The Senior Phase CfE

1. The Senior Phase CfE Karen Prophet, Senior Education Manager - Quality & Curriculum, Children & Families 24 Nov 2012

2. Rationale for change Raising attainment Closing the gap Preparing for the future

3. Rationale for change Our vision Every school leaver has a positive, sustained destination The Edinburgh Guarantee

4. Modern Apprenticeship • College (including Higher Education courses) • Training • University • Employment • Volunteering • Entrepreneurship

5. The future……. The economic context and labour market situation have seen an increase in graduate unemployment and these issues, along with the ever-present challenge of global economic competition, mean that we cannot be complacent about the capacity of graduates to secure and maintain employment, to develop within a particular job and have the ability to move on to new sustainable employment if required.

6. Global issues Top 5 countries with the highest populations? China India US Indonesia Brazil Top 5 countries with the fastest growing economies? India Nigeria Pakistan Tanzania US Top 5 future employment areas? Voice over internet providers ((VOIP) Energy – wind and solar power Environmental consulting Biotechnology Video games Shift happens

7. Local Economy • Current UK youth unemployment statistics? • 21.7% • Current Scottish youth unemployment statistics? • 23.7%

8. A curriculum design for the future Principles 4 contexts of learning Qualifications Skills for life, learning and work Opportunities for achievement

9. Curriculum design principles • Challenge and enjoyment • Breadth • Progression • Depth • Personalisation and choice • Coherence • Relevance

10. Outcomes for children and young people Through development of the 4 capacities we will enable all young people to become: • Successful learners • Confident individuals • Responsible citizens • Effective contributors

11. CfE – the 4 contexts of learning • Ethos and life of the school as a community • Curricular areas and subjects • Inter-disciplinary learning • Opportunities for personal achievement

12. Curricular areas • Expressive Arts • Languages and literacy • Health and well-being • Mathematics and numeracy • Religious and Moral Education • Sciences • Social Subjects • Technologies

13. Partnership Working

14. Qualifications Access 1 and 2 Access 3/ Standards Grade F Standard Grade G/ Intermediate 1 Standard Grade C/ Intermediate 2 National 1 and 2 National 3 National 4 National 5

15. Qualifications First cohort in 2013/2014 – current S3 pupils who in 2013/14 will be in S4 Pupils currently in S4-S6 will continue with existing qualifications National 1-4 levels will be internally assessed with external verification – pass/fail National 5, Higher and Advanced Higher will be externally assessed with an aspect of internal assessment

16. Skills for work BT is one of the companies which look not only for academic excellence, but tenacity, problem solving ability and leadership potential. Other employers said that they wanted people with skills such as the ability to work in teams, to work virtually and be adaptable.

17. What employers say IBM said that it runs voluntary sessions on English grammar for all its interns. In the recruitment process, it looks for people who can demonstrate that they possess adaptability, teamwork and collaboration, and good communication skills Employers said they found mistakes in almost every online application.

18. Skills required to be successful

19. Skills required to be successful

20. Skills required to be successful

21. Skills required to be successful

22. Skills for work Require to be delivered as part of the Senior Phase (S4-S6) Schools develop a range of experiences to allow young people to develop skills for work

23. Skills for learning • Learner centred approaches • Assessment is for Learning • Active learning • Use of ICT in learning and teaching

24. Assessment is for Learning • Sharing learning intentions • Effective questioning • Peer/Self assessment approaches • Quality feedback

25. Active Learning • Co-operative learning –structured collaborative activities • Critical Skills approaches • Bloom’s Taxonomy – developing higher order thinking

26. Bloom’s Taxonomy Creating Evaluating Analysing Applying Understanding Remembering I can use the information to build new ideas How could you change the plot...? I can say what I think about the information and back up my opinion What would you say is the importance of…? I can break down the information to understand it better What evidence can you find to…? What questions would you ask of…? I can use the information in a new way How could you say that in your own words…? I can explain the ideas in the information Where does it say…? When/why/how did…? I can remember facts about the information

27. Organising LearningR / evolution?

28. ICT – opening up when, where and how

29. Senior Phase – Key Planning Features • Planning for a single S4-S6 cohort? (rather than separate year groups) • Planning different learner pathways to meet the needs of different learners • Planning for young people to develop a portfolio of qualifications and achievements • Maximising teaching time and bypassing lower level qualifications if appropriate • Enhancing progression routes through college programmes, school/college programmes and collaboration with neighbouring schools • Space to develop skills for life and skills for work.

