- 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.
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- Connect@Cardinal Newman programme
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- PE and HWB - Confidence, Self- Esteem and Self Image.
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- All S1 pupils - ASDAN Bronze Award
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- 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
- 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.
- Pupils enthusiasm and desire to produce good work was
- I have a better understanding of the implications of CfE
and
- It was brilliant - different from normal class.
- I loved building the rollercoaster.It was great fun
- 2010 and beyond continue but greater emphasis on
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
- 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
- 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.
- 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.
- 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
- '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
- Explanation/exploring slots
- Cross curricular discussion on Days 1-5 plus extra days
- School Leaders (curriculum)
- School Leaders (pastoral)
11. Cardinal Newman HSCurriculum for Excellence
- Appropriate external courses
- Twilights in house and external
- 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
- Transitions Primary to Secondary School
- Broad general education S1-S3
- Personal Support structures
14. Curriculum for Excellence
- Personal Support structures
- Broad general education S1-S3
- Interdisciplinary Work(connect@cardinalnewman)
- 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.
- Alternative curriculum Activate, Living for Sport, Asdan, PTS,
Outward bound, work experience
- Enterprise: YES, NED, SED, business engagement,
- 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: