The ASPIRES study, tracked the development of young people’s science and career
aspirations from age 10-14.
The first ASPIRES Project has now ended but the ESRC has awarded further funding to continue their research for the next five years.
ASPIRES 2 will continue this tracking over the crucial next five years of the young people’s lives, to understand the changing influences of the family, school, careers education and social identities and inequalities on young people’s science and career aspirations and, crucially, relate these to their actual subject choices and attainment in national examinations and their post-16 choices. This tracking of young people’s aspirations and educational outcomes comprises the crucial ‘final link’ in the longitudinal project,
and will have strong bearing on educational policy and practice.
ASPIRES 2 aims to investigate:
1. How are student educational and occupational aspirations formed, and how do they change, over time?
2. How are subject choices and (GCSE) attainment related to aspirations, and how are these patterned over time?
3. How are aspirations shaped by families and schools (including experiences of school science and careers education)?
4. How are aspirations shaped by gender, class and ethnic identities?
5. How can findings be translated for stakeholder audiences, specifically for policy-makers/ intermediaries, teachers, students and parents/families
The final report of the ASPIRES Project is available online
Venue: Mearns Primary School, East Renfrewshire
Date: 9am to 12:30pm, Tuesday 3rd June 2014
This professional learning event presents an exciting opportunity to learn about the approaches to 3-18 sciences developed by the Eastwood High School and Mearns Castle High School clusters which have been identified through the inspection process as being very good practice.
The event is aimed at Quality Improvement Officers, Science Development Officers, science coordinators, school leaders and practitioners from all sectors with responsibility for sciences as well as national agencies and partner organisations.
The event will provide delegates with an opportunity to hear about various strengths of work taking place in the cluster including the:
- effectiveness of their collegiate working led by the Science Ambassadors and also the partnership with SSERC
- cross-cluster development which has produced a very high-quality programme with strong progression across all the organisers and significant aspects of learning
- well planned discrete and interdisciplinary learning experiences from nursery to secondary
- outstanding resources for science across all stages which are easily accessible and very well matched to the experiences and outcomes
- learning rounds involving staff across the clusters focused on progression which provide very good evidence of how well children are progressing through the levels
- curriculum transitions which are described as sector leading.
To book a place at this event please contact Jennifer.Moore@educationscotland.gov.uk. It is advisable to book early to avoid disappointment.
Delegates attending our fourth conversation day at Bucksburn Academy identified three key themes for improving science education.
Discussions focussed on:
Priorities for sciences education
Identifying partnerships that work
What does great learning in the sciences look like?
Education Scotland is keen to hear your views regarding the third theme, addressing what great learning in the sciences looks like.
What does great learning in the sciences look like?
Science education is important for every child and not just for those who may be headed toward a scientific or technical career.
Great learning in the sciences encourages young people to make sense of the world around them, to be scientifically literate. It develops skills enabling them to analyse, evaluate, think critically, justify conclusions and be creative and innovative; skills required to thrive and succeed in an increasingly globalised and technological society.
Delegates identified factors contributing to great learning in the sciences:
- relevant and purposeful (real life) teaching through engaging activities, which occur in and out of the classroom environment
- learning environment has motivated and enthusiastic teachers and pupils
- lessons have variety, depth, challenge and are interactive, delivered by inspirational teachers with a passion and enthusiasm for the subject and who convey a love of learning
- consistent and firm discipline
- learners are taught the skills they need through a variety of methodologies e.g. active, visual, audio and concepts are revisited in different ways
- progression is evident
- subjects are interlinked and connected
- great learning is different in different schools and classes, and good teachers are still learning.
The final part of this discussion addressed the question, how do we get it right for every child and young person? Delegates’ suggestions included:
- good communication between primary and secondary
- establish where the “starting point” for every child is and identify children who need to extend their knowledge
- ensure learners feel safe enough to ask for help/guidance
- quality provision must be evident all the time
- teaching should be delivered in different order/style depending on the needs of the learner.
