MearnsAcademy

Curriculum: Rationale and Delivery at MearnsAcademy

April 2014

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Contents

  1. MearnsAcademy – Vision, Values Aims
/ page 4
  1. Curriculum Rationale
/ page 4
  1. Development of the Curriculum
/ page 5
  1. Programmes and Courses
/ page 6
  1. Support for Transitions
/ page 7
  1. Evaluating the Curriculum
/ page 9
  1. Appendices
/ page 11 - 21

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1. School Vision, Values and Aims

Vision

We aspire to be a school community acknowledged as a centre of excellence for learning, teaching and the care and welfare of all who work here.

Values

In carrying out our work we exhibit the values of:

  • Fairness
  • Honesty
  • Respect for all
  • Working together
  • Communication

Aims

To support the school's vision, our aims are:

  • Learning: To ensure that each pupil is encouraged to respect learning and is provided with a relevant, challenging and motivational experience
  • Teaching: To ensure that all teaching is of the highest possible quality and that the staff are provided with a supportive and rewarding working environment
  • Caring: To ensure the development in school of a positive and caring ethos in which all members of the school community are valued and supported as individuals
  • Partnership: To ensure opportunities are created for parents and others in the wider community to be involved in the life of the school and its programme for improvement
  • Improvement: To ensure that thorough and ongoing evaluation leads to improvements in the quality of service we provide
  • Achievement: To ensure that all members of the school community are encouraged to achieve all they can and that such achievements are recognised and valued.

2. Curriculum Rationale

The vision, values and aims of the school underpin the structure, implementation and delivery of the curriculum for all learners at MearnsAcademy. The curriculum will give learners a framework where they can gain the knowledge and skills for learning, life and work that are required in the modern world. Additionally, the curriculum is no longer to be seen as merely a collection of subjects – rather it should be seen as the broader combination of all learning contexts both inside the classroom and elsewhere. Most specifically the curriculum at MearnsAcademy is designed to give all learners an interest in and respect for learning.

It should inspire confidence, achievement and ambition in all learners.

Throughtheir curricular experiences learners should be positive, responsible and well-equipped to make a positive contribution to society.

A MearnsAcademy learner’s journey begins at Nursery and continues from Primary on to Secondary by moving through the Curriculum Levels. At all stages the Four Capacities are developed and Entitlements delivered by the application of the Principles for Curriculum Design through the Curricular Areas. Learning is broken down into Experiences and Outcomes in these areas and is also extended by all teachers taking responsibility for the delivery of Literacy, Numeracy & Health and Wellbeing. Learners will be assessed throughout their learning journey and Assessment will be part of the learning process, as well as providing Certification for pupils completing their learning journey.

(Please see below Appendix a for expansion of terms in bold)

3. Development of the Curriculum

The curriculum at MearnsAcademy represents a local dimension to the national framework that is A Curriculum for Excellence.

Specifically, in developing the curriculum model at MearnsAcademy the following steps have been taken:

  1. Recognising the needs of learners at the school (ie – striving to match opportunities here to the needs and aspirations of our pupils)
  2. Using aspects of the local environment to provide opportunities for learners (eg use of outdoor learning, creation of learning opportunities linked to local employment heritage and culture)
  3. Consulting with parents and learners themselves regarding the experience and outcomes they wished to see
  4. Seeking feedback and advice from professionals in the school as to potential for appropriately challenging learning opportunities
  5. Working with local partners (eg Community Learning) to enhance provision

All of the above however have had to blend with the agreed policies of Aberdeenshire Council and of the Scottish government.

As per section 5 of this document – the curriculum will be evaluated regularly.

4. Programmes and Courses

Broad General Education

Through S1 to S3 pupils follow a range of subjects to meet the requirements of the Broad General Education. This means pupils will engage with the Experiences and Outcomes at the appropriate level based on their performance in primary school and all work towards covering all Third Level outcomes by the end of S3. Many will have overtaken Fourth level outcomes by this point too.

From S1 to the end of S3 all pupils will work within the specified Curricular Areas. This means pupils will study, at an appropriate level a broad range of subjects to develop their capacity as a learner in preparation for certification in the Senior Phase. In certain cases, pupils’ curriculum will be modified to challenge or provide support by taking account of their prior attainment and learning.

