The Senior Phase

North Ayrshire Council

linda.rae@educationscotland.gov.uklawrence.alexander@educationscotland.gov.uk

19 September 2011

Entitlements

Designing a framework to meet the needs of learnersPROGRESSION

Broad General Education Senior PhasePROGRESSION

Broad General Education Senior Phase

Active & engaging learning & assessment

Active & engaging learning & assessment TransitionsTransitions SupportSupport

PartnershipsPartnerships

The Broad General Education

• Delivering a BGE with depth and breadth in learning and embedding assessment approaches

• Balance between breadth and personalisation and choice

• Meaningful primary – secondary curriculum transitions

• SLLW – raising standards of achievement

• Coherence across the 4 contexts of learning

• Providing the entitlement to support

• Using the Es & Os to provide depth and progression – b, c & a of learning

• Articulating the BGE with the senior phase – clarifying the role and purpose

Considerations for curriculum plannersConsiderations for curriculum planners

Personalisation within learning

• Learning, teaching and assessment approaches• Topics/electives• Interdisciplinary learning• Application of learning• Assessment evidence

Breadth V PersonalisationBreadth V Personalisation

The Senior Phase• phasing of changes

• transitions - from the BGE – and from the senior phase

• flexible routes and pathways to meet the needs of all learners

• developments with a range of partners

• decisions about qualification frameworks: one or 2 year courses; open or structured choice; using units differently

• support for learners

• a continued focus on developing skills for learning life and work, including provision for progression in literacy and numeracy skills

• a range of ways of recognising achievements – building on the S3 profile

• Local factors, e.g. availability of partners, parental expectations

Considerations for curriculum plannersConsiderations for curriculum planners

TimetablingTimetablingKey Points• Build on BGE model and allow suitable transition for all

learners• No new timetabling skills required• All models were developed using traditional timetabling

methods:• development of a curricular model or map• departmental and staffing capacity calculated• teaching period and accommodation calculated• timetable worked up

• Period number and length can vary• Single cohort• Flexibility

TimetablingTimetabling

Key Considerations

• Health and Wellbeing, physical education and support

• Partnership working • Advance planning • Transition years from 2013/14 into 2014/15

Balfron High School Rural, Roll 961

Clydebank High School Urban, Roll 1,400

Hawick High School Rural, Roll 1,040

All Saints RC Secondary School City, Roll 1,016