Education Scotland would like to invite practitioners and partner agencies working with young people in all sectors around Scotland with an interest in raising young people’s awareness of future choices and goals to the following event.
Planning for Choices and Changes
When: Friday 28th February
Where: Radisson Blu Hotel, Edinburgh
Time: 9.30 / 10.00 am to 3.30 pm
This event will be of value to practitioners with responsibility for supporting young people through transitions with the vision of achieving a positive and sustained destination. This event will focus on skills for work, life and learning, supporting learners to develop their understanding of, employability skills, future choices, profiling, youth achievement and personal development awards and enhancing college partnership working and making connections across Curriculum for Excellence and into the world of work.
Keynote speakers will provide an opportunity for inspirational dialogue for the day and provide up to date information about good practice. Participants will have the opportunity to select from a varied choice of workshops and have ample time to network with colleagues. Participants will be provided with the latest information and practice to support young people develop the skills required to make positive choices to prepare them for the next stages of their lives.
Workshop choices will be sent out late February.
Sign up here: https://www.surveymonkey.com/s/P86DY6N
for further details contact: firstname.lastname@example.org
Over a year and half ago the 16 schools in Perth High School Local Management Group (LMG) decided to work collaboratively to develop learning and teaching in science. The aim of their partnership working was to:
- Support primary/secondary transition
- Provide a progressive, cohesive science experience for all learners
- Build staff partnerships and understanding across primary and secondary
- Build staff confidence in teaching science
- Promote science as being exciting and fun
- Promote interdisciplinary learning
- Support eco work and careers education.
In the first phase of development, six primary and two secondary practitioners worked together with Education Scotland’s Sciences Development Officer to produce three sets of rich tasks from Early to Second Level which focussed on the themes of energy and forces, biodiversity and materials. The positive response to these resources persuaded the LMG to invest further in the programme and led to a practitioner from each of the primary schools and secondary school being allocated time to work together to produce a comprehensive science programme comprising further rich tasks from Early to Second Level as well as a skills progression framework, a science glossary and teachers’ guide. The science programme that has been produced also incorporates a number of the learning journeys from STEM Central.
An LMG engagement event in March was used to roll out the suite of meaningful and useable support materials to all practitioners across the 16 schools. These materials will be used to support learning and teaching in sciences from the start of the next academic session. The LMG also report other positive benefits from the collaboration including the development of leadership capacity and growth in confidence amongst practitioners with regards to the sciences. The LMG will continue to network and share their practice between the schools involved and across their education authority. In the coming months they also hope to publish their resources for others to use. Watch this space for further details.
The large Choices for Life venue music events run by the Scottish Crime and Drug Enforcement Agency were the highlight of many a Primary 7’s year but not everyone could get to a live event and learn more about making the right choices for their life.
That is until November 2011 when Choices for Life Online began. During the course of two days over 25,000 pupils from across Scotland tuned in to watch the new Online experience provided to them through Glow TV. The live webstreams featured thought provoking drama pieces from PACE and interviews with celebrities who all wanted to help youngsters think about making the right choices about their lives.
Since then the format of the broadcast has continued to be a massive success with young people having the opportunity to tune in either via a Glow TV live webstream or though Glow Meet with the session being repeated on the same day so noone misses out!
This huge success was marked yesterday when Choices for Life Online was awareded a presitgious award at the Scottish Police Awards for Making Communities Safer. The competition was fierce with 4 other excellent projects in the same category so the representatives from SCDEA and Glow were surprised to be honoured and receive the award from Kenny MacAskill, Cabinet Secretary for Justice and be congratulated by Dougie Vipond, Scottish television personality.
You can keep up to date with Choices for Life Online both in our Choice for Life Online Glow Group and on the excellent Choices for Life Online website which was launched in September 2012.
