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Navigating New Qualifications: Understanding S4 Curriculum Structure and Assessment

Explore the essential elements of the new qualifications for S4 pupils, focusing on how they impact learning and assessment. This presentation outlines the curriculum organisation, qualification requirements, support strategies, and progression pathways to ensure pupils, parents, and schools work together effectively. It highlights the importance of target setting, study leave, and the transition to higher levels, addressing potential challenges and benefits in the learning journey. Key insights into skills development, literacy, and numeracy will also be discussed, ensuring a supportive framework for all learners.

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Navigating New Qualifications: Understanding S4 Curriculum Structure and Assessment

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Presentation Transcript

  1. Parents as Partners S4: New Qualifications S Nicolson, HT

  2. S4 Experience … Same Different Qualifications structure Curriculum organisation Qualifications requirements Presentation levels ‘fall back’ position Assessment arrangements Prelims Study Leave Report Format Certification process Skills/ wider achievement Operational timeline Progression pathways • Expectations • Aspirations • Progression/careers planning • Target setting • Ethos • Learning and teaching • Shared responsibility • Pupil/parent/school • Support and challenge • Study and work rate • Subject content (more or less) • Qualifications levels

  3. Curriculum Organisation • Up to 7 subjects: SQA certification • Literacy and numeracy certification • Core entitlement • PE (2), PSE (1), RE (1) • Extra-curricular activities • Trips/excursions/visits • School events • Work experience

  4. N4/5 Requirements AVU Unit 1 Unit 2 Unit 3

  5. Presentation levels • S3: • Core work on 4th level E/Os (N4 level) • Differentiated to meet pupils’ needs • Designed to lead into S4 courses • Evidence: • Prior attainment – S3 • Classwork/ Homework • Coursework • N4 AVU • N5 Unit assessments • November assessments • Most S4 pupils will aim towards N5 unless there is clear evidence that they are unlikely to reach this level.

  6. “Fallback” position National 4 Pass National 5 A/B/C/D/ No Award National 4 Pass

  7. S4 Assessment periods S4 Assessment: Nov/Dec SQA Diet: May Exemption from attendance during the exam period Staff available: consultation/support ‘Opt-in’ Provision made for those sitting no/few exams Structured independent research Skills development for N5 Extended work experience Preparation for work • No attendance exemption period • N5 Prelims/Assessments • N4 AVU OR N4 Unit assessment OR N4 Coursework task

  8. Benefits of N4/5 Reduced exam burden: only 1 ‘exam’ level Reduced stress/anxiety More focussed exam preparation N4 “Safety net” Calculated risks more viable for some potential N5 candidates Protection for vulnerable learners • Improved articulation with ‘Higher’ • Increased challenge for most able • Opportunity for recognition beyond ‘Credit 1’ • Literacy /Numeracy recognised as different to English /Mathematics • Variety of ways to demonstrate learning • ‘Skills’ as well as ‘knowledge’

  9. Skills Development

  10. Issues and Challenges Technical issues No ‘automatic’ fallback position Potential delay in certification Literacy/Numeracy bridging Progression for those who fail at N5 pass N5 at “C” Adaptive challenges • Operational timeline • Presentation levels • Communication with parents • Assessment periods/ ‘Study leave’ • Target setting and tracking • Lack of historical data • External anxieties: impact on pupils

  11. Timeline: Part 1

  12. Timeline: Part 2

  13. Questions … • From the floor • Individually • In writing (responses collated for FAQ paper) This presentation will be available on our website: www.strathaven.s-lanark.sch.uk

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