S3 Parents’ Information Evening 28th January
Programme • • • • • • • • • • •
Reports Levels at S3 versus Levels at S4 Choice of Course Form and deadlines Foundation Apprenticeships. S4- the reality and the terminology. Learning, teaching and assessment in S4 Guidance and Year Head SDS input S5/6 Learner Journeys Parent Zone
CfE Levels and Nationals CfE Levels • Level 4 • Level 3 • Level 2 • Level 1 • Early years
SQA Levels Advanced Higher Higher National 5 National 4 National 3
Choice of Course form • Pupils in S1-S3 following the Broad General Education (BGE) have experienced a wide range of different subjects. • As part of the Curriculum for Excellence pupils then make choices for the subjects they wish to study in S4. • The nature of the courses has changed.
New Courses Course
Equivalent to
Examination
National 3
Foundation/Access 3
No final exam – graded pass or fail
National 4
General/Intermediate 1
No final exam – graded pass or fail
National 5
Credit/Intermediate 2
Final exam graded A-D
Progression S4 S5 S6 S4
S5
S6
National 5 (Graded A-C)
HIGHERS (Grades A - C)
National 4 (Pass or Fail)
National 5 HIGHERS (Graded A-C)
National 3 (Pass or Fail)
National 4 (Pass or Fail)
ADVANCED HIGHERS
NATIONAL 5
Courses on Offer in S4 • 3 compulsory subjects – English, Maths, & PE (two periods per week, compulsory non-exam course) • Pupils choose ANY 4 plus a RESERVE • Rank these subjects 1-4 – 1 being the most important • RMPS and Hospitality do not currently allow progression to Higher Grade
1 2
3 4 R
Points to remember when choosing subjects
• Is it a balanced choice? • A language may be required for University entry • Are career options kept open as long as possible? • Ideas may change between S3 and leaving school • Pupils are advised to take subjects they enjoy and are good at. • Pupils should choose subjects they feel they are able to cope with • Is it THEIR choice? • Ignore what friends are taking – they may not have the same interests or aptitudes • Is it right for me? • There are no boys or girls subjects – all subjects are open to all pupils
What now? • Read reports carefully • Make sure pupils are familiar with the new courses. • Ask class teachers, principal teachers, Guidance Teachers, friends or relatives • Course information is available on the National Parent Forum of Scotland website called NATIONALS IN A NUTSHELL • http://www.npfs.org.uk/nationals-in-a-nutshell/ • Follow teacher recommendations for levels in each subject. • Return the forms no later than FRIDAY 6 FEBRUARY
Key Dates • Return the forms no later than FRIDAY 6 FEBRUARY • Parental signature required • Pay attention to recommendations • NB The formation of classes will depend on student numbers and staff availability • New timetable starts mid May
Why study Drama? - Working with others regularly can help you to communicate, co-operate and compromise effectively. - Through group work you may learn to negotiate, make decisions and solve problems. - Through performance you can develop confidence and presentation skills. - As you devise your own work you can expand your imagination and creativity and express yourself freely - Observing the work of others Taking Drama doesn’t force you into a career in performing – Drama skills lend themselves greatly to many other professions and careers.
NATIONAL 4/5 DRAMA What will I do? There are two units to complete; Drama Skills will allow you to create your own drama work and develop performance skills such as voice, movement and characterisation.
Production Skills will allow you to learn about theatre design, exploring lighting, sound, set, costume, make up and props in a practical way.
How will I be assessed? Drama Skills Unit: You will be assessed by your teacher. You will create and perform an improvised play. You must complete a supporting folio of evidence. Production Skills Unit:
You will be assessed by your teacher as you design and use Theatre Arts. You must complete a supporting folio of evidence. Drama Performance: You will be assessed by a Visiting Examiner. You will perform a published play to a live audience or design and carry out a technical skill. You will demonstrate your ‘Preparation for Performance’ in a short essay. Written Exam: At the end of the course you will be assessed on your Knowledge and Understanding of Drama.
S4 National The course consists of the following units Biology
:
• Cell Biology • Multicellular Organisms • Life on Earth
Biology is the science of life. Biologists study the structure, function, growth, origin, evolution and distribution of living organisms.
