1.Cardinal Newman High School Curriculum for Excellence STEC April 2010

2. Nothing would be done at all if one waiteduntil one could do it so well thatno one could find fault with it.John Henry Cardinal Newman 1801-1890 The Cardinal Newman way ..forget fear and uncertainty we havethe capacityto meet curriculum for excellence what is clear is thatno oneis coming to tell us what to do- we needa structurethat suits our needs and the needs of our pupils to be successful, responsible, effective and confident. 3. Connect with aCurriculum for ExcellenceCardinal Newman High SchoolNorth Lanarkshire.

• Connect@Cardinal Newman programme

• PE and HWB - Confidence, Self- Esteem and Self Image.

• All S1 pupils - ASDAN Bronze Award

• Personal Support: Homeroom

4. [email_address]

connect@cardinalnewman a new, exciting and

innovative interdisciplinary projects for S1 S3.

Learning was put into practical context over 9 weeks.

S1 programme (a):Wish you were here?

Im a Disaster get me out of here

Pupils with Social Subjects, Spanish, IT and LSS teachers learning, co-operatively, about countries across the world and their culture and organising a shoe box appeal

S1 programme (b):Hooked

Pupils working with Drama, Music, Art, Technical and Business IT cumulating in a dramatic production where every child had a role to play acting, singing, dancing, set, lights, sound and moving image.

5. [email_address]

connect@cardinalnewman a new, exciting and

innovative interdisciplinary projects for S1 S3.

Learning was put into practical context over 9 weeks.

S2 programme:Maths and Science workshops with activity designed to

bring the outcomes and experiences to life.

They learned in a fun and practical way about issues such as viruses and Great Scots in History and build rollercoasters, greenhouses, sun dials. All culminating in a trip to Glasgow Science Centre

S3 programme: series of activities designed to create opportunities for personal and spiritual development. These activities embraced outcomes and experiences of HWB as well as affording opportunities to explore choices and possible positive leaver destinations. 6. connect@cardinalnewman:2009 10: Success?

We evaluated each Connect experienceusing quantitative data, observation and participants views.

Observed lessons showed that active learning was prevalent, the less able were supported and the most able pupils challenged.

During Connect weeks there was a significant reduction in the number of S1-3 pupils sent to Time Out compared with the previous 9 weeks and the corresponding weeks in session 2008-09.

Quotes:

Pupils enthusiasm and desire to produce good work was

impressive

I have a better understanding of the implications of CfE and

AifL.

It was brilliant - different from normal class.

I loved building the rollercoaster.It was great fun

2010 and beyond continue but greater emphasis on

stations

7. PE and Health and Well-being

Pilot delivering aspects of HWB in collaboration with partners.

PE programme concerning fitness pupils investigate how fit they are and examine the social, emotional and mental benefits of a Healthy Lifestyle.

Pupils analyse their own results to fitness tests and attitudes linked to numeracy outcomes.

Nutrition and Understanding the Science and has been positive.

Collaboration with the Science and Home Economics

Lanarkshire Health Service resources and presentation materials.

Work linked to primary schools and work of S6 CSLA students

Next steps.

Continue above but with closer collaboration with Home

Economics to ensure coverage of the practical food tasks

from the HWB outcomes and experiences.

8. ASDAN Bronze Award in S1 Curriculum for Excellence

All S1 students participated in ASDAN Month across

Home Economics Modern Language English

MathsREPE

A formal recognition of the key skills to be developed through Curriculum for Excellence - development of skills for life and work - literacy, numeracy, communication, problem solving and working with others delivered through an interdepartmental approach.

Teacher Quote:

We expect to have up to 178 children accredited with an ASDAN bronze award this session. Since this approach is proving to be successful to date, we will repeat the programme in session 2010-11, possibly with more departments involved.

Pupil Quote:

Im enjoying ASDAN month. My mum liked it too because I had to do some of the work with her at home

9. Personal Support:Homeroom

The rationale to create Homeroom is based on the entitlement detailed in BtC3

that:

'Every child and young person is entitled to personal support to

enable them to gain as much as possible from the opportunities

which Curriculum for Excellence can provide.'

