Personalisation and choice P7 to S1 - St Columba's High School
Through a process of consultation and discussion with pupils, parents and staff, it was decided to begin by building on pupils’ prior learning from primary school, developing a programme of activities that would enhance pupils’ learning experiences during S1.
A more flexible approach to S1 curriculum design was introduced. The young people were involved in the curriculum planning process and in making motivational choices that would create exciting learning environments from which they would benefit and develop learning skills from a range of ‘real world tasks'.
Project outline - Personalisation and choice P7 to S1 St Columba (42 KB)Curriculum areas
Three curriculum areas were chosen for development:
- Expressive arts
- Health and wellbeing
- Technologies
These areas were chosen as they allowed the school to focus on areas of expertise and availability of staffing within the school. In addition, it was felt that these broad curriculum areas provided an effective focus for employing learning and teaching approaches that promote the development of the four capacities.
Within these curriculum areas pupils now undertake a range of activities designed to challenge them in ways that would not previously have been possible within the formal S1 curriculum. Taking the very best aspects of what might previously have been considered to be extra-curricular activities, and combining them with relevant skills and personal development opportunities, the programmes are designed to encompass learning across the totality of the curriculum including:
- the ethos and life of the school
- curriculum areas and subjects
- interdisciplinary learning
- opportunities for personal achievement.
Planning for the projects is the responsibility of a team of four teachers working in each of the curriculum areas. As curriculum leaders they have the freedom and responsibility to collaborate in organising activities and groups of young people in flexible ways which facilitate the activities undertaken and meet the needs of the pupils. Planning takes account of the seven principles for curriculum design, and a key consideration is to build in approaches which ensure appropriate pace and challenge.
In line with Assessment is for Learning, staff and young people are engaging in dialogue and assessment approaches throughout that support and inform the learning. Young people participate in culminating tasks which are built in either at the end of the project or at key points during the course of the year. The projects have logical ‘endpoints’ that draw together the young person’s experiences and direct their work to a logical conclusion, helping them to reflect on and acknowledge their personal achievements.