This course has been developed in line with the ideals of curriculum for excellence and gives learners a solid foundation for study of biology or human biology at higher level. Careers Biology is regarded as a highly desirable qualification by employers. https://www.societyofbiology.org/careers-and-cpd/careers/make-a-difference
S4 National Physics Physics is the science of energy. Physics is about energy changes and the transmission of energy. Physics deals with how and why things behave as they do. The fourth year National courses have been developed in line with the ideals of curriculum for excellence and give learners a solid foundation for further study of the subject at higher level. The National courses consist of the following units: 1. Waves and Radiation 2. Electricity and Energy 3. Dynamics and Space Careers Physics is regarded as a highly desirable qualification by employers. http://www.physics.org/careers.asp?contentid=381
Foundation Apprenticeships • A two year course throughout S4 and S5 involving 1 day a week at UHI • Those attending will receive a Performing Engineering Operations SVQ Applicants must: • Have excellent attendance and be recommended by the school • Complete an application and attend for interview • By the end of S5 have a National 5 in English, Maths, Technology and/or a Science
What is S4? A year that delivers, Literally. It is about much more than assessment.
A year in miniature Courses start at the change of timetable with an emphasis on building skills, developing knowledge and relationships. Same 5 subjects every day.
A year in miniature Summer Term Learning and Teaching continues September Target Setting - What is it ? It is a professional judgement shared with the pupil about what they should aim for at the end of their course. It should be ambitious, and reflect the youngsters potential to achieve. It purpose is to: encourage pupils to maximize their performance in exams and improve their life chances. It allows us to: track progress against shared high expectations of attainment and achievement. It allow us to: intervene on behalf of youngsters if progress is not being maintained. It is reviewed at regular intervals and the results will be shared with the pupils.
A year in miniature Autumn Term Learning and Teaching continues October - December Significant bulk of learning and teaching delivered. Some Units completed. Levels of presentation settle. Nab Fail letters Progress Concern Forms Revision Xmas Dance
A year in miniature Winter Term
January Prelims - What are they ? They are for National 5 Courses only
A prelim examination provides the opportunity for a candidate to demonstrate how well
they can apply the knowledge and skills they’ve gathered, and to give experience of the sitting a formal exam Prelims replicate the style, level of demand and mark allocation of SQA examinations.
They are used to form the basis for estimates grades to the SQA As a result of exceptional circumstances, such as bereavement or illness, ‘alternative evidence’ will take the form of coursework, class assessments or prelims. The results may require a change of level.
A year in miniature Winter Term February to April Assignments and Added value Units These course assessments give the pupils the opportunity to apply the knowledge and skills they have learned while studying the units. These Course Assessments can take different forms: Assignments, Case Studies, Practical Activities, Performances Portfolios Question Paper / Tests
A year in miniature Winter Term February – April The final few weeks in all subjects are significant as pupils and teachers work towards completing courses and meeting deadlines. Attendance matters, now more than ever. Pupils will be working like never before and will be under significant pressure. Ensure they are supported in their studies. They also look ahead and make choices for the year to come.
A year in miniature Spring Term April - June Staff work with pupils to ensure that all the assessment evidence is complete.
There should be time for revision. Courses completion with sighs of relief, all round. Final Exams for National 5 pupils.
What can family and friends do to help? Everyone approaching exams needs the support of family and friends. It's important that others should be sensitive to the extra strain they may be under, and allow them the space and time to study. Regular meals, take opportunities for relaxation, avoid distraction and emotional support are all going to help. Friends and family should keep distractions to a minimum and do as much as possible to ease any additional pressures. Learn to recognise when you're stressing out. A break or a chat with someone who knows the pressure you're under will get things into perspective. Remember it isn't for long.
And when it is all over …. Ultimately, your child shouldn’t lose sight of the fact that there life after exams.
is
Keep things in perspective. Be realistic about what you have achieved so far. Remember we are all different, achieve at different levels, and have different qualities and skills.
Exam success isn't a valuation of you as a whole person. Be positive about what makes you the individual you are.
And finally As a result of all this experience your youngster should have a much clearer idea of what they want to do in life and as a result of their hard work and effort have some of the qualifications they need and You will very likely have a more mature, young adult in your life.
National Courses •
Nationals are a one year course
•
There is a lot of content to get through and skills to develop, with an emphasis on the skills
•
Three units each of which has an assessment at the end but not like the previous exams where pupils were given a mark. Each question has certain Learning outcomes that the pupils need to meet. These learning outcomes provide a success criteria for pupils to follow to pass these questions.
•
If the pupils do not meet these learning outcomes then they can, after feedback from the teacher, do a similar question with the same learning outcomes which they will hopefully meet all the out comes for. If the pupil does not meet the Learning Outcomes a second time then there will be a discussion as to the appropriate level for the pupil.
•
The marking is verified by the SQA who take a sample of pupils marked work to assess the standard of marking.
•
If the pupils are doing National 5 then they will complete an exam set by the SQA in May.
