ACE+In-Service+day+18th+Sept+2009


 * Feedback on 3 Possible Ace Curriculum Models**:


 * Kirklands School Model**
 * Blue Sky Model**
 * Kirkwall Grammar School Model**

**Group 1**
After a great deal of discussion the group felt that our preferred model would be:

Pupils would follow a timetable structure which isn't unlike the current one except we would like to see two afternoons devoted to rich tasks/electives which the pupils would chose from a menu such as the one in the Kirkland model

This would mean 4 periods of S1 would need to be taken from current S1 curriculum

Our ideal timetable for rich tasks would see an S1 pupil chose two rich tasks which could last between 4 and 8 weeks which have been properly planned and with clear outcomes which cover different skills and outcomes across the curriculum.

Also built into this model would be times when all of S1 could participate in whole school challenge/rich task such as Healthy Eating, St Andrews Day celebration or World Book day for example.

Rich tasks/ Electives would provide perfect opportunities to involve the local community, emphasising the importance of Citizenship.

Our group did not like rotas on literacy, numeracy etc which we felt would lead to artificial themes which neither pupils or teachers would like.

ACE Week: We don't see ACE week continuing in its present form but felt there should one or two weeks at the end of the summer term for trips and other visits, other activities.

S1 to S3 timetable should continue to the end of summer with the new S4, S5 and S6 using last weeks of term for inductions.

=**Group 2**=

KGS proposal seemed too disjointed - it was felt that numeracy/literacy etc would be part of "rich task", and not taught in a discrete way - if so, why not just keep them in their subject areas. It was felt that most of the requirements of the CfE are already being met in many subjects, though perhaps not as coherently as they might be Difficulty of deciding a framework without discussing curriculum content. How do we demonstrate progression? A new timetable will not, in itself, fix the problems that need to be addressed. Strong feeling that the current system is delivering ACE but how do we deliver in a more meaningful way? Pedagogy! Its not the what we are concerned about its the how! We liked the longer contact time proposed in Blue Sky model, where we can be more dynamic in our teaching, but it might not suit some pupils.

=**GROUP 4**= Agreed a preference for the Blue Sky Academy model. SUMMARY:
 * Are we reducing the number of staff in relation to S1 pupil (contact)?
 * Primary staff involvement? Note - there would be a knock-on effect on timetabling, if teaching bigger blocks
 * Timetable continuity across the whole school? (S1 and S2 on a separate 'timetable' from rest of school?)
 * Easier to move to 'new' S1 and S1 timetable at the same time
 * Ask p7 pupils WHAT they want to learn, eg rich tasks, before moving up to S1
 * Develops relevance between subjects
 * Challenge of getting the right teachers in the right place for rich tasks
 * Additional support pupils are already doing rich tasks/ACE activities
 * Tasks need to be very varied and the environment for delivery is important, to suit all pupils
 * 'Team Activities' - there is a need to set up (very soon) cross-curricular groups, eg as today's a.m. mix, and devise rich tasks/activities covering the ACE criteria
 * Core/key skills for each subject need to be strongly embedded, especially by S4
 * Academic path still requires high priority, for potential high-achievers
 * Links with other levels of education
 * Look at key points to cover in each subject area (for possible content reduction)
 * Overcoming parental perceptions, and how they impact on children;
 * relevance to real life/work
 * Blue Sky Academy favoured (constraing - present school accommodation)
 * Content should contain variety/thematic approach
 * No bells (put pupils in subject 'thinking mode')
 * We are meeting needs of all pupils IF there is a variety of tasks, meet the needs of 'high-flyers'
 * Does the BSA model fit SfL - not as at present
 * Rich tasks need to be well-planned, tested and give choice to pupils

=**Group 5**=

Introduce Rich Tasks/Ace Activities every Friday afternoon-otherwise the timetable stays the same though changes in practice within dept may be necessary.

No rotas.

Time for Rich time found by shortening periods on friday morning and dropping Ace Rota.

