|
|
||||||||||||||||||||||
|
||||||||||||||||||||||
|
CfE - Structure of the School Day |
||||||||||||||||||||||
|
‘Curriculum for Excellence’ The Structure of the School Day for Secondary Schools
1. Background
1.1 A national Curriculum Review Group was set up by the then Scottish Executive to bring forward proposals for the curriculum for children and young people aged 3 – 18. The Curriculum Review Group reported in November 2004 in a document entitled ‘ACurriculum for Excellence’.
A key aim of the “Curriculum for Excellence” is that we meet the needs of children and young people by providing coherent, progressive experiences through a more flexible curriculum. We are aiming to develop learners who are:- · successful learners· confident individuals· responsible citizens· effective contributors(The Curriculum Review Group, November 2004)
To support us in doing so, we are guided by seven principles for curriculum design:- · challenge and enjoyment· breadth· progression· depth· personalisation and choice· coherence· relevance(The Curriculum Review Group, November 2004)
1.2 It is recognised that the most important factors in delivering on the principles are concerned with people and include the effectiveness of learning and teaching approaches, the quality of leadership and the relationships which exist and operate at all levels. Further information on “Taking Curriculum for Excellence Forward in Moray” can be found in the Moray Information Pack of August 2008. (http://intranet.moray.gov.uk/moray_education/EducSrvs/Schools/CfE/CFE-Information-Pack-August-2008.pdf). Nevertheless, delivery of the principles will also require flexible structures and systems which, as far as possible, ensure that structural considerations do not inhibit curriculum delivery. Therefore, there are key strategic aspects of secondary school arrangements which require to be considered to support effective implementation. These relate to:- · The courses and choices to be offered to all pupils (including time allocations)· Efficient deployment of staff· Period length and the school week
1.3 This paper focuses on how period length and the structure of the school day might better support a school’s ability to deliver “Curriculum for Excellence” effectively.
2. Rationale
2.1 In terms of “Curriculum for Excellence” the curriculum can be defined as:- · The ethos and wider life of the school· Curriculum areas and subjects· Interdisciplinary learning· Opportunities for personal achievement(Building the Curriculum 3, June 2008)
As outlined above, the purpose of such a curriculum is to help pupils to develop the four capacities of being successful learners, confident individuals, responsible citizens and effective contributors.
In designing a curriculum which can help to develop these capacities schools need to consider the seven principles: Challenge and Enjoyment, Breadth, Progression, Depth, Personalisation and Choice, Coherence and Relevance.
The broad definition of the curriculum, together with the stated purpose and principles, have implications for the delivery of the curriculum. Effective teaching and learning is central. For example, opportunities will need to be provided for:- · Teachers to engage meaningfully with pupils (including time to discuss progress and future plans).· Teachers to have sufficient timetabled periods to deliver programmes of study which incorporate the stated principles of a ‘Curriculum for Excellence’ such as breadth, progression, choice and depth.· Departments to have time to incorporate interdisciplinary work into courses, in addition to covering pupil experiences and outcomes.· Pupils to visit departments regularly across the week to help with motivation and reinforcement of prior learning.· Tutors to have enough time to help meet the needs of the ‘Pupil Voice’, such as personal learning planning and progress with wider achievements.· Possible introduction of new ‘cross curricular’ subjects or elective programmes to help deliver pupil choice.
Delivering the purposes and principles can, in part, be achieved by rationalising existing courses where appropriate. Consideration could be given to subject ‘integration’, subject rotations or pupil choice between subjects. Needs will vary according to the year groups being considered.
Restructuring aspects of the curriculum for different year groups (e.g. time allocations for some subjects) could create necessary additional time needed for ‘new’ courses or increased provision for e.g. Personal, and Social Development or Physical Education.
2.2 The above applies to the position within an individual school. However, we need to look at a wider context for “Curriculum for Excellence” as we need to look at learning being delivered by a range of partners, both within formal school settings and in other settings such as colleges. We would also wish to ensure flexibility for schools to collaborate with each other, or for a number of schools to work jointly to provide specific learning experiences for young people with minimal disruption to these young peoples other courses and learning experiences.
2.3 Period length coupled with consideration of the structure of the school week can have a considerable bearing on the ability of a school to deliver on the above for the benefit of the children and young people of Moray. Learners can clearly benefit from schools which have sufficient teaching periods to provide curricular flexibility, in a context of some degree of structural consistency across Moray.
2.4 A number of other Local Authorities have already considered the above and have proposed a 32 period school week (plus 10 minutes per day for registration / tutor time). This results in an asymmetrical school week with some school days longer than others.
3. Proposals for Moray
3.1 It is proposed that Moray secondary schools move to a 32 period week model (plus 10 minutes per day for registration).