Well done Choices for Life and make a date in your diary for the next event which will be held on May 22nd -more details nearer the time in Glow TV.
Education Scotland today launches The Sciences 3-18 Curriculum Impact Project report. The sciences and social studies reports are the first two reports in a Curriculum Impact series designed to present a subject-by-subject picture of how children and young people are experiencing learning in different areas of the 3-18 curriculum across the country.
Providing subject-specific analysis and evaluation of current practice, based on a range of independent inspection activities, the report identifies emerging innovative and thought-provoking practice, while highlighting important areas for development. Published on the web, the report will be refreshed from time to time with links to newly-identified, practice and evidence, a dynamic approach that will keep the reviews contemporary on an on-going basis, and relevant to developing needs.
A summary for children and young people has also been published, along with a summary of key strengths and aspects for development.
The publication is intended to provide a focus engagement by children and young people, parents, practitioners and the wider sciences community in Scotland.
Through our Sciences 3-18 Impact Project blog, we want to engage all those involved in the sciences 3-18 to talk together about how we can work together to take forward the key messages of the report.
This outward facing, public blog is a mechanism to allow engagement by all.
Talk with us on bit.ly/sciences3-18.
The STEM Professional Learning Community will also act as a focus for professional dialogue and learning around the Sciences 3-18 Impact Project. Join us, using your Glow login in, on bit.ly/stemhome.
With a week to go until SLF 2012 kicks off, there are only a few spaces remaining in session N1A “Forensic Rookies”, presented by Professor Susan Rodrigues and Neil Taylor. The workshop will share the findings of a recent project involving 3 pairs of primary & secondary schools from several different local authorities, and the sustained impact in those local authorities where this project is being rolled out further. Learners and practitioners views and feedback will be shared, and delegates can get hands on with forensic investigation activities. This project was supported by funding from AstraZeneca Science Teaching Trust and led by Professor Susan Rodrigues and Neil Taylor as part of the suite of ‘Partnerships in Primary Science’ (PIPS) CPD projects.
There have been a series of videos made using learners and practitioners which will be used within the session, and these will are also available via the ScienceEdResearch channel YouTube.
The individual vodcasts for each school:
Brae High; Blairgowrie; Coupar Angus; Inveralmond Community High; Urafirth; Westfield
Visitor registration for SLF 2012 is now open!
Join us live from the Glasgow Science Centre on Wednesday 12th September at 11am for the launch of the brand new Choices for Life Online website.
Presented by Forth One’s Mark Martin you will have the opportunity to hear how the website was built with messages from young people themselves including how important it will be to have a new exciting hub to get credible and reliable information on a variety of topics including alcohol, drugs and tobacco with extra information and links on internet safety.
Teaching materials will also be highlighted on the site and give practitioners an opportunity to share good practice. We can’t confirm who will press the button to launch Choices for Life, but stay tuned and we will announce it as soon as we can…….!
Sign up and join us in Glow TV for this exciting event!
See a preview of the new Choices for Life Online website before the live launch.
We’ve been keeping you up to date with this inquiry based science project since last December. Don’t forget that you can find out more by joining us at session N1A at SLF 2012, presented by Professor Susan Rodrigues and Neil Taylor. A vodcast overview of the project can be found on the scienceedresearch channel on YouTube.
The workshop will share the findings of a recent project involving 3 pairs of primary & secondary schools from several different local authorities, and the sustained impact in those local authorities where this project is being rolled out further. Learners and practitioners views and feedback will be shared. This project was supported by funding from AstraZeneca Science Teaching Trust and led by Professor Susan Rodrigues and Neil Taylor as part of the suite of ‘Partnerships in Primary Science’ (PIPS) CPD projects.
The workshop will include an opportunity for delegates to have hands on experience of the six investigative tasks, using the kit provided to schools, funded by AstraZeneca Science Teaching Trust. There have been a series of videos made using learners and practitioners which will be used within the session, and these will are also available via the ScienceEdResearch channel YouTube.