In addition and as part of the Broad General Education, pupils will have time given to profile their experiences as learners and to reflect on their weekly learning. This aspect of the curriculum is one we hope to develop within the GLOW framework and with the development of IT provision in the school. This would allow parents to play a greater part in monitoring and sharing in the learning journey of their children.

In S3 a certain degree of personalisation within Expressive Arts, Health & Wellbeing and Technologies is allowed. This gives pupils a chance to develop within those Curricular Areas while still engaging with the Broad General Education.

Senior Phase

The Senior Phase will allow for all pupils in S4, S5 and S6 to share a timetable. This will allow greater flexibility in meeting learner needs for certification. Pupils will select 6 subjects for certification during S3 (English and Maths are compulsory) and be entered at appropriate levels in those subjects at the end of S4. Pupils will study at a range of levels, but most will certify at National 4 and National 5. Pupils in S4 will make choices for 5 subjects in S5, this will be either all Highers, a mix of Highers and Nationals or all Nationals. Pupils in S6 will select additionally from a range of Advanced Highers (this will be dependent on staffing and pupil demand and the school will make every effort to accommodate pupil demand if possible). Other opportunities may include courses in Leadership, distance learning packages via Scholar and pre-university courses.

(See Appendix d for diagram outlining the Curriculum Structure and details of personalisation going into S3 and of option choices available in the Senior Phase (S4-S6).)

Additionally, through liaison with local partners the following curricular opportunities are in place to support individual learners:

S3 - work experience placements

- Duke of Edinburgh Award scheme (S3-S6)

S4- College courses in Arbroath

- Skills for Work packages via Community Learning and Development

- work experience (usually for all learners)

- leadership opportunities

S5 - increasing capacity for leadership opportunities (e.g. Sports, Health

and Wellbeing)

- Young Enterprise certification

- Colours Awards

- Study of Psychology at College in Arbroath

Importantly however, to meet individual needs we see personalisation having to happen in all classrooms and learning contexts. Even within a class of similar learners, it is still important that differentiation takes place to ensure all pupils are challenged and supported appropriately.

5. Support for Transitions

Throughout a learner’s journey through school and beyond, appropriate support should be in place to meet their needs.

However, at particular points of transition additional focus is applied to this end at the following junctures:

  • P7 to S1 transition
  • Transfer from Broad General Education to Senior Phase (ie end of S3)
  • Leaving school to a positive destination (continuing education or training, work or apprenticeship)

Examples of support in place include the following:

P7 to S1 Transition

  • On going cross-sector curriculum planning via cluster and other local arrangements
  • Clear transfer of data ex baseline assessment procedures
  • High quality pastoral linkage between primary and secondary
  • Common approaches cross-sector re assessment, learning and teaching
  • Early engagement with parents
  • Specific link projects (eg science, maths, library etc)
  • Mearns Momentum programme
  • Three day induction visit etc / P7 Club form February each session

Transition from BGE to Senior Phase

  • Planned individual engagement by PT’s Guidance with all S3 learners
  • production of clear documentation to illustrate pathways re curriculum, qualifications etc
  • production of clear timeline re:learner engagement

parent engagement

course choice process

support re carers

  • annual check of desired choices for S3 learners (ie ‘dummy run’ mechanism)
  • Liaison with partners (CLD / Work Experience / SfL ) re alternative pathways

NB – As there emerges one ‘Senior Phase S4-S6’ the above focus is also relevant for learners entering S5 and S6.

Leaving School to a Positive Destination

  • Positive destinations to be seen as appropriate:education

training

employment

  • High profile to be given to learners aspiring to achieve a positive destination. Draft individual intervention should happen if there is a sense of not achieving a positive destination (esp PT Guidance / Year Head)
  • Liaison with CLD re More Choices, More Chances / Employability Skills
  • Annual review of data emerging re leaver destinations linked to annual review of curricular provision in S4-S6

6. Evaluating the Curriculum

It is essential that the curriculum at MearnsAcademy is evaluated. With regard to this particular focus should be made on learners ie:-

learners experiences

the impact of curriculum changes

the curriculum supporting positive leaver destinations

the curriculum supporting raising attainment

How? - Focussed Questions

1.How far is the curriculum based upon a clear rationale, principles and identified learner needs?

