School+Case+Study+3

=School Case Study 3 - Perth High School Roll 1500= This case study was developed as a result of almost 3 years of discussion with all school staff, the pupil council, the parent council, associated primary headteachers and local community representatives. This development has also become the basis for similar developments across the local authority. All four secondary schools and a college within the city are carrying out a similar exercise to that contained herein. Particular emphasis is being given to partnership learning with learning programmes involving schools, colleges, universities and local companies. ** Description of School ** Perth High School serves a large catchment area approximately 50 kilometres by 15. It has around 1500 pupils from a mixed urban-rural catchment area, with over 40% of the pupils transported by bus from the rural hinterland. An S1-S4 year group consists of 260 – 300 pupils. The pupil body is drawn largely from the top five deciles of the Scottish Index of Multiple Deprivation but has a 20% grouping in the lowest quartile of the index. There is also migration to the school from neighbouring schools. The school has had significant success in raising attainment over the last decade, breaking the overall school attainment record in each of the last three years. ** Junior Phase - Summary ** The school has effective links with its 16 primary schools and a strong transition programme. Working groups of primary and secondary leaders are continuing transition planning for //Curriculum for Excellence//. Transition pathways for pupils who are secure or consolidating at curricular Level 2 are a priority but a small but significant minority will make the transition from a position of being at Level 1 or from early awareness of Level 2  There is limited choice at the end of S1 and a more open choice at the end of S2, balanced by the use of IDL across courses, timetabled integrated task-based learning and timetabled personal support sessions. These factors provide a broad, general learning experience in S1-S3 for all pupils. Most pupils will have completed, or nearly completed Level 3 learning by the end of S2. At the end of S2, pupils have choices within the 8 curricular areas, moving towards the subject areas which will be examined in S4. Subjects chosen for S3, however, are required to cooperate in completing the full BGE, aided by timetabled/cross-curricular IDL experiences recorded through profiling. A final checkpoint between October and Christmas of S3 sees each child (with mentors, guidance teachers and parents**)** consider appropriate pathways as they approach S4. Pupils are able to progress to seek qualifications in 5, 6 or 7 subjects in S4. Two cross-curricular committees, Literacy/Numeracy and Health and Well-Being (HWB), provide support for departments and have helped to direct cross-curricular work arising from the results of the curricular audits. A third - Learning and Teaching - has supported all staff in adapting their teaching and learning methods to support the introduction of //Curriculum for Excellence,// also developing the Learning to Learn aspects of the 2-period timetabled IDL time in S1-S3. A fourth – for IDL - has supported and encouraged the development of interdisciplinary learning in a range of contexts: * An S1-S3 Integrated Task programme (See Appendix E in the main report) The Support for Pupils and their Learning programme has a particular focus in the daily 25-minute support period. Pupils are grouped in vertical House-based registration groups. Assessment developments are being taken forward in accordance with the materials being developed by SQA. The school has developed three possible profiling systems. ** Implementation of Senior Phase Curricular Structure ** The Senior Phase model has been designed around our learners’ individual pathways through this phase and to positive, sustained destinations. S4-6 is seen as one cohort, with different routes for individuals. In the Senior Phase, the school is working with consortium schools, colleges and partner providers to provide all young people a broad and increasing range of qualifications which includes traditional academic subjects, vocational opportunities, first steps in college or university courses, partner-provided (mostly vocational) courses and/or activities focused on individual learner achievement. Although the school began the senior phase development as a single-school approach, the development has grown to encompass all five local secondary schools with local colleges, universities and employers. A steering group coordinates the activities of the five schools and CfE aspects of the work of the local college. To ensure that all main progression pathways are supported appropriately, agreements have been formed (and are being further developed) with major local employers, colleges and universities. The following issues were also