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Staffing UpdateMrs Taylor – Acting Head Crichie House 5th NovemberDr Davis – Fixed Term Biology Teacher 12th November
Study Stress & Anxiety Mental Health Session for Students26.11.18 – 12.30 – 13.15
Common Room ImprovementsThanks to Ben Cunningham, Parent Council, TheFintray Community & Chevron!
Social Media Awareness Session for the Community – 15th Nov. - 6.30 – 7.30 p.m.Sign-up http://bit.ly/CLCSocialMedia
Future Parent Council Topics
Homework – 5th June 2019Philosophy, Policy, Consistency and Communication
Equalities Policy – 7th February or 16th April 2019Update and Next Steps from Mr Johnston
https://www2.gov.scot/Resource/Doc/268906/0079936.pdf
Over 16 – Some school related principles
Support at Inverurie…
Why focus on Learning & Teaching?
Why focus on Learning & Teaching?
Why focus on Learning & Teaching?
Why focus on Learning & Teaching?
Planning for Follow Through
(excerpt from Inspection Letter June 2018)Coordinate strategic priorities to focus on ensuring continuing improvements in outcomes for all young people. In order to raise attainment and achievement for all, develop a more rigorous system for monitoring and tracking the progress of young people which is based on reliable evidence.
Improve learning, teaching and assessment to ensure better motivation and engagement of young people. Ensure appropriate pace and challenge for all young people to maximise progress in their learning.
Review proposals for curriculum development, taking account of national advice, to provide appropriately flexible and progressive pathways for all learners. In designing learning pathways ensure all young people’s entitlements are being met in line with national expectations.
The Visit Processes
Classroom Visits to Improve Teaching and Learning
LNCT/16/ 01
1. Collaborative Learning Rounds / Learning Walks
As part of a school’s plans to focus on improving learners’
experiences Collaborative Learning Rounds or Learning
Walks may be planned as part of the agreed catalogue of
CPD activities. These are events where a group of
professional colleagues engage in a collaborative study of
learning across a range of lessons and contexts. The
focus will tend to be on what it is like to be a learner in
those places. They do not make evaluative judgements
on particular teachers.
The Visit Processes
Learning Walks: Classroom Teacher/PTF/SLT
http://bit.ly/IAlearningwalks
Learning Walks (optional): students e.g. S6 Peer Support
http://bit.ly/IAStudentLearningWalks
The Visit Processes
Classroom Visits to Improve Teaching and Learning
LNCT/16/ 01
2. Classroom Visits by Peer Professionals
As a supportive measure, peer professionals may
informally agree to visit each other’s lessons to observe
and subsequently discuss aspects of learning and
teaching. Such engagement has often resulted in
significant growth in capacity and is being seen more and
more in schools.
The Visit Processes
Proposal
Faculties would be able to ‘choose’ to follow Model 1 or Model 2, both of which would be operational during Session 2018-19.
The Visit Processes
Classroom Visits (Model 1 – Modern Languages/ Maths)
• Faculty organises classroom visits based the following statement “The lesson will be successful for every student”. These visits may be peer or Faculty PT led. As in the Learning Walks, the key themes will be ambition (pace), inclusion (differentiation) and respect (student voice). Learning visits will be recorded.
• In addition, two hours will be removed from Staff Meetings and divided into half hours where a mini TLC discussion will be held as a faculty focusing on differentiation, pace or student voice. The faculties will include the Link DHT in these meetings.
The Visit Processes
Classroom Visits (Model 2 – everyone else)
• Faculties opting for this model will encourage their staff to divide into learning trios. These trios will meet (1) to identify an activity at the beginning of the year which has a focus on differentiation, pace or student voice. The first teacher will teach using this activity and be observed by the other two teachers in the trio. The trio will then meet (2) to discuss the successes of the activity and how the second teacher might improve / adapt the approach. The second teacher will then be observed by the trio before a further meeting (3) will take place to further reflect before the final teacher will be observed delivering a lesson including the activity. A simple sheet will be used to keep a note of reflections.
The Visit Processes
How the Trios will work in practice
Graeme CowieHWB
John McGinnesTVE
Brian DuncanScience
The Trio
How the Trios will work in practice
Graeme CowieHWB
John McGinnesTVE
Brian DuncanScience
Initial Meeting 1Trio identify an activity
within a lesson to use as their study (e.g. creating bar charts, use of plickers, QR codes, ‘Nandos’ etc.)
Trio decide who will be visited first and when.
Trio complete first part of one page form.
How the Trios will work in practice
How the Trios will work in practice
Graeme CowieHWB
John McGinnesTVE
Brian DuncanScience
Meeting 2Following initial visit, trio
discuss what worked and how activity could be improved.
Trio decide who will be visited second and when.
Trio complete second part of one page form.