2.How well does the curriculum accommodate challenge, enjoyment, breadth, progression and relevance by/for learners?

3.How successfully is the BGE delivered in terms of breadth, progression and challenge?

4.How appropriate and flexible are arrangements in the Senior Phase to support progression for all leavers?

5.How successfully are other partners engaged in the design and delivery of the curriculum?

6.How successfully does the curriculum support learners at time of transition?

How? - Engagement

1.Survey of learnersat times of transitions (P7→S1; S2→S3; S3→S4; Senior Phase→leaving School)

Focus on the above contexts should happen within a 3 year cycle, but there should be an annual focus re Senior Phase provision and leaver destinations.

2.Survey of Staff - re skills, capacities, leadership opportunities, responsibilities to learners etc delivered through the curriculum.

3.Parents’ Views - via questionnaire at all Parents Evenings (including annual curriculum information events)- via annual survey to parents

How - Analysis of Data/Other Evidence

1.Scrutiny of Attainment levels - within BGE

- re NQ success

2.Analysis of leavers’ destinations

3.Analysis of coverage of experience and outcomes within BGE.

4.Analysis of percentage rate of preferred personalisation routes being met.

5. Analysis of breadth of opportunities for wider achievement and of how this information is managed, recorded and collated.

  1. Every 3 years a structured evaluation learner’s attitudes to learning should take place.

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7. Appendices

  1. Overview of Key Terms and Features of A Curriculum For Excellence
  2. Assessment within the curriculum
  3. Certification – The Scottish Credit and Qualifications Framework
  4. MearnsAcademy – Outline Curriculum Plan
  5. Senior Phase – Course Choices / dummy run
  6. S3 Personalisation – Illustration of choices
  7. Most recent curriculum evaluation
  8. Wider Contexts for Achievement
  9. Illustrative learner journeys through MearnsAcademy

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a. Overview of Key Terms and Features of A Curriculum for Excellence

Curriculum Levels

Curriculum Levels – there are national levels to describe different stages of learning and progress. For most children, the expectation is:

Early Level – pre-school to the end of P1

First Level – to the end of P4

Second Level – to the end of P7

Third and Fourth Levels – S1 to S3

Senior Phase – S4 to S6

The Four Capacities

Successful Learners

Attributes
Enthusiasm and motivation for learning
Determination to reach high standards of achievement
Openness to new thinking and ideas / Capacities
Use literacy, communication and numeracy skills
Use technology for learning
Think creatively and independently
Learn independently and as part of a group
Make reasoned evaluations
Link and apply different kinds of learning in new situations
Confident Individuals
Attributes
Self-respect
A sense of physical, mental and emotional well-being
Secure values and beliefs
Ambition / Capacities
Relate to others and manage themselves
Pursue a healthy and active lifestyle
Be self-aware
Develop and communicate their own beliefs and view of the world
Live as independently as they can
Assess risk and make informed decisions
Achieve success in different areas of activity
Responsible Citizens
Attributes
Respect for others
Commitment to participate responsibly in political, economic, social and cultural life / Capacities
Develop knowledge and understanding of the world and Scotland's place in it
Understand different beliefs and cultures
Make informed choices and decisions
Evaluate environmental, scientific and technological issues
Develop informed, ethical views of complex issues
Effective Contributors
Attributes
An enterprising attitude
Resilience
Self- reliance / Capacities
Communicate in different ways and different settings
Work in partnership and teams
Take the initiative and lead
Apply critical thinking in new contexts
Create and develop
Solve problems

Entitlements

Every child and young person is entitled to expect their education to provide them with:

  • a curriculum which is coherent from 3 to 18
  • a broad general education, including well planned experiences and outcomes across all the curriculum areas from early years through to S3
  • a senior phase of education after S3 which provides opportunities to obtain qualifications as well as to continue to develop the four capacities
  • opportunities to develop skills for learning, skills for life and skills for work (including career planning skills) with a continuous focus on literacy, numeracy and health and wellbeing
  • personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide
  • support in moving into positive and sustained destinations beyond school.