The individual vodcasts for each school:
Brae High; Blairgowrie; Coupar Angus; Inveralmond Community High; Urafirth; Westfield
Visitor registration for SLF 2012 is now open!
The Scottish Government is consulting on its vision for children and young people’s rights and services. The Bill’s measures include:
- embedding the United Nations Convention on the Rights of the Child across the public sector;
- extending the powers of the Scottish Commissioner for Children and Young People to enable the Commissioner to undertake investigations on behalf of individual children and young people;
- increasing the funded annual provision of pre-school education for 3 and 4 year olds and looked-after 2 year olds;
- fully implementing the Getting it right for every child approach across Scotland so that all children and young people have a Named Person;
- introducing a single planning process to support children and young people needing the involvement of a range of services;
- raising the age at which young people leaving care can ask for help from a local authority from 21 to 25; placing a clearer definition of corporate parenting is put on statute. YouthLink Scotland will consult with our membership on a response to the Bill. Further details will be available in due course.
Further information can be found on the scottish government Website
STEM Central makes connections between sciences, technologies and mathematics through the context of engineering allows learners to broaden their understanding of the applications of concepts and skills developed in curriculum subjects. It allows learners to develop solutions to problems and demonstrate creativity through inquiry.
We are delighted to annouce that our Sound Context for learning is live on STEM Central.
Sound is an important part of our lives and we are constantly surrounded by it. From talking in the classroom, to animal sounds in the forest, from listening to music to hearing a fire engine siren, different sounds can make us feel different emotions; they can trigger memories and remind of us of key events in our lives. It can also affect how we remember different events. Animals and humans use sound to communicate with each other in a variety of forms including song, voice, ultrasound, and the telephone. Sound can be about survival and can warn us of danger but it can also be used for relaxation and entertainment through the medium of music.
The learning journeys with a Sciences and Technologies focus within early and first levels will give learners the opportunity to investigate a variety of sound making materials. They will recognise and produce different sounds through constructive play, design and construct their own instruments and create and record sounds. There will also be second and fourth level learning journeys coming soon.
Click here to visit the new Sound Context on STEM Central.
Participating in in-service today provided an opportunity to talk with practitioners around learning and teaching in science and share some of the ways in which Education Scotland can provide support. Issues explored included assessment and moderation, a shared understanding of standards, progression, meeting the needs of learners, transitions, using effective partnerships and keeping the curriculum alive and relevant to inspire young learners.
The following were used to exemplify support for practitioners:
Weather and Climate Change
Exploring Climate Change
Marks on the Landscape
Education Scotland Learning blog – sharing by the Development Officers in Education Scotland
STEM Central in Motion blog – sharing by practitioners and partners
Food for Thought leaflet and poster – we will shortly be developing the new Food Security context for STEM Central
STEM Central Learning Journeys from the Sound context, early years and first level due for publication later this month, and the draft second level journeys due for publication within the next few months
Journey to Excellence
NAR (National Assessment Resource)
Practitioners shared resources they also find useful such as Planet Science , I’m a Scientist, get me out of here and I’m an Engineer, get me out of here.
Join us in Glow Tv on Wednesday 30th May for an exciting insight into a new way of reporting in a school. In Ormiston Primary School every child has a journal called a Learning Story containing photographs, video links and comments from parents, children and teaching staff. These Learning Stories have become integral to the life of learning at Ormiston Primary School and have replaced the end of term report card.
These colourful and detailed books help children to share purposefully their learning with their families and helps to give the families more depth of knowledge of how they can support their child at home. They also give the school the opportunity to find out what children are learning at home which forms a rich picture of all the achievements for each child.
During this Glow Meet headteacher Helen Gardyne and her pupils will share their journey of development with their Learning Stories and this will hopefully inspire you on your own journey and to reflect on the nature of reporting on children’s learning.
Sign up and join us in Glow TV for this inspiring CPD opportunity.
