Upload
kristin-prueitt
View
214
Download
0
Tags:
Embed Size (px)
Citation preview
Parents as Partners
S Nicolson, HT
SAME
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
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
SCQF
Previous generation of qualifications
New generation of qualifications
12 Doctorate Doctorate
11 Masters Masters
10 Honours Degree Honours Degree
9 Ordinary Degree Ordinary Degree
8 Higher National Diploma Higher National Diploma
7 Advanced Higher Advanced Higher
6 Higher Higher
5SG: Credit bands 1/2Intermediate 2
National 5
4SG: General bands 3/4 Intermediate 1
National 4
3SG:Foundation bands 5/6 Access 3
National 3
2 Access 2 National 2
1 Access 1 National 1
Up to 7 subjects: SQA certificationLiteracy and numeracy certificationCore entitlement
PE (2), PSE (1), RE (1)Extra-curricular activitiesTrips/excursions/visitsSchool eventsWork experience
Unit Unit 11
Unit Unit 33
Unit Unit 22
AVUAVU
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.
National 4 Pass
National 4 Pass
National 5A/B/C/D/ No Award
S4 ASSESSMENT: NOV/DEC
No attendance exemption period
N5 Prelims/Assessments
N4 AVUOR N4 Unit assessmentOR N4 Coursework task
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
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’
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
TECHNICAL ISSUES
Operational timeline Presentation levels Communication with
parents Assessment periods/
‘Study leave’ Target setting and
tracking Lack of historical data External anxieties:
impact on pupils
No ‘automatic’ fallback position Potential delay in
certification Literacy/Numeracy
bridging
Progression for those who fail at N5 pass N5 at “C”
ADAPTIVE CHALLENGES
Month Activity January – April S3
•Acquisition of knowledge/skills in preparation for new courses•Options choices•S3 assessments
May - June •Start new courses •N4 AVUs
August - September
•Coursework•Target Setting Evening
Initial Recommendations
September - November
•Coursework•Unit Assessments
Recommendations
November/ December
•Assessment Diet•Work Experience
January •Coursework•Reports to parents
Recommendations
Month Activity
January - March
•Completion of coursework•Completion of Unit assessments•Final N4 AVUs
March •(S5 Options) Final recommendations
March - April •Exam Preparation
May-June •SQA Exam Diet•Mop-up N4 AVUs •Start S5 courses
August •Results/ certificates out•Submit N4 AVUs for ‘fallback’ N4s
?? •Final certificates
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