Successful Learners Confident Individuals
Forrester High School
Learning Review for S2
INFORMATION FOR PUPILS AND CARERS
“Caring, Purpose
and Achievement”
2016/2017
Responsible Citizens Effective Contributors
Introduction
Your daughter/son has been following the Curriculum for Excellence Programme in first and second year which focused on a broad general education for all.
In third year we offer the opportunity for students to personalise part of their curriculum and also offer choice in some areas – this is clearly shown in the S2 Learning Review sheet which goes along with this booklet.
All students will study English, Mathematics, Science, French, Social Education, PE and Inter Disciplinary Courses in their Elective/Enrichment along with Religious and Moral Philosophy being delivered on a rota.
They will continue to study a subject in Social Studies, Expressive Arts and Technologies but they will be able to choose which particular subject to study, from three options columns.
There is also an opportunity to personalise their curriculum by choosing from the Elective/Enrichment section.
Details of the courses on offer in the option columns and the elective/enrichment section are contained within this booklet.
While booklets are useful for reference, they are obviously no substitute for direct advice from teachers. We hope that you will be able to take the opportunity to visit the school on two important occasions.
· On Tuesday 12th January from 4.00 – 7.00pm, class teachers are available for consultation, by appointment, to discuss your child’s report and choices for next year.
· On Thursday 28th January we have a Parents’ Information Evening in our Assembly Hall, 6.30 – 7.15pm. Senior staff will talk about the various courses on offer and the course choice process. We will also be able to update you on the progress we are making with the introduction of Curriculum for Excellence.
Karen Scott
Depute Headteacher
January 2016
Attention All Young People
Planning for Choices and Changes
You now have the chance to make some choices about which areas of the curriculum you want to study in more detail. So how are you going to go about making these choices?
To help you get started ask yourself:
· What am I interested in and enjoy?
· What am I good at?
· Do I have any ideas yet about what I might like to do in the future?
What can help you make the most of your Learning Review?
Friends and family
Speak to friends and family who know you and can chat through your strengths and weaknesses and share their experiences with you.
In School
In Social Education you will be working on a package of activities that will give you the opportunity:
· To identify your skills and achievements
· To look at areas you need to work on and improve
· To start to look at different career areas
· To help prepare you to make informed choices
We don’t expect you to have any clear career ideas yet, but do start thinking ahead.
You may wish to chat your ideas through with your Careers Advisor, Heather McAulay. Heather runs a weekly Careers Clinic where pupils can drop in for an informal chat. No appointment is necessary just pop along to her office opposite the ELP to check her schedule.
Parents can consult Heather, or any Careers Advisor, on 0131 313 6062 or by logging on to www.myworldofwork.co.uk
Another useful website is www.planitplus.net
Remember!!
What am I good at?
What am I looking What do I enjoy?
to do in the future?
______
Finding your way
Page Topic
5 - 11 Core Subjects
12 - 14 Option 1 - Sciences
15 - 18 Option 2 - Social Studies
19 - 22 Option 3 - Expressive Arts
23 - 26 Option 4 - Technologies
27 - 38 Elective/Enrichment Courses
39 - 40 Learning Review Form
CORE SUBJECTS
· English
· Maths
· Modern Languages - French
· Personal and Social Education
· Physical Education
· Religious and Moral Philosophy
ENGLISH
Course Outline
June – Sustainable Development Unit
At the end of S2 all students undertake a project focusing on sustainability. Pupils become more aware of the story behind our “Stuff” and the effects our habits have on the planet now, and into the future. It develops the important skills of group work, research, critical thinking, and presentation. We think about the big picture – not just how the planet is being affected by our desire for products (food, clothing, technology), but also how PEOPLE are affected. How do companies give back? We research various popular companies and find out whether they are truly ‘sustainable’. Some of the information can be hard to swallow. Pupils use the knowledge gained to produce a formal piece of writing, which explores their chosen company, either as an informative report on the organisation or a discursive piece, exploring both sides of the argument.
August-October – Identity Unit
Who are you? Do people really know what makes you tick? Under this themed heading, pupils will read a range of poetry focused on what really makes us who we are and how, sometimes, we judge people without considering the impact on their lives. A poem will be selected and pupils will write an individual critical response. In addition to this, discussions and debates will help pupils focus on themselves and present their personal perspective on their identity in a poem, incorporating poetic skills and devices.
October-December – Media Project
Continuing on the theme of identity, pupils will study the exciting world of advertising and how products are marketed to us, the consumer, in relation to their Scottish identity. They will learn key skills, such as persuasion and stereotyping, as well as specific media skills relating to storyboarding, filming and editing. There will be focus on group work skills, as pupils work in teams. The outcome will be the planning and production of a media text, specifically designed to engage and persuade the audience to buy a Scottish ‘product’. Work produced during this project will meet the criteria for National 3 Media and would be a great stepping stone into a National 4 or 5 Media course in S4.
January-April – Literary Study (Prose/Drama)
Pupils build upon their critical reading and writing skills in this area of the course, as these skills are central to understanding and communicating on literature – a central concern of the National 5 course. As poetry has been studied earlier in the year, a significant amount of time has been put aside for focus on a more substantial class text: drama or prose. Learning will centre on: character, theme, plot structures and literary devices. The main outcome will be an extended critical response to the class text, but will incorporate group discussion skills and other creative outcomes relevant to the text. These may include diary entries, letter writing and imaginative writing.
April-May – Freedom of Speech
Through class learning and independent research, pupils will delve into the dark world of the rights of the child and adult. What are you entitled to? What are your rights? Pupils will individually chose a focus, then gather evidence of violations of human rights and what is being done to improve the situation in these areas. The outcome will be a solo presentation on their findings, as well as opportunities to work on key internal assessment criteria towards the National 4 award, including the Added Value Unit.
