In Millburn Academy we need to ‘develop skilful, resourceful, resilient, flexible and independent learners’ who are well prepared to contribute to 21st century society.

Six years in Millburn Academy already facilitates the rounded development of young people – academically, emotionally, spiritually and physically. How do we ensure this is the case for all pupils?

There are a wide variety of opportunities for learning and development available to young people in Millburn Academy and in the wider community.

Analysis of our SQA results suggests that lower ability pupils find it difficult to progress in the senior school as our course options do not suit them very well.

We need to work on our senior options so that pupils of all abilities can work out clear progression pathways.

Our curriculum structure must maintain what is good about our current SQA attainment and improve the picture wherever possible.

Curriculum DesignEvery child and young person is entitled to experience a broad general education (up to the end of S3). At S3, programmes and courses are based on the Es and Os, typically at third and fourth curriculum levels depending on young people’s prior progress and achievements.

In S3, young people have opportunities for increased specialisation that prepare them for the senior phase. The design of the S3 curriculum allows learners to specialise in preparation for qualifications and personal achievement. Such choices do not involve traditional subject choice at the end of S2 (or earlier) for all young people in a cohort for a two-year course leading to qualifications in S4.

For some young people, appropriately challenging learning experiences involve learning beyond fourth curriculum level Es and Os and stretching into National 5 level work.

Education Scotland Inspection Advice Notice (Aug 2012)

We have, at this time of major change, the best opportunity to ensure that all our pupils have the best possible chances of success in life beyond Millburn Academy.

We must make sure that we provide a curriculum experience which will enable young people to achieve at the highest level possible at all times and which allows them to successfully compete with learners from other schools/areas/countries.

We must ensure that what we offer is sustainable, affordable and effective in terms of improving the life chances of learners and in ensuring a rewarding experience for all learners and staff.

The proposed curriculum will ensure that agreed required skills are progressively planned to build upon prior learning and ensure that learners can engage with familiar and unfamiliar learning contexts appropriately and with maximum success relevant to each individual.

In order to achieve individual potential, all learners will develop key skills appropriate to each age/stage across all their learning. We must ensure pace and challenge and take account of prior learning.

We must be clear what skills and knowledge we value in our learning community. Factual knowledge and recall, understanding, applying, analysing, evaluating, creating, effective use of ICT, Working with others, Skills for Life, Learning and Employability...

33 period week, with periods of 50 minutes

Pupils study 8 subjects + Core in S3

Pupils study 6 subjects + Core in S4

Pupils study up to 6 subjects + reduced Core in S5

Pupils study up to 6 subjects + reduced Core in S6

RME = Religious and Moral Education, LS = Learning Skills, IL = Inquiry Learning, HWB = Health and Wellbeing, PSE = Personal and Social Education

RME = Religious and Moral Education, LS = Learning Skills, IL = Inquiry Learning, HWB = Health and Wellbeing, PSE = Personal and Social Education

Longer periods and double periods (particularly in the senior school) are better for Teaching and Learning.

Fewer attendance recording events (32 rising to 33 instead of 40) – if 4 minutes spent on each attendance recording event, then this saves 28 minutes per week which is absorbed into teaching time.

10 minute registration time ultimately becoming teaching time (targeted notices delivered during period 1: assemblies on rotated extraction) creates 50 minutes more teaching time per week.

Fewer cross-overs subject-to-subject leading to less time wasted in transit.

Column 6 can include activity other than a 6th NQ course, such as volunteering, work in the community, work experience, buddying, study time, SQA unit awards, accountable House Vice-Captain time, charity work, research project etc

Structure of Day 2013-14Structure of Day 2013-14Option 1Option 1

Structure of Day 2014 Structure of Day 2014 OnwardsOnwardsOption 1Option 1

Structure of Day 2013-14Structure of Day 2013-14Option 2Option 2

Structure of Day 2014 Structure of Day 2014 OnwardsOnwardsOption 2Option 2

Structure of Day 2013-14Structure of Day 2013-14Option 3Option 3

Structure of Day 2014 Structure of Day 2014 OnwardsOnwardsOption 3Option 3

Inquiry Learning Period› Initially as a trial in S4 and subsequently in S1-S3.

› Focus on broad cross-cutting questions, with an emphasis on using the full range of Literacy skills identified in the CfE documentation and how these can be applied across the curriculum.

› This period is the seed for the future growth of Inter-Disciplinary Learning.

We will compile an online survey to make this as easy and accessible for all members of the school community as possible. There will be a link to the survey on the front page of the school website, and it will go live on Monday 26th November.

We will put together a booklet with the key points from the presentation for your information. The booklet will also include the survey in case you would prefer to complete and return it in paper form. The booklet will be issued to all parents via pupils.

Please return your thoughts by Friday 7th December.

Thank you for taking the time to meet with us and if you have any questions…