New s1 3 rationale

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New s1 3 rationale

  1. 1. RationaleThe Junior Stage curriculum at Northfield Academy (to include transition statement)The curriculum from S1 to S3 has a clear purpose: that all young people will have a strong platformfor later learning and for successful transition to qualifications at the right level for them. As theycontinue to develop the four capacities, our curriculum will enable young people to:  experience learning across a broad curriculum, covering science, languages, mathematics, social studies (including Scottish history), expressive arts, health and wellbeing, religious and moral education and technology  achieve stretching levels of literacy and numeracy  develop skills for learning and skills for life and skills for work  develop knowledge and understanding of society, Scottish contexts, history and culture and Scotland’s place in the world  Experience challenge and success.Challenge and EnjoymentAt Northfield Academy staff are required to ensure that, in addition to meeting learners needs,learners are sufficiently challenged. Enjoyment, rather than fun, can be achieved by successfullycompleting a challenging piece of work or achieving a target or goal.Challenge and enjoyment can be achieved by a balance of more choice, rich tasks, interdisciplinaryworking, appropriate targets and goals, and high expectations.BreadthLearners at Northfield Academy will study subjects and courses from all curricular areas throughoutS1-2. Choice in S3 will be limited to within faculties to ensure a breadth of experiences and outcomeprior to commencing the Senior Phase.DepthThis will be addressed by providing space for learners to gain a fuller understanding of issues and todevelop higher levels of skills (work, life and learning). Rich tasks, interdisciplinary working and Skillsfor Work courses will enhance the current provision.Personalisation and ChoiceAt Northfield Academy learners will study a broad curriculum in S1-2, where choice will be offeredwithin subjects and topics only. In S3 additional choice may be offered by faculties or within pupilexperience of the curriculum. Formal choices will not be offered until S4.Before learners enter the senior phase, where formal qualifications will be encountered, it is notanticipated that young people will be presented for examinations. It is important that thequalifications framework supports the curriculum rather than leads it and does not narrow learningtoo soon.CoherenceThis will be partially achieved through developing interdisciplinary and cooperative working. Thecollation of Literacy, Numeracy and Health and Well-being assessment evidence from across thecurricular areas will aid staff and learners in perceiving the curriculum experience as coherent.Relevance
  2. 2. Staff will ensure that, in the course of delivering the curriculum, learner’s perception of the contentand delivery of lessons is considered for relevance. The courses offered will provide a platform forentering further education, higher education and the world of work. Relevance will also bereinforced by increased pupil choice and personalisation of learning.ProgressionLearners will have the opportunity to progress in their chosen subjects in Senior Phase. Details ofthis can be found in the Senior Phase rationale. P6-7 learning will articulate with the S1-3 curriculum,with particular attention to the P7-S1 transition and the moderation of assessments and standardswith the ASG Primary Schools.Structure of the school weekThe pupil week comprises of 27.5 hours.Each day contains 6 x 50/55minute teaching periods.Personal Learning Planning will take place in the 15 minute registration period (the second period ofeach day). This period will incorporate registration and provide time for target setting, review andassemblies as required and will be delivered by registration tutors.Class sizes and allocation.Science, Art, Technical and Home Economics will be taught in practical sets. All other subjects will betaught in non-practical sets.English will be taught in sets.Mathematics will be taught in sets.Modern Languages will be taught in mixed ability classes.Social Subjects will be integrated in S1-2 and discrete in S3 with an element of choice.PSE, PE and RME will be taught in register classes in S1-3Northfield Academy will meet its statutory obligation for delivery of RME and recommendedallocation of PE with the following weekly allocation:Core PE 2 periodsCore RME 2 periods
  3. 3. Allocation of periods in S1-3 is as follows:Inter-disciplinary learningThere are several Inter-disciplinary opportunities which are embedded into the curriculum. Thesemay be inter-faculty, inter-subject or inter-staff initiatives. All staff is required to ensure that themaximum use is made of opportunities to provide meaningful and sustainable links across thecurriculum.Within the curriculum plan for S1-3 there are three overarching inter-disciplinary themes which allsubjects and faculties will contribute to. These are:S1 – The John Muir AwardS2 – Global CitizenshipS3 – Skills for Learning, Skills for Life and Skills for WorkThe lead for these themes is:John Muir Award / Global Citizenship – PT Humanities.Skills for Learning, Skills for Life and Skills for Work - ???Literacy across LearningThe PT of the Language and Literacy Faculty has responsibility for Literacy policy, strategy andimplementation.All learners will experience learning in Literacy across all curricular areas. It is expected that:  All staff are familiar with the principles and practice for teaching literacy and with the experiences and outcomes
  4. 4.  Prior learning should be built upon  All experiences will be addressed  Consistency of practice across the school  Different ability levels are catered for  Staff can access appropriate resources and examples of good practice  Methods of gathering evidence is established  Moderation is embeddedNumeracy across learningThe PT of the Science Faculty has responsibility for Numeracy policy, strategy and implementation.All learners will experience learning in Numeracy across all curriculum areas. It is expected that:  All staff are familiar with the principles and practice for teaching numeracy and with the experiences and outcomes  Prior learning should be built on  All experiences will be addressed  Consistency of practice across the school  Different ability levels are catered for  Staff can access appropriate resources and examples of good practice  Methods of gathering evidence is established  Moderation is embeddedHealth and Well-beingThe PT of the Health and Well-being Faculty has responsibility for Health and Well-being policy,strategy and implementation.All learners will experience learning in Health and Well-being across all curriculum areas. It isexpected that:  All staff are familiar with the principles and practice for teaching health and well-being and with the experiences and outcomes  Prior learning should be built on  All experiences will be addressed  Consistency of practice across the school  Different ability levels are catered for  Staff can access appropriate resources and examples of good practice  Methods of gathering evidence is established  Moderation is embedded
  5. 5. In order to provide a totality of experience for all learners through the:Ethos and life of the Curriculum areas and Interdisciplinary Opportunities for school subjects learning personal achievement Our curriculum will provide the following entitlements for all learners:Coherent 3-18 Cultural Environmental Health and Vocational Creative and Curriculum wellbeing enterprising through a set of learning experiences and outcomes based on:Expressive Health and Languages Maths Religious Sciences Social Technologies Arts wellbeing and moral studies education which develop skills for learning life and work: Literacy Numeracy Health and Personal and Learning with wellbeing learning skills and through technology and support learners through active approaches which promote: Collaborative Shared Planning for Quality and Recognition of learning and expectations individual needs timely feedback achievement teaching working in partnership with: Staff Children and Parents Other agencies The wider young people community So that all learners can be: Successful Effective Responsible Confident learners contributors citizens individuals

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