Last December, we blogged about an exciting project “Forensic Rookies” involving primary and secondary schools in West Lothian, Shetland and Perth & Kinross. Collaboration via Glow Wikis and culminating in a Glow meeting in February was the key to success for the learners, in this ASZTT funded project.
The first of a series vodcasts with feedback and reflections from learners and practitioners is available on YouTube’s ScienceEdResearch channel. In this first vodcast Janette Kean and learners from Westfield Primary in West Lothian share their experiences of the project. Each of the authorities is taking the “Forensic Rookies” project forward with a variety of approaches being used to meet the needs of the learners within each setting.
This TESS article “Young Sleuths get right on the case” discusses the project further.
At the beginning of May, The James Hutton Institute announced the award of £1.25 million to work towards more sustainble, disease resistance crops to enhance our future food security.
This ties in with Education Scotland’s recently published work on Food Security for National 4 Science and National 5 Biology, along with work associated with Inheritance for National 5 Biology. Published advice and guidance is intended for use by practitioners in creative and innovative ways, to plan approaches to meet the needs of learners. Flexibility within the new National Qualifications offers the ideal opportunity to plan for learning and teaching which incorporates cutting edge Scottish and global research, and builds in meaningful partnerships from the rich STEM landscape in Scotland.
Looking ahead to the forthcoming school year, we are developing the theme of Food Security for first through to fourth level as a context in STEM Central, providing scope for working within clusters to build a continuous learning journey. More news will be published on the ES Learning Blog later this year.
Glasgow – 4 to 7 September 2012
CELCIS are organising the 12th European Scientific Association on Residential and Foster Care for Children and Adolescents conference.
The call for papers is open until 23 March and organisers are keen for Scottish practitioners, policy makers and academics to submit contributions of innovative practice, such as effective partnership work that supports young people in care, leaving care, foster care or through care, as this conference is an excellent opportunity to showcase work that is going on in Scotland.
Details of how to submit an abstract can be found here.
Information on the EUSARF 2012 Conference can be found here.
Contact: EUSARF, [ e-mail | website ]
Did you know that 102,000 16 to 24 year-olds in Scotland were unemployed from October to December 2011? The employment rate was 52.9% in Scotland (50.2% for UK).
FEdS is organising a seminar on Youth employability: The opportunities and challenges of a changing recruitment market on 28 March at the Edinburgh Corn Exchange, involving Education Scotland as a FEdS member and recruitment specialist Bright Purple Resourcing. The seminar coincides with the first National Career Guidance Show to be held in Scotland, organised by Prospects and the Institute of Career Guidance. Follow the link for more information or contact email@example.com to book your place.
FEdS is a small, specialist organisation that provides a neutral space where senior, experienced people from business, education and government can think creatively and work collaboratively.
FEdS was established in 1996; it has a membership of over 50 organisations and a significant network of associates drawn from a wide range of sectors. FEdS aims to create greater understanding between business, government and education, leading to better policies and practices.
We would like to say a big thank you to all who tuned in to our Glow Meet yesterday it was one of the most successful Glow Meets we have ever had, with all attendees sharing their enthusiastic comments and questions, particularly in relation to assessment and tracking. Also thank you to Lorraine Munro from Dens Road Primary School in Dundee who shared her expertise in the early years.
Due to the success of this Glow Meet we are really keen to organise another to follow on from yesterday’s discussion so watch this space!
In the mean time, to continue the discussion and share your thoughts, ideas, suggestions and questions click here and join our discussion forum.
To Watch Again Click Here
We look forward to hearing from you.
Making the Difference in Partnership is a CPD opportunity exploring collaborative approaches to improving outcomes of young people who are most disadvantaged and may require more choices and more chances.
Delegates will have the chance to participate in practice workshops, hearing how a range of providers are working in partnership to develop young people’s skills for learning, life and work.