Literacy, Numeracy, H&W, and Technologies should NOT exist as separate subjects but should be embedded in all subjects.

Possibly students to keep log/diary of rich task participation.

Wikispace plus paper noticeboard for staff communication/contacts - with access for Junior Highs & associated Primaries.

Dept course plans to be accessible to all staff - staff resource base.

=**Group 6**=
 * elective tasks a good idea but need to be specific to this school and take account of skills and interests of our own staff.
 * planning/development time!!


 * lack of continuity when subjects only studied once a great deal of discussion week
 * double period (assuming current 55 mins) good for some subjects some of the time (eg art, technical, science) but not others (eg Modern Languages)
 * need to change teaching approach

Some proposals:
 * Kirkwall Grammar School Model**
 * rich task teams - need for staff communication infrastructure (planning and development); resources.
 * French, Music - proposed model (ie rota) a disadvantage to learning certain skills. Little and often required.
 * numeracy, literacy, health/well-being don't need to be isolated - should be across the curriculum
 * rich tasks can be done now - just need different teaching approaches
 * need to define "numeracy" and "literacy"
 * need to evaluate current ACE rota
 * 6 day timetable
 * Friday pm as ACE afternoon
 * shorten lessons to 35mins - or 20 min 'sections', combined in 2, 3 or 4
 * **Every Friday, pupils' day ends at lunch time. Staff day ends every second week at lunchtime, other week, carries on with staff meetings til 4:30.**

=**Group 7**=

Broadly agreed with **Lothian** model - NOT blue sky/Kirklands/KGS.
 * would make learning more meaningful (real contexts)
 * would mean smaller number of staff working with pupils (recommended 11.25 per team)
 * planning time available not only at block release but also during June when there are no S1s
 * staff would rotate over a period of time (two would remain in core group for transition)
 * would address ASN pupils (ASN teacher and LAs specifically for S1 pupils)
 * talented opupils could be pushed on
 * opportunities for extension work
 * opportunties for breath and depth
 * rich tasks would become obsolete (they would be part of the main curriculum
 * elective afternoons (vertical grouping)

=**Group 8**=

BLUE SKY MODEL No radical changes to be implemented. Double lessons in some subjects would be difficult.

It is understood that S1 pupils are supposedly better off with fewer teachers but we feel that pupils enjoy having several teachers in a day. We could have shorter periods and then have more double/triple lessons.

KIRKLANDS MODEL

Sparked a lot of discussion and we saw potential for the wider school. Rich tasks have to be of value - educational, challenge and enjoyment, etc.

KGS MODEL

Looks like there would be more teachers in front of pupils as opposed to less. Present levels of staffing are adequate. Departments who are losing teaching time should be heavily involved in the rich task time - this should include specialist subject teachers if the KGS model is taken up.

=**Math Dept Priorities for Action**=

1 Schemes of work for S1/S2 already include related ACE E’s & O’s but schemes need to be updated to incorporate specific changes in some areas especially with respect to approach eg. discussions, group and practical work.

2 Investigate way to introduce greater choice where appropriate.

3 Introduce five minute rotating ‘top tip’ slot for staff to share good practice at DM’s. Top tips to be included in online handbook.

Recommended Model

Introduce Rich Tasks/Ace Activities every Friday afternoon-otherwise the timetable stays the same though changes in practice within dept may be necessary.

No rotas.

Time for Rich time possibly found by shortening periods on friday morning and dropping Ace Rota.

Literacy, Numeracy, H&W, and Technologies should NOT exist as separate subjects but should be embedded in all subjects.

In general

Rich tasks Yes in favour - in rich task time and in subject areas. Rotas No - against - Not as in KGS model but Rich task time could involve some rotational aspect. Challenge Weeks NO Challenge Days Yes - can be organised within current structure - number of days should be limited. ACE Week Yes Longer Blocks of teaching time No not for Maths. Electives Yes as possible option in Rich Task afternoon. Common course S4-S6 Attractive idea generally in favour but concerned about possible reduction in S4 Options.