30. School Planning Considerations • Staffing and accommodation • Delivering the entitlement of personal support • Existing curriculum, geographical location, • Current stay-on rates • Ability profile of pupils • Parental expectations • Local partnership working – colleges, business, • community • On-line learning • Consortia arrangements • Local authority support

31. Edinburgh Secondary Schools All schools have developed a senior phase curriculum model in consultation with their school community The expectation is that S3 will be delivered as part of the broad, general education based on level 3 and level 4 experiences and outcomes articulating with S4 preparing for qualifications.

32. Edinburgh Secondary Schools There is increased personalisation and choice at various stages within S1-S3 maintaining breadth while allowing depth of learning At the end of S3 all learners will have an S3 profile detailing their achievements. There are a range of curriculum models in different schools Curriculum models offer between 5 and 8 subjects in S4.

33. Edinburgh Secondary Schools Joint timetabling (S4-S6) usually means 5 or 6 subjects being followed in S4 Schools encouraged to meet the needs of different learners within a year group with the possibility of different numbers of qualifications being undertaken together with other curriculum experiences, work experience, volunteering, training, college programmes, opportunities for achievement etc. Lack of parental confidence in schools where 8 have been retained. University entrance requirements being the main barrier to change

34. Universities – Beyond the Senior Phase “ University leaders affirm that they continue to be committed to fair admission policies and that these will allow for the equal consideration of candidates who possess the necessary knowledge and skills base irrespective of what routes they may have taken through the senior phase (S4 to S6) of Curriculum for Excellence”.

35. Universities – Review of admissions policy Review of admissions policies and selection criteria: Preference or requirement of qualifications to be achieved in one sitting, The use of National 4 and 5 qualifications Consideration of early presentation for qualifications Relevance of subject specific requirement.

36. CfE Assessment & Moderation Reporting & Profiling New qualifications Support for Pupils Senior Phase Positive Destinations Partnership Working Transitions

37. General Q Parent Booklets – Senior Phase? A Currently have CfE Explained, CfE Reporting to parents, CfE Broad General Education. Work is currently underway with parents on the development of the Senior Phase booklet. Q Parents feel insecure about S2 and S3 students’ futures because there are no text book or published syllabus for CfE A The curriculum is described as experiences and outcomes for each curricular area. Learning experiences are planned to deliver the outcomes but in a way which takes into account learners’ skills, knowledge and interests. All schools have developed plans for courses and programmes – need to share these with parents.

38. General Q Curriculum Design Principles – changing from a 2 year course to a 1 year course in S4 doesn’t give depth. A Depth is a principle applied to curriculum design 3-18. S3 is not year 1 of a 2 year course but is part of the BGE to allow for space in the curriculum for depth of learning to take place. S4 courses leading to qualifications build on the knowledge and skills covered in the broad, general education. It is appropriate that at S4-S6, there is increased personalisation and choice to a smaller number of subjects in order to provide depth of learning at this stage.

39. General Q CfE says it offers more choice but at S4 they can only take 6 subjects. This appears to offer less choice. A Schools are designing curriculum structures which allow different learners to have different pathways. It is expected that in the senior phase there is increased personalisation and choice of subject to ensure there is depth of learning happening over a smaller number of subjects than in the broad, general education.

