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Parental Engagement in Scottish Education: Pathways to Senior Phase Success

Explore the structural changes and progression in Scottish education towards the senior phase, including qualifications, skills development, and parental involvement as partners in student achievement. Learn about curriculum organization, assessment arrangements, and making informed choices for the senior phase.

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Parental Engagement in Scottish Education: Pathways to Senior Phase Success

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  1. Parents as Partners Towards the Senior Phase… S Nicolson, HT L Barr, DHT

  2. Contents • Overview S Nicolson • Progression to the Senior Phase • The New Generation of Qualifications • Process/ Timeline L Barr

  3. Progression From a Broad General Education to the Senior Phase

  4. Structural Change

  5. S3 Curriculum:Breadth, personalisation • Based around 4th level O/E • Specialisation within a range of curriculum areas • Maintain breadth across curricular areas • Opportunities for depth and progression: preparation for National 4/5 • Skills for learning, life and work The expectation is that young people will reach a deeper and more secure level of attainment and achievement at the end of S3 than they do at present. Scottish Government, Building the Curriculum 3 (2008,P6)

  6. S4 Curriculum: Depth,Challenge • Core entitlement: • PE(2), PSE, RE • up to 7 SQA subjects: • 4 periods per week • Breadth • Challenge • Application • Literacy and numeracy • Extra-curricular activities • Trips/excursions/visits • School events • Work experience • breadth — drawing on knowledge and skills from across the Course • challenge — requiring greater depth or extension of knowledge and/or skills • application — requiring application of knowledge and/or skills in practical or theoretical contexts as appropriate

  7. Skills Development

  8. The New Generation of Qualifications A Broad General Education and the Senior Phase

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

  10. How do we decide… National3 /National 4/National 5

  11. 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.

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

  13. Understanding Standards • Experience and Expectation • SCQF equivalence • Uptake/pass rates at Credit/General/Foundation • 2014 experience: courses and exam results • Aim high – aspirational targets • 52% got 5 or more Credit passes -> 60-65+% aim for N5 • 92% got 5 or more General or better -> 100% aim for N4

  14. Understanding Standards • Tracking and Moderation • Monitor progress • Intervene: support and challenge • Protect the vulnerable: • gather supporting evidence along the way • recommendations made in collaboration with pupil/parent

  15. Questions… • How will classes be organised? • Some N5 only (where numbers permit) • Most N4/N5 (opportunities to ‘move up’) • Some N3/N4 (where support needs are identified early • Will pupils be able to move levels? • Encourage and bring on ‘late developers’ • Protect the attainment of those who are struggling

  16. Questions… • Will we have S3 Exams? • Mark the ‘End point’ for BGE • Demonstrate how much and how well they’ve done • Contribute to the final profile/report • Support the process of identifying N4/5 candidates • Evidence of N4 attainment • What about S4 Prelims? • Opportunity to gather evidence as ‘insurance’ • Exam preparation and practice • Most will sit N5 • Some will sit N3 or N4 • Timing – subject to review.

  17. 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

  18. Making choices for S4

  19. S4 experience • Curriculum based on 7 subjects • Continuous assessment • Main assessments - late November, May • Target setting in September, January • Report and consultation in January / February • Work related experiences • Pastoral support

  20. Making choices • 15 January - Information Evening for parents • By 23 January – information to pupils subject information available proforma issued • 3 February choice proforma returned • 7 May new timetable begins

  21. Parents as Partners Towards the Senior Phase…

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