Nominations for attending this event are being sought from a wide audience including: education authorities, schools, community learning and development and third sector organisations.
As you may be aware, Building the Curriculum 4 states that:-
Curriculum for Excellence can best be delivered through partnership working. All establishments should work with partners and share a common understanding and language around skills development and application. Together, they should plan and deliver learning and other experiences which meet the needs of individual children and young people.
This event will provide an excellent opportunity for delegates to find out about a range of partnership approaches to delivering this agenda that could be replicated in their area.
Please use this link to complete the online booking form by 20th January 2011. Please note spaces for this event may not be allocated on a first come first served basis.
For more information please contact Neil McIntosh or Sheila Doogan.
Lauren Boath, Development Officer for Sciences, was excited to attend a meeting of the practitioners participating in the AZSTT funded “Forensic Rookies” project. This was the initial briefing by Professor Susan Rodrigues of the University of Northumbria, whose main research interests are in the language of science, teacher professional development and the use of ICT to transform teaching, learning and assessment in science. Neil Taylor, Programme Director of PGDE Secondary programme at the University of Dundee has worked with Susan and the Centre for Anatomy and Human Identification at the University of Dundee to put together a series of lesson ideas to engage learners in dialogue around science and the nature of evidence.
Working in conjunction with the University of Dundee’s Xanthe Mallet, whom many of you will recognise as one of the stars of BBC’s History Cold Case, primary and secondary classes will share information via Glow Wikis, with input from Xanthe, to solve a crime. The participating learners from schools in West Lothian, Shetland and Perth & Kinross will have the chance to share their conclusions via a Glow meet in February. Will they succeed in solving the crime?
What’s it really like to work in financial services?
The re:think website provides school leavers and college and university graduates with information on the financial services sector in Scotland.
Find out what it’s really like to work in financial services. The site contains a number of case studies, from real people, who work for some of Scotland’s key employers. They provide more information on their jobs, their typical day and how they got into their current role.
Find out more at www.sds.co.uk/rethink
Reports on the experiences of young people in their education and employment transitions in the UK. Presents case studies of 12 UK-based programmes of innovative approaches. Download the PDF HERE
These fact sheets are a really useful resource for learners to find out more about the different sectors of employment and help them to make informed decisions about future destinations beyond school.
They were produced by the Alliance Scotland with the Skills Sector Councils input as well as through funding as part of joint activity with Skills Development Scotland.
Each Scottish Fact Sheet focuses on a range of SSCs, from banking to butchery, engineering to healthcare, and fish farming to mining, to name but a few.
Move On Peer Education will start recruiting in Glasgow on 20th October, and they are looking for 16 – 28 year olds who have either experienced homelessness or been looked after and accommodated/have disengaged from school or looking to move into employment, training or education. For more information please contact Shug McRoberts on firstname.lastname@example.org or telephone 0141 221 2272. The Move On team also operate a Mentoring service for young people age 14 to 17 and which is also currently open for referrals, so please ask for further information.
Once again Glowing Thursdays is delighted to welcome back The Place2Be. This time there will be an opportunity for pupils and school staff to listen to Edinburgh pupils’ views on how The Place2Be and other strategies (such as circle times, mentoring, and talking to friends) helps them cope with the worries in their lives so they can get the most out of their education.
Hosted by The Place2Be, (a school based counselling service providing support to over 58,000 children), in partnership with Enquire, the Scottish Advice Service for Additional Support for Learning.
Find out more about Place2Be and Enquire on their websites.
We hope that you can sign up and join us in Glow TV to find out more about these important organisations and how they might be of benefit to staff and pupils in your school! Sign up in Glow TV.