40. Broad, general education Q Issue over training of staff and delivery in Primary Modern Languages teaching. A The primary Modern languages programme has been developed with Secondary specialists and all primary schools have staff trained in delivering languages P6/7. The Scottish Government has recently announced their 1+ 2 languages policy which will see all children study a language from P1.

41. Broad, general education Q Purpose of S3 profile – who will see it/use it. A To record the key skills, experiences and knowledge which a young person has achieved at the end of the broad, general education. There is a similar profile at the end of P7. Pupils will record their achievements throughout S1-S3 but at the end of S3 it will result in an S3 profile being developed and shared with parents and staff. Will form basis of a self-reflection activity with young people clear about their next steps.

42. Broad, general education Q Personalisation and choice at an early stage and without parent oversight may lead to children taking easy option and leave gaps. A Personalisation and choice is either through enrichment activities to the core curriculum or through narrowing of subjects being studied. All schools involve parents when key decisions are made regarding narrowing of subjects.

43. Broad, general education Q Has focus been taken off the children’s education whilst teachers introduce CfE – eg. lack of homework, teachers away training etc. A Lack of homework should be raised with the school. There remains the expectation that all young people have suitable home learning activities to consolidate learning. The SG gave the profession 2 additional in-service days this year to support new qualifications. HTs try to keep disruption of learning caused by staff CPD to a minimum.

44. Qualifications Q Is National 5 graded or pass/fail A Graded Q If National 4 is pass/fail, where is the incentive for pupils to improve and not just to do the basic? A This was the subject of much discussion amongst the profession however the decision taken indicates that these qualifcations indicate a baseline standard – eg. in literacy and numeracy.

45. Qualifications Q Bypassing lower level exams – will this end up for whole cohorts as with early presentation – or just for certain individuals? A It is expected that over time, as schools and parents become more confident about the qualifications system, some young people may bypass the presentation for national 4 or 5 and instead continue to work towards a higher level qualification at the end of S5. It is not an attempt to ‘race pupils’ through’ but an attempt to maximise learning time. For other young people it will be important to be presented at National 4 or 5 eg. if they wish to leave school or to consolidate their learning should they be a borderline Higher candidate in S5.

46. Qualifications Q How can 6 qualifications compare with 8-10 GCSE qualifications? A We are not designing a curriculum delivery model based on comparisons with the English system. The English system is also currently changing significantly. Q Are you working with Universities outside of Scotland? (are English Universities aware of change in qualifications?) A Higher is still the ‘gold’ standard which forms the basis of all university entrance requirements from Scottish students to any UK university. Specific courses/Universities may ask for Advanced Higher. This is all managed by UCAS across the UK.

47. Qualifications Q What is the path of qualifications? A SQA web-site has extensive information on progression in qualifications. It is likely that those pupils who achieve a National 5 will progress to a Higher course and that those pupils who achieve National 4 will progress to a National 5 equivalent course. Q Are this year’s 3rd year guinea pigs? A This cohort have experienced CfE since S1. It makes sense that qualifications are revised for this cohort who have had a different educational experience S1-S3 and that revised qualifications build on and articulate with the Es and Os. There are robust arrangements in place both at local authority level and at SQA to ensure that standards are clear and the integrity of standards is maintained.

48. Other comments Universities must change their web-sites for entry soon – that is what is driving parents’ reluctance for change Teachers do not know what exams to prepare for Are we not dumbing down education? D of E – not inclusive at the moment eg. cost £140 to complete silver expedition. Is CfE more expensive to deliver? Why do Army recruiters in Edinburgh visit the poorest schools most often? Closing the gap – not necessarily good. You can close the gap by reducing achievements of successful learners Don’t believe broad level in S3 – no availability of 2 sciences Are there any steps taken to mitigate what S4-S6 will be missing?

49. Our Iceberg is Melting John Kotter & Holger Rathgeber www.kotterinternational.com

50. The classroom of the future should not be limited to a classroom at all – an ‘excellent’ curriculum would go beyond the traditional boundaries and offer real-world learning experiences…