Curriculum for Excellence Courses
As with classes in S1 and S2, we continue to use setting to the benefit of all learners. We think that in our robust setting ensures that there is an appropriate course for all learners, and takes into account the progress made by all learners through our primary liasions to S1, S2 and into S3. However, as the learners progress further through the S1 – S3 curriculum, it does become more difficult to keep the themes of learning consistent, and therefore we have created 3 more distinct courses.
- The aim of our upper course is to cover much of the work expected at Level 4 during S3, with the intention of aiming towards National 5 in S4.
- Our middle course is mainly designed to cover work at Level 4 this year, whilst dipping into National 5 outcomes in S4 as appropriate. Learners exposed to this course are aiming for National 5 Maths before the end of S5, which for some will involve securing National 4 in S4, while others might manage to achieve National 5 in S4.
- We are also planning on running a Lifeskills Maths course in S4, the foundations of which are given through the National 3 (previously Access 3) course during S3. Currently these learners are following National 3 (previously Access 3) this session. The progression for next year is to follow National 4 LifeSkills Maths in S4. Much of this work is internally assessed, and therefore it is important to keep on top of all work throughout the course
Each S3 course gives all learners a variety of skills that will be useful in mathematics and beyond
- Complete core skills in numeracy Work on non-calculator work with fractions, decimals, percentages and estimating and rounding
- Critical Thinking and Interpreting Data We believe that it is crutial for learners to understand their learning and to apply their knowledge in context. In particular with the work on graphs and statistics, we encourage all students to regonise the ‘why’ not just ‘how’ and justify why they have come to decisions.
- Practical Skills We find that maths lessons fit into so many other areas of the curriculum, and emphasis the learning within the department as a skill that could be applied in other settings. This is evident with all the work on length and measurement, which might require the use of scale drawings, or measuring accurately, or even changing from mm to cm and m.
Our S3 courses follow on from the work in S1 and S2. Clearly, the courses involve developing numeracy skills, which will of course continue to thread through the work throughout the school, and extend the non-calculator work of S1 & S2.
We also will work on algebra, statistics, probability, graphs, patterns and shape and space, and much more.
Assessment as part of Curriculum for Excellence will take a variety of forms. During lessons, there will be a lot of formative assessment in line with of Assessment for Learning strategies which give instant feedback. This might include the use of ‘show me’ boards, learning diaries and lots of different questioning techniques. There will also be a selection summative assessments in the form of NABs for those following the National 3 (previously Access 3) course, Internal Core and extension class tests, and various evidence gathering projects. These might include projects similar to the Easter Egg project in S2 and show an individual’s depth of understanding and application of the skills learnt. Some of these projects will be individually, but others might include collaboration with peers. We will also continue to use home learning tasks as a way of monitoring progress.
Success this year will determine the level of study next year. This will either be at National 5 (equivalent to credit or Intermediate 2 standard), National 4 Maths (equivalent to general or Intermediate 1 standard), National 4 Lifeskills Maths (equivalent to general or Intermediate 1 standard) or National 3 (previously Access 3 or Foundation standard).