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Fine for males with academic ability but not for those who are less able.  Would like to see a less academic subject/more practical subject in each column.

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Fine for males with academic ability but not for those who are less able.  Would like to see a less academic subject/more practical subject in each column.

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An overhaul of the option form would improve it.

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An overhaul of the option form would improve it.

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Not enough practical subjects for those who are not academic, not enough outdoor learning.

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Need to look at Level 6 Communication course run through the English department.

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Need to look at Level 6 Communication course run through the English department.

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Could it be part of a two year Higher English course?

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There's a disparity between columns in the S2 into S3 column.  Some columns have much more choice than others.

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There's a disparity between columns in the S2 into S3 column.  Some columns have much more choice than others.

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Differentiation does not work for pupils with extremely low literacy levels, a seperate curriculum that is needed but staffing makes it unrealistic to provide.

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Retain AH English as numbers are consistently high, this year there are twenty two students. General principle should be viability.

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For mqny males, application and literacy skills can be difficult and affect their motivation and performance. Practical/ skills-based subjects might suit some students better- such as Outdoor activities,sporting qualification, STEM subjects but the funding and resources from school/ authority /gvt, needs to be in place. Subjects such as; Bricklaying, rural skills, electronics, robotics ,,,,

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For mqny males, application and literacy skills can be difficult and affect their motivation and performance. Practical/ skills-based subjects might suit some students better- such as Outdoor activities,sporting qualification, STEM subjects but the funding and resources from school/ authority /gvt, needs to be in place. Subjects such as; Bricklaying, rural skills, electronics, robotics ,,,,

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They are particularly disengaged as a group - noticed across departments.

Clarity on expectations for teacher approach to this year group - is it BGE or is it focus on senior phase transition? Where is the value?

Developing new topics of more interest?

Should expectations be higher instead?

Literacy intervention needed?

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There are still some pupils who struggle to meet the academic requirements. Barriers to learning, such as poor literacy, numeracy and attendance. Teachers not always accommodating to overcoming those barriers.

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There are still some pupils who struggle to meet the academic requirements. Barriers to learning, such as poor literacy, numeracy and attendance. Teachers not always accommodating to overcoming those barriers.

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Pupils should have better advice around coursing.

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Pupils often not well enough informed about what each course involves. 

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Pupils often not well enough informed about what each course involves. 

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In some subjects 1 to 1 support from teacher can take place in class, for other teachers , literacy levels massively impact on any participation, no matter how differentiated the curriculum. Human/ technical interventions only go so far.

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In some subjects 1 to 1 support from teacher can take place in class, for other teachers , literacy levels massively impact on any participation, no matter how differentiated the curriculum. Human/ technical interventions only go so far.

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More regular meetings about this needed from Guidance, Teachers (more input needed about careers in their field), Careers. Time does not always allow this. Course choice booklet more engaging and course choice form to be set out differently. Any new courses offered need to be introduced to the pupils via assemblies possibly. Being informed better about pathways and entry requirements for example.

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Pupils' future plans (e.g. apprenticeship, college, university) should be taken into account when making course choices.

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Pupils' future plans (e.g. apprenticeship, college, university) should be taken into account when making course choices.

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It may not be that the curriculum is not good but the boys are immature at this stage and do not see the importance of hard graft. Would it be an idea for S3 pupils to attend a live n' learn workshop.

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...but it's unbelieveably demanding on teachers to cater for the level of need. HOWEVER...still too many lessons aimed at the middle.

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Information could be  more easily accessible- information is out there, signposting could perhaps be improved from the school end- about pathways and course choices.

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Information could be  more easily accessible- information is out there, signposting could perhaps be improved from the school end- about pathways and course choices.

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More at the expense of Level 4. There's not much on offer at Level 4 for S5/6 pupils.

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More at the expense of Level 4. There's not much on offer at Level 4 for S5/6 pupils.

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Diversity of needs of students in class right now is a big challenge - could there be more support for teachers in this?

Becoming a bigger workload issue. Is it possible to meet all of the needs we are seeing in some classes?

Big problems with seemis not being updated with relevant information.

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Run them if numbers are good and in demand. Staffing an issue, as well as timetabling. Need to have equity in what you offer for top and bottom end.

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but it's unbelieveably demanding on teachers to cater for the level of need. HOWEVER...still too many lessons aimed at the middle.

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Ideally 1-1 but how do you create this capacity

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Ideally 1-1 but how do you create this capacity

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Choose the right ones and don't give it as an option to drop them. If they do come out of subjects they have to have something else to fill their time (eg.volunteering)

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Pupils have a more informed of what the course involves.

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Pupils have a more informed of what the course involves.

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No. In some subjects numbers and uptake is good 14+ students, more University points could be added to pupils doing Advanced Higher courses. Universities and colleges should have more recognition for NPAs. For students with additional support needs, it is tricky to choose mainstream subjects at the appropriate level for some pupils. Additional staffing would allow more introduction of subjects

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No. In some subjects numbers and uptake is good 14+ students, more University points could be added to pupils doing Advanced Higher courses. Universities and colleges should have more recognition for NPAs. For students with additional support needs, it is tricky to choose mainstream subjects at the appropriate level for some pupils. Additional staffing would allow more introduction of subjects

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Offer students no further time in school if they are genuinely not partaking in courses. If they want a more pastoral role in school, there needs to be real options, with actual review of timetables.

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Offer students no further time in school if they are genuinely not partaking in courses. If they want a more pastoral role in school, there needs to be real options, with actual review of timetables.

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Some students are appearing on class lists with no experience in department - this leads to changing/dropping and level changes.

Students joining Nat5 classes when they are N4 level.

Alternative subject choices for students who cannot realistically attain a pass.

More consultation with class teachers and guidance before switching courses is offered could help.

Reasoning behind switching courses needs to be more robust.

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Materials adapted to suit individual needs but the outcomes of course are set by level so not always achieveable.

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Teachers should flag up non-attenders earlier.

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Teachers should flag up non-attenders earlier.

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Rural skills, outdoor learning, uniformed/armed services, barista courses, lower level numeracy/literacy courses, peer mentor schemes, mental health ambassador training, anything more linked to skills for work.

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It went as far as we could- staff allowing. Others were keen to oofer more but had no development time, no staff and no time to discuss value of additional qualifications. 

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It went as far as we could- staff allowing. Others were keen to oofer more but had no development time, no staff and no time to discuss value of additional qualifications. 

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No. Advice is not always taken on board leading to poor outcomes.

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Important for AH subjects to stay in, especially for some subjects with clear and direct links to undergraduate uni courses.