How the Trios will work in practice
How the Trios will work in practice
Graeme CowieHWB
John McGinnesTVE
Brian DuncanScience
Meeting 3Following second visit,
trio discuss what worked and how activity could be improved.
Trio decide date for final visit.
Trio complete third part of one page form.
How the Trios will work in practice
How the Trios will work in practice
Graeme CowieHWB
John McGinnesTVE
Brian DuncanScience
Meeting 4Following final visit, trio
reflect on successes of activity.
Trio consider sharing practice at a Staff Meeting / INSET Day.
Trio complete final part of one page form.
How the Trios will work in practice
How the Trios will work in practice
Timeline and Next Steps
Monday 8th October – Staff Meeting
October – JanuaryModel 1: Peer or Faculty PT visits conducted.“The lesson will be successful for every
student”Four x 30 minute TLC meetings held inc. link
DHT.Discussion using resources from shared area
or of your own choosing around pace, differentiation and/or leadership of learning.
Model 2: Learning Trios formedVisits planned and conducted.Meetings held.
Timeline and Next Steps
Next Steps
L&T Group continue to meet (next meeting Thursday 8th November)• Will consider baseline data from learning walks• Will share progress of learning trios• Will pool resources around pace, differenation
and leadership of learning• Will coordinate sharing of good practice identified• Will lead authority ‘Towards a Self-Improving
School’ initiative with Kemnay Academy and The Gordon Schools, Huntly
Any questions?
Parent Council – 7 November 2019
Options Process 2019-20
Options Process 2019-20Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
PES5
Option
STS5
PES5
Option
ST ST ST ST ST STS5
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
WE WE WE WE WE WE WE WE
Col l Col l Col l Col l LIT LIT NUM NUM Col l Col l Col l Col l
Col l Col l ST ST Col l Col l Col l Col l
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
S3(a)
Jul-
Dec
CfE up
to 4th
Level
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
His
tory
Geo
grap
hy
Mod
ern
Stud
ies
RE
Mus
ic
Dra
ma
Art
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
RE
Mus
ic
Dra
ma
Art
Hom
e
Econ
omic
s
N5 Options PSE
PSE
WA / CoreColumn H
Adv Higher
Higher
NPA Level 5/6Land Based Engineering (6)
Acting and Performance (6)
Creative Arts T&V H&Wb
Business and IT
Modern Languages
PSE
Tech
nica
l
PE French GermanS1BGE
Progress
toward
Achieve
ment of
Level 3
Maths English Science
Humanities
Social Subjects
Creative Arts T&V H&Wb
Business and IT
Modern Languages
PSE
Tech
nica
l
PE French GermanS2
BGE
Achieve
ment of
Level 3
and
Beyond
Maths English Science
Humanities
J
English
Progress towards CFE
Level 4
Maths
Progress towards CFE
Level 4
F
Progress towards CFE
Level 4
G
Progress towards CFE
Level 4
H
Progress towards CFE
Level 4
I
Progress towards CFE
Level 4
J
Progress towards CFE
Level 4
F
PE
Core
G
PE
Core
H I
S3(b)
Jan-
Jun
Level 6
Level 5
Level 4
Level 3
English
RE
Maths
PSE
Robertsons
PE
Core
GPE
Core
Htu/th
Maths English
English Maths
N5 Options
(S4 Catch Up)
N5 Options
(S4 Catch Up)
N5 Options
(S4 Catch Up)
S4
Level 6
Level 5
Level 4
Level 3
College
WE
DPSE
ERE
Core
Fm/w
NPA Level 5/6Laboratory Science (6)
Music Performing (6)
NPA Level 5/6Land Based Engineering (6)
Acting and Performance (6)
N5 Options N5 Options N5 Options N5 Options N5 Options
N5 Options
(S4 Catch Up)
N5 Options
(S4 Catch Up)
Higher Higher Higher Higher Higher
NPA Level 5/6Enterprise and Business (6)
NPA Level 5/6Sport and Fitness:
Team/Individual (5)
NPA Level 5/6Computer Games
Development (4/5/6)
Adv Higher Adv Higher Adv Higher Adv Higher Adv HigherS6 Wider
Achievement
Curriculum 2019-20 (DRAFT) @
S6
S5
Level 7
Level 6
Level 5
Level 4
Level 3
College
WE
NPA
NC
Column D Column E Column F Column G Column H
Tech & Vocational Courses + PE, HE
S4 Higher possible at expense of PSE
S4 Higher possible at expense of core
S4 Higher possible at expense of core
S4 Higher possible at expense of core
Tech & Vocational Courses + PE, HE
Parent Council – 7 November 2019
Options Process 2019-20
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
His
to
ry
Ge
og
ra