Scottish – The Era of the Great War 1910 – 1928 Outcome 1: Evaluate a range of historical sources by: 1.1 Evaluating the usefulness of one source in terms of its origin, purpose, content and/or context Interpreting the content of one source and placing it in context 1.2 1.3
Comparing two sources, describing their similarities and/or differences
Outcome 2: Draw on and apply knowledge and understanding of Scottish historical events and themes by: 2.1
Describing, in detail, and mostly accurately, a Scottish historical event or theme
2.2
Explaining, in detail, a Scottish historical event or theme
2.3
Analysing a Scottish historical event or theme
British – The Atlantic Slave Trade 1770 – 1807 Outcome 1: Evaluate the impact of historical developments by: 1.1 Interpreting detailed historical information
1.2
Presenting information in a structure manner
Outcome 2: Draw on and apply knowledge and understanding of European and world historical events and themes by: 2.1 Describing, in detail, and most accurately, a British historical event of theme
2.2
Explaining, in detail, a British historical event or theme
2.3
Analysing a British historical event or theme
European and the World – USA 1850 -1880 Outcome 1: Evaluate the factors contributing to historical developments by: 1.1 Interpreting detailed information about a historical development
1.2 1.3
Drawing a reasoned conclusion on the factors which contributed to a historical development Using evidence to support a conclusion
Outcome 2: Draw on and apply knowledge and understanding of European and world historical events and themes by: 2.1 Describing, in detail, and mostly accurately, a European and world historical event or theme 2.2 Explaining, in detail, a European and world historical event or theme
2.3
Analysing a European and world historical event or theme
National Courses •
If the pupils are sitting National 4 they will be required to do an Added Value Unit which is similar to a project which has to meet a SQA success criteria, which is marked internally
but the SQA will take a sample to verify that the marking of these AVU’s are to the accepted standard. •
This is done along with the end of unit assessments recorded in the same way as seen in the previous slides with National 5.
Role of Guidance and Year Head Miss Lomas S3 Year Head
What is happening now… • PTG are interviewing pupils – individually or in small groups. – Discussing career ideas. – Current favourite subjects. – Strengths and pressures – Research around possible career requirements. – Homework being set. – Follow up the next PSE lesson.
What is happening now… • Course choice booklets have been used in class – These have been discussed with pupils. – Pupils asked to consider making a balanced course choice. – Choosing what suits them, not their friends. – Consider carefully which 4 subjects would be their best choice. – Consider carefully what their reserve is.
What is happening now… • Consider college courses/university – What the entry requirements are for courses. – Do their choices match any future aspirations.
• Use planitplus website – Looks at advice for school, further and higher education, apprenticeships and careers advice www.planitplus.net
• Careers guidance from Skills Development Scotland – Fionna Dowell
Next week… • Parents’ Evening – Discuss options and recommended levels with subject staff. – Guidance staff available to make appointments with. ASN link staff also available for appointments. – I am available at start and end of the evening. – Alternatively contact via telephone or email at
[email protected]
• Completed forms due in Friday 6 February to tutors
Looking ahead… • Forms get passed to Mr MacDonald who will check them all • Passed to Mr Taylor • Any issues for pupils whose choices are full will be contacted by Mr MacDonald – He will speak to pupil and parent to resolve the issue.
Throughout S4… • PTG and Year Head available to resolve issues and liaise with departments. • Changes in level – PTG will contact you to discuss • Any concerns we will contact you or please contact us. • Opportunity for Work Experience • At point in your child’s school career exam arrangements become important, if additional support is needed, raise that early so evidence can be gathered.
Looking forward… • Ongoing careers advice. • Always available to young person and parents/carers. • Lots of outside agencies involved as opportunities are more diverse. • Similar process approaching S5. • Lots of information and support available to both the young person and parents/carers.
