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Curriculum for ExcellenceA Case Study
Dumbarton Academy
Graham HuttonHead Teacher
Background
• BOCSH Group• Dumbarton Academy– West Dunbartonshire– 650 pupils– True comprehensive– Meeting needs of all pupils– New Build planned– Plan to suit our school
Background
Entitlements
• A coherent 3-18 curriculum• Broad General Education• Senior Phase• Skills for Learning, Life and Work; Numeracy
Literacy and Health and Wellbeing• Personal Support• Positive sustained destinations
What is the Curriculum?
“The totality of all that is planned for children and young people throughout their education”
• Curriculum areas and subjects• Inter-disciplinary learning• Opportunities for personal achievement• Ethos and life of the school as a community
Principles of Curriculum Design
• Challenge and enjoyment• Breadth• Progression• Depth• Personalisation and Choice• Coherence• Relevance
Process
• Testing the Framework• Staff SLWG• Research and professional discussion• Consultation with all staff• Consultation with pupils and parents• Support from LEA• Support from BOCSH group
3-18
• Transition arrangements from associated Primary schools
• More active transition programme
• Good practice from both sides
Broad General Education
• All pupils in S1 and S2 will study all curriculum areas across the breadth of outcomes and experiences.
• All pupils, as far as possible, will access the full range of outcomes and experiences and that the greater majority of pupils will be “secure” at the Level 3 outcomes by the end of S3.
• S2 pupils will be offered a choice of elective subjects (2 periods per week).
• In S3 pupils will continue with a Broad General Education, but with an element of personalization and choice within four curricular areas.
Broad General Education• An established pattern of Inter-Disciplinary
Learning in S1 (see LTS website). • Whole school projects now in S2/3 and
smaller links between departments• Literacy and Numeracy and Health and
Wellbeing will be the responsibility for all• In session 2010/11 the school moved to
Vertical Registration (VR). • Considering daily mentoring period from
2012-13.
Broad General Education
• There will be a limited school-based Skills for Work programme in S3
• The school is currently developing various systems to ensure pupil progress is tracked from Primary school to Senior Phase.
• Assessment developments are being taken forward.
• Transition arrangements to Senior Phase
Senior Phase
• Process has taken nearly two years• Involved staff, pupils, parents and the Local
Authority. • A holistic, inclusive approach to pupils’
education • Included personalization and choice, personal
support, health and well being, personal achievement and IDL
Parameters for Senior Phase• Inclusive• Timetabling of S4-6 as a block allowing
viability of classes • Pupils in the Senior Phase to choose either 5,
6 or possibly 7 courses.• A basic six column structure with all pupils
having a H&W / Elective input
Parameters for Senior Phase
• Pupils in S4 required to study RME and PE (3 periods in all).
• Strong focus on pupil support: 5 X 30-minute periods for mentoring per week.
• 30 X 50-minute periods, maximizing efficiency of staff
• IDL projects integrated into S1-6 curriculum
Personalisation and Choice
• A broader choice • More viable classes • Skills for Work programme, • Closer working and partnership with other
authority schools
Inter-disciplinary Learning Tradition of offering pupils opportunities for and personal
achievement. • Physical education, fitness and wellbeing• Voluntary work • Leadership academy (Columba 1400 is rooted in the school)• Outdoor education • Duke of Edinburgh Award• Eco activity• Young Enterprise• Employment skills• Mark Scott Foundation (Community Involvement)• Work experience
Literacy, Numeracy and HWB
• Literacy and Numeracy in the Senior Phase -predominantly through studying of English and Maths.
• However, it is recognised that for some pupils individual provision will be required to assure they reach the required levels of literacy and numeracy before they leave school.
• Pupils in S5/6 will be encouraged to do 2 periods a week of sport, as well as PSE and an elective area.
• This is a radical departure from the current situation in S5/6, where there is no such provision.
Personal Support• Vertical Registration (VR) system, • Discussions on moving to a daily 30 minute mentoring
period
• VR allows senior pupils to support their younger peers in a number of roles:– leadership – advice and help during transitions– peer support– mentoring – tracking and targeting
• The Health and Wellbeing period (PSHE) timetabled for the first time in S5/6, including Skills for Life and Skills for Learning
Progression Pathways to Sustained Destinations
• Courses encompass Access 3, National 4, National 5, Higher and Advanced Higher.
• Multi-level teaching will be the norm, providing SQA specifications allow assumed progression through so-called “nested” qualifications.
• Provision of 1 year and 2 year courses of study is foreseen, particularly in S4/5, allowing pupils to go straight onto a 2 year Higher course, avoiding the “two term dash” to Higher.
• Vocational pathways via the Authority’s Skills for Work programme involving partnerships with Clydebank College and other providers.
Progression Pathways to Sustained Destinations
• Baccalaureate provision and Advanced Higher provision through consortia arrangements
• Partnership working: FE (e.g. Clydebank and Anniesland Colleges), employers (e.g. Polaroid), voluntary sector (e.g. Tullochan Trust, Inspire Scotland)
• Free-standing units and alternative certification (e.g. ASDAN, XL Group, Prince’s Trust).
• Quality of attainment will rise, particularly by allowing prospective Higher pupils a longer, deeper progression from Level 4 in BGE.
• Recognition of achievement to exemplify the life skills of young people to future employers.
ISSUES
• Staffing• Falling rolls• New build accommodation• Transition issues to 2015/16• SQA requirements• Finance• Training
Where we are• A 6-year strategic High Level Curriculum Plan from
2010-2016 for the implementation of Curriculum for Excellence.
• A strategic timeline for the overall implementation • A strategic plan for the phased introduction of the
mentoring period (support)• An overview of interdisciplinary learning, S1-3 and
Senior Phase• Dry run course choice and costed timetable• A fully-fleshed policy on Self-Evaluation to ensure the
quality of Teaching and Learning
Questions