ph
y
Mo
de
rn
Stu
die
s
RE
Mu
sic
Dra
ma
Art
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
RE
Mu
sic
Dra
ma
Art
Ho
me
Eco
no
mic
s
Creative Arts T&V H&Wb
Business and IT
Modern Languages
PS
E
Te
ch
nic
al
PE French GermanS1BGE
Progress
toward
Achieve
ment of
Level 3
Maths English Science
Humanities
Social Subjects
Creative Arts T&V H&Wb
Business and IT
Modern Languages
PS
E
Te
ch
nic
al
PE French GermanS2
BGE
Achieve
ment of
Level 3
and
Beyond
Maths English Science
Humanities
Options Process 2019-20
Choice Process
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
WE WE WE WE WE WE WE WE
Col l Col l Col l Col l LIT LIT NUM NUM Col l Col l Col l Col l
Col l Col l ST ST Col l Col l Col l Col l
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
S3(a)
Jul-
Dec
CfE up to
4th Level
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
J
English
Progress towards CFE
Level 4
Maths
Progress towards CFE
Level 4
F
Progress towards CFE
Level 4
G
Progress towards CFE
Level 4
H
Progress towards CFE
Level 4
I
Progress towards CFE
Level 4
J
Progress towards CFE
Level 4
F
PE
Core
G
PE
Core
H I
S3(b)
Jan-
Jun
Level 6
Level 5
Level 4
Level 3
English
RE
Maths
PSE
Maths English
English Maths
Robertsons
RE
Core
Fm/w
PE
Core
GPE
Core
Htu/thS4
Level 6
Level 5
Level 4
Level 3
College
WE
DPSE
E
Tech & Vocational Courses + PE, HE
S4 Higher possible at expense of PSE
S4 Higher possible at expense of core
S4 Higher possible at expense of
coreS4 Higher possible at expense
of core
Tech & Vocational Courses + PE,
HE
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
His
tory
Ge
og
rap
hy
Mo
de
rn S
tud
ies
REM
usi
c
Dra
ma
Art
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
RE
Mu
sic
Dra
ma
Art
Ho
me
Eco
no
mic
s
Creative Arts T&V H&Wb
Business and IT
Modern Languages
PS
E
Te
ch
nic
al
PE French GermanS1BGE
Progress
toward
Achieve
ment of
Level 3
Maths English Science
Humanities
Social Subjects
Creative Arts T&V H&Wb
Business and IT
Modern Languages
PS
E
Te
ch
nic
al
PE French GermanS2
BGE
Achieve
ment of
Level 3
and
Beyond
Maths English Science
Humanities
Checkpoint/Deadline
National Courses Begin
National Courses Begin
National Courses Begin
National Courses Begin
National Courses Begin
National Courses Begin
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
PES5
Option
STS5
PES5
Option
ST ST ST ST ST STS5
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
WE WE WE WE WE WE WE WE
Col l Col l Col l Col l LIT LIT NUM NUM Col l Col l Col l Col l
Col l Col l ST ST Col l Col l Col l Col l
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
S3(a)
Jul-
Dec
CfE up
to 4th
Level
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
His
tory
Ge
og
rap
hy
Mo
de
rn S
tud
ies
RE
Mu
sic
Dra
ma
Art
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
RE
Mu
sic
Dra
ma
Art
Ho
me
Eco
no
mic
s
N5 Options PSE
PSE
WA / CoreColumn H
Adv Higher
Higher
NPA Level 5/6Land Based Engineering (6)
Acting and Performance (6)
Creative Arts T&V H&Wb
Business and IT
Modern Languages
PS
E
Te
chn
ica
l
PE French GermanS1BGE
Progress
toward
Achieve
ment of
Level 3
Maths English Science
Humanities
Social Subjects
Creative Arts T&V H&Wb
Business and IT
Modern Languages
PS
E
Te
chn
ica
l
PE French GermanS2
BGE
Achieve
ment of
Level 3
and
Beyond
Maths English Science
Humanities
J
English
Progress towards CFE
Level 4
Maths
Progress towards CFE
Level 4
F
Progress towards CFE
Level 4
G
Progress towards CFE
Level 4
H
Progress towards CFE
Level 4
I
Progress towards CFE
Level 4
J
Progress towards CFE
Level 4
F
PE
Core
G
PE
Core
H I
S3(b)
Jan-
Jun
Level 6
Level 5
Level 4
Level 3
English
RE
Maths
PSE
Robertsons
PE
Core
GPE
Core
Htu/th
Maths English
English Maths
N5 Options
(S4 Catch Up)
N5 Options
(S4 Catch Up)
N5 Options
(S4 Catch Up)
S4
Level 6
Level 5
Level 4
Level 3
College
WE
DPSE
ERE
Core
Fm/w
NPA Level 5/6Laboratory Science (6)
Music Performing (6)
NPA Level 5/6Land Based Engineering (6)
Acting and Performance (6)
N5 Options N5 Options N5 Options N5 Options N5 Options
N5 Options
(S4 Catch Up)
N5 Options
(S4 Catch Up)
Higher Higher Higher Higher Higher
NPA Level 5/6Enterprise and Business (6)
NPA Level 5/6Sport and Fitness:
Team/Individual (5)
NPA Level 5/6Computer Games
Development (4/5/6)
Adv Higher Adv Higher Adv Higher Adv Higher Adv HigherS6 Wider
Achievement
Curriculum 2019-20 (DRAFT) @
S6
S5
Level 7
Level 6
Level 5
Level 4
Level 3
College
WE
NPA
NC
Column D Column E Column F Column G Column H
Tech & Vocational Courses + PE, HE
S4 Higher possible at expense of PSE
S4 Higher possible at expense of core
S4 Higher possible at expense of core
S4 Higher possible at expense of core
Tech & Vocational Courses + PE, HE
Options Process 2019-20
Choice ProcessPeriods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
WE WE WE WE WE WE WE WE
Col l Col l Col l Col l LIT LIT NUM NUM Col l Col l Col l Col l
Col l Col l ST ST Col l Col l Col l Col l
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
S3(a)
Jul-
Dec
CfE up to
4th Level
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
J
English
Progress towards CFE
Level 4
Maths
Progress towards CFE
Level 4
F
Progress towards CFE
Level 4
G
Progress towards CFE
Level 4
H
Progress towards CFE
Level 4
I
Progress towards CFE
Level 4
J
Progress towards CFE
Level 4
F
PE
Core
G
PE
Core
H I
S3(b)
Jan-
Jun
Level 6
Level 5
Level 4
Level 3
English
RE
Maths
PSE
Maths English
English Maths
Robertsons
RE
Core
Fm/w
PE
Core
GPE
Core
Htu/thS4
Level 6
Level 5
Level 4
Level 3
College
WE
DPSE
E
Tech & Vocational Courses + PE, HE
S4 Higher possible at expense of PSE
S4 Higher possible at expense of core
S4 Higher possible at expense of
coreS4 Higher possible at expense
of core
Tech & Vocational Courses + PE,
HE
Options Process 2019-20
How should I decide what subjects to take?
EnjoymentStrengthBreadthThe Future
Useful Resources• My World of Work Website• University Website• Careers Advisor – Ruth Berry• UCAS Website• My Job Scotland
Learner Pathways @
42% 26%
24%
University Pathways
Option 1 – Traditional
Higher (B)
Higher (B)
Higher (B)
Higher (B)
Option 2 – 2+2
Higher
Business*
Higher
English*
National 5
Accounting
National 5
Maths
or
*preferred
2 Year HND - College
HND - Business
Entry to 3rd Year of University Programme
4 year – Hons Degree
*NPA not accepted as a Higher B
Higher can be NPA Level 6 Pass
Answer:0
Question:How many Highers do you need to get into University and gain a Degree?
Options Process 2019-20How does a National Progression Award at Level 6 Compare to a Higher?
Higher NPA (L6)
SCQF Level 6 6
Accepted by University for Entrance straight after S6?
Yes No
Accepted by Colleges for Entry as part of 2+2
(University)?Yes Yes
Final Exam? Yes No
Tarif PointsA B C D
160 (Approx)204 182 160 149
Vocationally Based? No Yes
National Progression Award TitleAccountancy
Achieving Excellence in Sport
Acting and Performance
Art and Design: Digital Media
Business Skills
Business with Information Technology
Computer Games Development
Computer Games Development
Creative and Digital Media: Technologies, Processes and
Practices
Creative Hairdressing
Cyber Security
Digital Media Production
Digital Passport
Enterprise and Business
Events
Exercise and Fitness Leadership
Film and Media
Financial Services
Food Manufacture
Health & Social Care: Skills for Practice
Health and Social Care: Promoting Reablement
Horse Care
Jewellery: Advanced Techniques
Journalism
Laboratory Science
Legal Studies
Local Food Production
Music Business
Music for Wellbeing
Music Performing
Musical Theatre
Organising Volunteering Events in Sport
PC Passport
Play in a Sports Environment
Professional Computer Fundamentals
Professional Theatre Preparation
Scientific Technologies
Scottish Bagpipes
Scottish Pipe Band Drumming
Social Services and Healthcare
Social Services, Children and Young People
Software Development
Sound Production: Live
Sound Production: Recording
Sports Development
Technical Theatre in Practice
Theory and Approaches to Youth Work
Travel Agency Skills
Water Operations
Woodland Operations
Your FeedbackIn your groups, take post it notes and write down any likes or concerns you
may have about the introduction of National Progression Awards into ourSenior Phase. Then, place them on the flip chart in the under theappropriate heading.
likes concerns
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