Skills Development Scotland • http://parents.myworldofwork.co.uk
S5, 6 and beyond • Qualifications and experiences which allow our young people to move on to positive and sustained destinations. • Job • University • Apprenticeship • College • Not offending
Qualifications • • • • • •
SQA qualifications UHI qualifications Open University qualifications The Awards Network awards (Amazing Things) School recognition Industry qualifications
Experiences • • • • • • • •
Personal success in a wide range of areas Leadership Responsibility Work Experience New Horizons Working with others Enterprising attitudes Dealing with adversity
Learner Journey 1 – Male Pupil – who doesn't know what to do after school End of S3
End of S4
End of S5
Level 3 French, Social Subjects, Technical, Biology
National 4 Modern Studies
National 5 Modern Studies
Level 4 English, Maths, Art, Music and French
National 5 in English, Maths, Art, Music and French
Higher English, Music, Art and French
S3 Football Team
Work Experience in local Hotel
School Prefect
Duke of Edinburgh Bronze
Participates in School Show
Captain of Senior Football Team
Enjoys Home Economics
Football Team
Participates in School Show
Regional Athletics squad
Individual model 2- sound engineering at University • • • • • • • •
End of S3: Level 4 in Music Level 3 in English, Maths, Social Subjects, PE, Gaelic, Technology and Drama Junior Sports Leader Award D o E Bronze Choir Grade 4 Piano Guitar
• • • • • • • • •
End of S4: National 5 in Music National 4 in English, Geography, Maths, PE, and Art Saltire Bronze D.o.E Silver School show ‘Tech Crew’ member Grade 5 Piano Guitar Saturday job in Music Station
• • • • • • • • • •
End of S6: AH Performing Music Unit Higher English, PE, Music and Maths National 5 Geography and Art UHI credits Saltire Platinum Music Prefect School show ‘Tech Crew’ leader Grade 6 Piano Saturday job
Construction / Engineering By the end of S3
By the end of S4
By the end of S5
Level 4 Technology
N5 Practical Woodwork
N5 Design and Manufacture
Level 4 Social Subjects
N4 Maths
N5 Maths
Level 3 Maths
N4 English
N5 English
Level 3 English
N4 / 5 History
N5 Construction Skills
Level 3 PE
N4 / 5 PE
1 Day College course Construction / Engineering
Dynamic Youth Award
Employability Skills
Saltire Bronze Award
Interview Techniques
Red Cross Award 1 week Work experience placement Modern Apprenticeship secured
To become a fully qualified beauty therapist you would normally complete a beauty therapy qualification at level 3. However, you can start working in a salon or spa as an assistant and study for qualifications on the job (See Training and development). Alternatively, you could do a full-time or part-time college course while looking for work, to help you gain some of the knowledge and skills needed in this job.
To become a beauty therapist you would need: •a friendly and welcoming manner •the ability to make clients feel relaxed •tact, diplomacy and the ability to listen and communicate well •the ability to explain procedures clearly to clients •business awareness and the ability to sell products and earn commission •some knowledge of chemistry, anatomy and human biology •a talent for applying nail art and make-up.
Individual Model 4: Beauty Therapist End of S3:
End of S4:
End of S6:
• Level 3 in English, Maths, Science, • Level 4 social science, modern languages, Art, PE and IT • Sports Leader – Wider Achievement • Drama Club • Art Club • Hockey Club • Basketball Team • Athletics • Dance
• Nat 5 English, History, Art • Nat 4 Biology, Spanish, IT • Saltire Award Bronze • D of E bronze • Work Experience in Beauty Salon • Drama Club • Art Club • Hockey Club • Basketball Team • Athletics • Dance
• Higher Art, History • Nat 5 English, Spanish, IT, Biology • SQA National 5 AwardVolunteering Skills. Work Experience • Passed Vocational Pathways course • ASDAN employability course • Drama Club • Art Club • Hockey Club • Basketball Team • Athletics • Dance
To become a fully qualified dentist: Standard academic entry requirements: AAAAB by the end of S6 with a minimum of AABB by the end of S5. Other mandatory requirements: Applicants are not considered for entry to Dentistry from S5. Higher subjects must include Biology/Human Biology and Chemistry (both at Grade A), English/ESOL and either Maths or Physics. Resits are not accepted. Successful entry to University course is judged by a series of MMI’s (Multiple Mini Interviews). Qualities required • Honesty and trustworthiness • A caring nature, empathetic and respectful of the views of others and able to put people at ease • Good communication skills • Able to work in a team and have the capacity to act as leader • Self critical and self motivating • Capable of independent thinking • Able to plan and think on the spot, enjoy problem solving and analysing information • Able to show strong evidence of manual dexterity, creativity and spatial awareness
Individual Model 5- Dentist • By End of S3: • • Level 4 All curricular • areas • Junior Sports Leader • Red Cross Award• Humanitarian Citizen award • • Saltire Silver • • Wind Band member • • •
By End of S4: • National 5 English, • Maths, Chemistry, Physics, Biology, • Spanish Saltire Gold • D. o. E Bronze Work placement at • Dentist. Wind Band member • Athletics Team • ‘Exploring Careers in • Health Day’ •
By End of S6: AH Chemistry, Physics, Biology Higher English, Maths, OU Health and Social Care Senior Library Prefect D. o. E. Gold SQA Leadership unit Wind Band member S5/6 work placements at NHS Highland
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