We have 6 Houses and each of these has 9 Homeroom classes.

Homeroom - a maximum of 20 pupils from S1 to S6 from the same House.

After core administration duties, Homeroom teachers and pupils, working co-operatively with shoulder partners, work through a programme of activities to be undertaken each day.

There is an identified Theme for each week which all groups explore with the Tutor and or senior students leading or coordinating discussions.

Homeroom supports pupils in monitoring their own progress.Pupils use the self-evaluation sheets provided to track their targets and have the opportunity to discuss these with the tutor and with a senior student mentor.

NB. The setting of academic targets remains the role of departmental teaching staff.

10. Cardinal Newman HSCurriculum for Excellence

CPD/SUPPORT

Inset Days

Explanation/exploring slots

Cross curricular discussion on Days 1-5 plus extra days

Away Days

SLT

School Leaders (curriculum)

School Leaders (pastoral)

Teaching Staff x3

QIS Business Meetings

Each subject area

11. Cardinal Newman HSCurriculum for Excellence

PLUS

Sharing Good Practice

Appropriate external courses

Twilights in house and external

School Dev Groups

Curriculum Review Grp

Champions

Dept Reviews

Quality Improvement Report

Departmental Improvement Report

Further information fromIsabelle Boyd CBE HT [email_address] 12. 13. Curriculum for Excellence: Curriculum Structures

Flow from 4 thlevel into Senior Phase

Skills for Learning, Skills for Work, Skills for Life

Planning for sustained positive destinations

Literacy, Numeracy & HWB

Transitions Primary to Secondary School

Choice in S1-S3

Broad general education S1-S3

Personal Support structures

14. Curriculum for Excellence

Personal Support structures

Pupil Support Team

Tutors and Mentors

Homeroom

Broad general education S1-S3

Interdisciplinary Work(connect@cardinalnewman)

S1 Curriculum for 2010

Choice in S1-S3

Curriculum for S2 and S3 from 2011 onwards

15. P7 S1Continue excellent cluster links: socialemotional and curricular project andexperientialS1 Common courses covering all 8 areasof study (plus literacy/numeracy/HWB) S2/S3 Selected study still cover all 8 areasbut added depth (expense ofbreadth)? Our Agreed S1-S3curriculum model 16. S1-S3 curriculum model English4 Maths 4 Spanish 3 Science 3 Social Studies 3 Tech2 Art 2 Home Ec 2 Physical Ed 3 RE 2 Music} 2 Drama S1 August 2009 English4 Maths4 Spanish3 Science 3 Social Studies3 RE 2Technology2 Enterprise2 PE/HWB 4 Expressive Arts 3 S1 August2010 - 17. Session 2010- 0nwards A common S1 course with pupils making choices at the end if the year before embarking on in depth study in 8 subjects in S2/3 as preparation for 5 or 6 subjects in the senior Phase (S4 ->) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 S1 E E E E Sp Sp SpM M M M Sc Sc Sc SS SS SS EA EA EA T T/He He ENT ENT PE/HE PE PE RE RE ROOMS2 E E E E M M M M OPTION 1 OPTION 2 OPTION 3 OPTION 4 OPTION 5 OPTION 6 PE PE RE RE HOME S3 E E E E M M M M OPTION 1 OPTION 2 OPTION 3 OPTION 4 OPTION 5 OPTION 6 PE PE RE RE HOME 18.

AiFL techniques

Co-operative learning

Moving image education

Vocational courses

Alternative curriculum Activate, Living for Sport, Asdan, PTS, Outward bound, work experience

Enterprise: YES, NED, SED, business engagement,

Restorative practices

Leadership: staff involvement, SCG, Champions, Skye guys, pupil councils,

Sharing good practice, very good self-evaluation

Lets start to badge and label our Curriculum for Excellence

Get set . our current good practice and procedures to build the Curriculum for excellence includes: