joined the H+ scheme in S5. He did Higher maths and the school supported him with classes in engineering maths. He made a presentation to local employers as part of a business engagement evening and then was successful in getting an Oil and Gas Industry apprenticeship with an oil supply company.

Future challenges

• Personalising learning

• Professionalising teaching

• Intelligent accountability

• Innovation

• Networking