The Senior Phase North Ayrshire Council

1. The Senior PhaseNorth Ayrshire Council linda.rae@educationscotland.gov.uk lawrence.alexander@educationscotland.gov.uk 19 September 2011

2. Entitlements

3. Designing a framework to meet the needs of learners PROGRESSION Broad General Education Senior Phase Active & engaging learning & assessment Transitions Support Partnerships

4. Considerations for curriculum planners 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

5. Breadth V Personalisation • Personalisation within learning • Learning, teaching and assessment approaches • Topics/electives • Interdisciplinary learning • Application of learning • Assessment evidence

6. Considerations for curriculum planners 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

7. Timetabling • Key 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

8. Timetabling • Key Considerations • Health and Wellbeing, physical education and support • Partnership working • Advance planning • Transition years from 2013/14 into 2014/15

9. Balfron High School Rural, Roll 961

11. Clydebank High School Urban, Roll 1,400

13. Hawick High School Rural, Roll 1,040

15. All Saints RC Secondary SchoolCity, Roll 1,016