Reading for Gold – the ongoing reading scheme as homework; completing tasks that build on analytical and evaluative skills required for senior courses.
MATHEMATICS
Course Outline
Maths is important in our everyday life. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions. In a recent O.E.C.D report a maths qualification was named as the number one protection against future unemployment. In S3 students will follow individualised learner pathways based on previous performance in the maths department but will cover 3 main aspects of mathematics.
Expressions and Formula:
This unit is concerned with manipulation of algebraic terms, the simplification and evaluations of expressions. Topic covered include algebra, geometry, statistics and reasoning.
Relationships:
This unit is concerned with the relationship between mathematical quantities and how to solve problems involving these. Topics covered in this unit include graphs, equations, aspects of algebra, geometry.
Numeracy:
The unit is concerned with the use of number and information handling to solve problems in real and abstract contexts. Topics covered include basic number, time distance, speed and measure.
Problem solving and reasoning are embedded throughout all maths courses these prevalent when linking topics together and vital in developing lateral thinking skills.
The S3 course is designed to provide learners with progression pathways to National 3 Life skills Maths, National 4 Life skills Maths, National 4 Maths or National 5 Maths courses in S4.
Modern Languages - French
Course Outline
In S3 pupils will continue with the study of the modern language acquired in S1 and S2. In the enrichment column pupils will have the option of selecting a second modern language. Pupils will continue to work through the Experiences and Outcomes in modern languages at level 3 and work towards level 4 throughout the course of S3.
Through learning a foreign language pupils will:
· gain a deeper understanding of their first language and appreciate the richness and interconnected nature of languages
· enhance their understanding and enjoyment of other cultures and of their own and gain insights into other ways of thinking and other views of the world
· develop skills that they can use and enjoy in work and leisure throughout their lives
The study of a foreign language plays an important role in all language learning and the development of literacy skills.
The study of a modern language has a unique contribution to make to the development of cultural awareness as it provides young people with a means of communicating directly with people from different cultures, enhancing their understanding and enjoyment of other cultures and of their own. They gain insights into other ways of thinking and other views of the world and therefore develop a much richer understanding of active citizenship.
One of the key aims of modern languages teaching is to develop young people’s communicative competence so that they are able to use and enjoy the language effectively in real situations and for a range of purposes in work and leisure throughout their lives.
In S1 pupils worked through the following themes:
Personal Information Project, Activities which promoted a deeper understanding of the culture of the countries in which the language is spoken, Christmas traditions of the country, Town and Home Environment, Transactional Language for buying food, shopping and Numeracy, plus learning about the rule of the language.
In S2 pupils will work through the following themes:
Project covering other countries where the language is spoken, School Exchange unit, Health and Wellbeing, Music and Media and Knowledge and Understanding of the rules of the language.
In S3 pupils will work towards achieving the French for Life and Work Award at level 3 or level 4:
There are 3 Units French for Work Purposes, Building Employability Skills and French for Life Purposes.
PERSONAL AND SOCIAL EDUCATION (PSE)
Course Outline
Pupils receive one period of PSE per week with every effort made to have it delivered by their own Pupil Support teacher.
It is our aim to deliver aspects of Curriculum for Excellence Health and Well Being through the following topics:
· Make informed and positive choices
· Alcohol and Drug Education
· Sexual Health and Relationship Education
· Careers Education
· Study and Revision techniques
· Respecting others
· Goal Setting and Aiming High
· Personal Statement
We aim to ensure all pupils receive accurate, up-to-date information on each of these topics. Our PSE lessons give pupils the chance to develop their own values through class discussion, group work and individual activities.
Where appropriate the relevant partnership agencies (such as Lothian and Borders Police, Wester Hailes Youth Agency) are invited in to support and help us deliver a stimulating programme. We also train our S6 students in a peer education programme to help deliver drug and alcohol education.
PHYSICAL EDUCATION
Course Outline
Having completed a Broad General Education in Curriculum for Excellence in S1 PE, pupils will have experienced around 10 activities over the year: Football, Rugby, Badminton, Basketball, Gymnastics, Hockey, Dance, Swimming, Table Tennis and Athletics.
Assessment is based on three key Health and wellbeing Experiences and Outcomes:
Co-operation and Competition, Movement Skills and Evaluating.
Staff will also use the significant aspects of learning diagram (seen below) to underpin the E&Os throughout BGE S1-3
In S1 the main focus was on Skill development, challenge and progression.
Moving into S2/S3 the courses are as follows:
S2 CfE
In S2 Curriculum for Excellence PE, pupils have a choice as to which course they opt into. The course choices are be made up of a ‘Games’, ‘Skills’ and ‘Creative’, course. Every pupil undertook a Team Building and Athletics block.
Assessment is based on three areas:
Co-operation and Competition, Movement Skills and Evaluating.
By the end of S2, pupils will have experienced 8 activities over the year with the main focus being Skill development and learning to co-operate with class mates in challenging environments. Pupils will have been exposed to a range of challenging contexts developing personal qualities such as Self Esteem, resilience and determination. This is reported on with Skill development being assessed at levels 3 and 4.
The main focus is on choice and flexibility, but still allowing a breadth of activities to be experienced.
S3 CfE
In S3 Curriculum for Excellence, pupils will be streamed into classes based on their practical ability. A heavy emphasis will be placed on leadership and coaching opportunities within a class. Pupils will get the chance to experience new and exciting activities throughout this year over 2 periods.