George Eliot is quoted as saying “Great things are not done by impulse, but by a series of small things brought together”. The great things showcased in an #SLF11 seminar “Learning, Teaching & Assessment – Making the Connections” by inspiring practitioners and learners from the Bearsden Academy cluster started with small things. The cluster comprises Bearsden Primary, Baljaffray Primary, Castlehill Primary , Mosshead Primary and Beasden Academy. The small steps? Practitioners within the cluster talking together about transitions, about improving literacy in science. The end result? The wordle shows all that this piece of cluster work encompassed. And the impact? The learners shared with delegates the impact on their wellbeing resulting from understanding more about secondary science, more about expectations of learning in secondary and having already been welcomed into the school community. Evidence of how assessment within sciences truly can enhance learning and teaching.
Joanna McGillivray, Head of Science and Computing at Forth Valley College shared with delegates at #SLF11 on Thursday a number of exciting and innovative programmes of work which the college offers, in partnership with schools in a number of local authorities, employers and industry. Learners studying for the Science Baccalaureate have celebrated tremendous success; delegates were able to view work produced by learners as part of the interdisciplinay project element of the Bacc. The value of connecting learning, teaching and assessment to real world applications to support learners in making the transition to sustainable post school destinations, whether FE, HE, further training or employment cannot be underestimated. Read about learners’ opportunities to find out about effective science communication within the Bacc programme and see the Journey to Excellence website to hear from staff and students, the benefits of “hands on” education.
This Glowing Thursday will provide an opportunity to find out more about the additional support for learning framework and legislation, the advice and information Enquire can offer schools and the types of issues parents raise with the Enquire helpline. Enquire is the Scottish advice service for additional support for learning.
Enquire want to cover the issues you have questions about so please let them know in advance the topics you’re interested in advance the topics you’re interested in or just join us at 3.45pm on Thursday 15th September to find out more – Glowing Thursdays – Additional Support for Learning: What do you need to know?
Register for Glow TV today and then sign up for all the events that you want to view!! Register for Glow TV and then Sign Up for this event
Passport to Europe
This three-part resources provides reading, writing, speaking and listening tasks on weather, clothes, numbers, times on the clock, places in the town, rooms in the house, personal language and animals. They contain materials for a fun day event for Primary 7 pupils but many of the games and materials provided are suitable for use in the MLPS classroom
Curriculum for Excellence Timetable development – Summary
Four curricular models on the Education Scotland website were developed further with possible timetables for 2014/14; viz. Kirkland High School, Clydebank High School, Charleston Academy and Balfron High School.
• All models built upon a well-considered and well developed model for the Broad General Education phase building on the guidance in BtC3.
• All models reported that timetabling of innovative curriculum structures to support CfE did not require any new or specialised timetabling skills
• Although the BGE phase plans were different to previous S1-S3 models and from each other they all allowed suitable progression and transition to the senior phase for all learners.
• The models varied in period number and length.
• 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
• All models effectively considered S4 – 6 as a single cohort
• All models provided one or two year courses for learners and offered a substantial degree of flexibility with vertical and horizontal progression
• All models reported some specific difficulties regarding the incorporation of Health and Wellbeing, Physical education and support into their timetables and further consideration will need to be given to these areas
• All models mentioned the importance of partnership working with schools, colleges and other partners to develop meaningful senior phase opportunities for pupils and there are implications for timetabling around this including blocking to suit college times, consortia arrangements etc.
• Advance planning at this stage (2011) is highly recommended as various staffing and accommodation issues were identified which can be planned for in advance of 2014
• Consideration needs to be made at this stage for the transition years from 2013/14 into 2014/15
• There was some discussion in the models about possible occasional suspension of the timetable at points to help deliver some aspects of CfE and there was also some consideration being given to changing the timetable during the year.
• There were some concerns expressed about 2 year courses – specifically for S6.Some consideration needs to be given to this.
• Do you have a sound curricular plan on which you can begin to develop a timetable for your senior phase model?
• Have you considered how to provide for Health and Wellbeing, PE and support?
• How strong are your partnership arrangements and how can these partners be involved in developing the curricular plan and a timetable?
• Is your planning early enough to cope with the transition year?