considered in developing the curriculum structure: * Transition from a broad, general education in S1 - S3   Learner journeys have been considered and pathways developed for pupils moving into the Senior Phase at Levels 3 and 4. Factors examined and planned include numbers of courses available at different levels, provision of 1-year/2-year programmes of study, vocational pathways, Baccalaureate provision, partnership working (FE, HE, employers, vol. sector, etc.), onsortium arrangements (City Campus provision), projected impact on achievement and attainment, including SQA progression issues and the role of courses and other enriching curricular elements such as free-standing units or alternative certification. In the Senior Phase, IDL continues in a range of contexts, including Complex Tasks, days/half days out of curriculum to support leadership training, employment skills, Outdoor Education, International Education and community involvement. The Senior Support programme again has the daily 25-minute support period. Senior pupils are in the same vertical House Support groups as juniors but their role is two-fold - to be supported in their own learning and to support younger learners by providing assistance. Again, key themes for the seniors are transition support to FE/HE/work, target-setting, tracking and mentoring, support for homework and classwork,an enhanced assembly programme, participation in selection of aspects of PSE, community involvement and the acquisition of wider skills – for life, work and learning  The school invests heavily in supporting seniors through e.g. skills training, leadership training, interview skills training, attendance at Open Days and/or Careers Fairs, Duke of Edinburgh experiences and a range of Outdoor Education courses and certification. Senior pupils also have access to the more developed parts of the international/global citizenship programme, including visits to Africa, Asia and North America. ** Staffing, Rooming and Timetabling ** Much effort has been invested in planning for //Curriculum for Excellence// through development of course models, trial timetables, analysis of staffing implications, rooming and accommodation analysis and analysis of transition issues. Benefits and issues relating to the City Campus are currently being discussed with our partners. ** Leading Whole-School Transition in the period 2010–2016 ** Members of the senior leadership team, principal teachers, emerging leaders and volunteer members of staff have all had opportunities to lead or jointly lead aspects of this development. A suite of tools has been developed to support all staff, particularly those in leadership positions. These include: * A 7-year strategic plan and timelines for the implementation of CfE ** Development of Assessment, Reporting and Qualifications ** The school has representatives in a range of SQA development teams, including Curriculum Area Review Groups (CARGs), Qualification Development Teams (QDTs) and short-life subject working groups. This experience is used to influence preparations for qualifications and also developments in S1-S3 profiling and assessment & reporting (currently being developed in line with Perth & Kinross policy guidelines). || //**Appendices**// Download by clicking on each and Save to your desktop: all other appendices can be found on the published CD: [|Appendix 1] PHS Curriculum map [|Appendix 2] Personalisation and choice S1-2 [|Appendix 3] S2-3 course choice 2012-2013 [|Appendix 4] S4-5-6 course choice 2015-2016 [|Appendix 5] IDL Perth High [|Appendix 6] S1 ID Tasks [|Appendix 7] PHS Integrated tasks proforma [|Appendix 8] PHS CfE Audit 1 [|Appendix 9] PHS Personal Support [|Appendix 10] PHS Load capacity ||
 * ** Executive Summary - **//download the full report [|here]//
 * Days Out of Curriculum to support Outdoor Education, International Education
 * Cognate developments e.g. integrated approaches in the Sciences & Social Studies
 * Cross-Curricular developments from 3-department links to 10 to 12 departments.
 * 5 to 7 (or 8?) Courses in S4- and part of S3 (strong parental/pupil request
 * Up to 5 courses in S5/6
 * Opportunities for personalization (strong pupil request)
 * Use of minor courses alongside main courses to support BGE
 * Build on existing strengths in IDL
 * Powerful focus for Support
 * An audit of the Junior Phase (See Appendix A of the main case study)
 * Development of models, timetables, staffing, rooming and teaching materials
 * “Dry-runs” of course choice (See Appendix B of main case study)
 * Staff load matrices for the years to 2015 (See Appendix C)
 * A strategic plan for the implementation of IDL, including a 3-year framework (See Appendix E), a full set of tasks with multiple options (and linked to identified sets of Es and Os), assessment guides, resource packs and teachers’ notes.
 * A full //Curriculum for Excellence// CPD programme, including cooperative learning.