Principles of Curricular Design

The curriculum should be designed on the basis of the following principles:

  • Challenge and enjoyment
  • Breadth
  • Progression
  • Depth
  • Personalisation and choice
  • CoherenceRelevance

Curricular Areas

The curriculum is organised in eight curriculum areas. The eight curriculum areas contain a range of subjects:

  • Expressive Arts – including art and design, dance, drama and music
  • Health and Wellbeing – mental, emotional, social and physical wellbeing, PE, food and health, substance misuse and relationships, sexual health and parenthood
  • Languages – listening and talking, reading and writing in literacy and English and modern languages
  • Mathematics – including analysing information, solving problems and assessing risk
  • Religious and Moral Education – learning about Christianity, other world religions, and developing values and beliefs
  • Sciences – understanding important scientific concepts across planet earth, forces, electricity and waves, biological systems, materials and topical science
  • Social Studies – understanding people, place and society in the past and present including history, geography, modern studies and business education
  • Technologies – including computing science, food, textiles, craft, design, engineering, graphics and applied technologies

Experiences and Outcomes

Experiences and Outcomes – each curriculum area is broken down to a set of experiences and outcomes (often referred to as the ‘Es and Os’):

• Experience – describes the learning

• Outcome – what the learning will achieve. This is often explained, from the pupil’s perspective, as an ‘I can’ statement.

Literacy, Numeracy & Health and Wellbeing

In addition there are three key areas which are covered by all teachers/practitioners:

  • Literacy across learning – talking, listening, reading and writing (including using digital communications)
  • Numeracy across learning – including money, time, and measurement
  • Health and Wellbeing across learning – including making informed choices for a healthy lifestyle

Important themes across the curriculum are creativity, enterprise and global citizenship, which includes sustainable development, international education and citizenship.

b. Assessment

Assessment is crucial to tracking progress, planning next steps,reporting and involving parents and learners in learning. Evidenceof progress can be gathered by learners themselves, and by fellowpupils (peers), parents, teachers and other professionals, e.g. staffwho provide youth development opportunities such as the JohnMuir Award and the Duke of Edinburgh Award.

  • Self assessment – learners will be encouraged andsupported to look at and revisit their own work, to developa better understanding of what they have learned, and whatthey need to work on
  • Peer assessment – learners will be encouraged andsupported to work together to help others assess what isgood about their work and what needs to be worked on
  • Personal learning planning – pupils, teachers and parentswill work together to develop planning for next steps inlearning
  • Profiles – a statement of achievements both within andout with school, at P7 and S3. Profiles may be produced at other significantpoints in a learner’s education.

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c. Certification

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d. MearnsAcademyCurriculum Structure Outline

A / B / C / D / E / F
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
S5/6 / OPTION / OPTION / OPTION / OPTION / OPTION / CORE
S4 / ENGLISH / RE / MATHS / PE / OPTION / PSE/PE / OPTION / VALUE ADDED / OPTION / PE/PSE / OPTION / VALUE ADDED
CORE SUBJECTS / PERSONALISATION
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
S3 / ENGLISH / RE / MATHS / PE / SCIENCE / SOCIAL
SUBJECT / MODERN
LANGUAGE / PSE/PE / PSE/PE / OPTION
H&W, Ex
Tech / OPTION
H&W, Ex
Tech / OPTION
H&W, Ex
Tech
Music
Art
Hospitality
Tech
Tech
Business
Comp
PE / Music
Art
Drama
Tech
Tech
Business
Comp
PE / Music
Art
Drama
Tech
Dance
Business
Comp
PE
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
S2 / ENGLISH / MATHS / MOD LANG / SOC
SUB / RE / PE / SCIENCE / D&M/H&L / EX ARTS / BT / CT / PS/
PE / PE/
PS / R
EF
S1 / ENGLISH / MATHS / MOD LANG / SOC
SUB / RE / PE / SCIENCE / D&M/H&L / EX ARTS / BT / CT / PS/
PE / PE/
PS / R
EF

e. Senior Phase – Course Choices / dummy run