The 32 period school week may not seem very different from the 30 period week model existing in six Moray secondary schools. However, the two additional periods can provide greater flexibility in terms of specific aspects of “Curriculum for Excellence” such as interdisciplinary work, elective programmes, provision of pastoral care and perhaps enhanced work in specific areas such as literacy, numeracy or health and well-being.
The 32 period model also maximises staff availability within the context of the 21st Century Agreement which provides teachers with a maximum class contact time of 22.5 hours per week. This again enhances school flexibility in terms of its ability to plan responses to the needs of children and young people.
Two of our schools have 40 minute periods and this arrangement is increasingly seen as being less appropriate to the delivery of the purposes and principles of “Curriculum for Excellence”.
3.2 It is proposed that Moray secondary schools move to a harmonised school day as outlined below.
School stops after period 6 Wednesday-Friday inclusive.
There are various models for the 32 period school week depending on the length of lunch time and the number of “longer days”. Some Authorities have chosen a “four long days and one short day” model and have consulted on this. Under such an arrangement, the norm is for schools to close for pupils at lunchtime on Friday. The configuration of the week proposed for Moray arose through consultation with the secondary headteachers who regard our proposal as providing more advantages and more flexibility than the “four long and one short” model. For example, It was considered that it would give more opportunities for collegiate activities and partnership working for staff, and greater opportunities for learning in other settings for young people.
3.3 A number of advantages and areas of concern have been identified round the Moray proposals set out in 3.1 and 3.2.
The identified advantages of such a model include:- · The creation of time and flexibility to help with the delivery of the purposes and principles of “Curriculum for Excellence”.· The timetabling of vocational courses involving staff from FE Colleges. (Initial discussions with MorayCollege have shown clear short term advantages and real opportunities for longer term gains).· The opportunity for ‘extra-curricular’ activities on ‘shorter’ days.· The increased potential for collaborative work across schools if this model was to be adopted by all secondary schools in Moray.· The possibility of co-ordination across schools to allow the delivery of courses with very small numbers. (Other authorities are already utilising video conferencing to help support such a move).· The increased possibilities for the provision of effective staff development opportunities by schools and the Council.· Capacity to relieve pressure on staff by focusing meetings on the ‘short’ days.· Flexibility (with 2 extra periods) to trial new initiatives.
Although the advantages represent powerful arguments in favour of changing to the 32 period model, the following areas of concern have been identified:- · Shorter lunch times could have a detrimental effect on the provision of ‘extra-curricular’ activities (including Study Support).· The ‘long’ afternoons could present challenges in terms of pupil motivation and behaviour.· The creation of 50 minute periods could present problems for practical subjects which currently have ‘double’ 40 minute periods (i.e. 80 minute blocks).· A structural response such as this model will not, in itself, deliver the purposes and principles of Curriculum for Excellence (although it can provide greater flexibility and capacity to do so).· Teaching a full 7 period ‘longer’ day is recognised as being very demanding.
3.4 It is proposed that Moray secondary schools move to the period length and school week outlined in this paper at a time which suits their own local circumstances, but that this would occur by August 2012 at the latest. This would allow:- · schools to make the changes at the time which suits their emerging structure for “Curriculum for Excellence”· substantial time for barriers to implementation to be addressed (whilst recognising that, in any change, there will be aspects which are identified as concerns but which do not outweigh the overall positives)· the change to be embedded before the new examinations for S4 are introduced in 2013· schools to “stage” their move to the new structure. For example, a school could move to 32 periods but retain a longer lunch break for a year or two if this suited local needs· time for consideration to be given to the advantages and disadvantages of harmonising secondary and primary school times· schools to identify and plan for advantages peculiar to their own circumstances of two long and three shorter days.
3.5 The aim of this consultation is to gather views on the principles of moving to a 32 period week model in our secondary schools, and harmonising the school times for secondaries across the Authority. The timescale given for this consultation should not in any way impede any secondary schools which consider a need to move quickly on structural changes to their period structure or school day. However, they must not put in place any changes which would make it more difficult to implement these changes, if accepted.
3.6 Please note that these proposals apply only to secondary schools. However, discussions are underway with primary headteachers on the advantages/ disadvantages of harmonising the school day across primary schools and changes which might be appropriate for primaries if the above proposals for secondary schools are accepted.
4. Conclusion
4.1 A 32 period teaching week provides sufficient teaching periods, in a framework of maximum staff availability and flexibility, to help to deliver the aims of “Curriculum for Excellence”. If schools adopted this model it would necessarily mean the introduction of an ‘asymmetrical’ school week. The asymmetrical week also provides positive opportunities for staff development in schools and for alternative learning experiences for children and young people.
If this model was to be adopted by all secondary schools within Moray then further opportunities would be provided to better meet the needs of learners both within and outwith the school day, and to support staff development, Subject Group meetings, Working Party activities and collaborative working across schools. |
