Fifth and sixth year pupils

This is the second session in which formal target setting in S5/6 has been employed. The pupils set their own targets for the outcome of courses with support from staff, informed, last session, by statistical evidence. The pupil selects the targets and his/her selected targets are discussed with the subject teacher concerned. A dialogue ensues in which it is acceptable for staff to challenge through discussion of, for example, previous performance, time availability and commitment to study, the target levels selected by the student. Changes may be made by the pupil but, although staff may hope that they will set their targets within a broadly 'realistic' range, the target set must be the pupil's own. Staff do not have a right to impose their view even if they feel that, after discussion, the level is too low or high.

The process also offers a way in which pupils plan how to achieve their targets. Both pupils and subject staff make notes on the meeting which are agreed before the pupil notes are passed on to the relevant guidance staff who review progress. Subsequent reviews with Guidance staff ­ usually two meetings between targets being set and the exams being sat ­ give the pupils the chance to revise their strategy for achieving their goals. Parents will also be involved this year, with information on the targets being highlighted on the post-prelim attainment report.

Pupils with special educational needs and learning difficulties

In the Department of Special Education, a new awards scheme, in a standard format for all pupils, is being trialled. Effort, behaviour and relationships are the areas being recognised, with pupils making their own targets with their teacher and being awarded certificates for achievement. The teacher who has pioneered the system had some concerns despite recognising these aspects of personal development as critical to the pupils' future prospects. Pointing out shortcomings might not lead to raised self-esteem and also it was difficult to prioritise targets for pupils who had a range of readily identifiable areas for improvement. Some pupils have been over-zealous in suggesting targets for those who appeared to find it harder to reflect and identify targets for themselves! Overall, however, experience to date has shown the scheme to be manageable when long-term targets are broken down into short term SMART targets. Achievement and effort are valued and recognised, targets are on view for all to see and pupils are involved in rating themselves on a star system. Further work needed, if the target is not met in the short term, is also highlighted.

Pupil interaction with reports, records and curriculum planning

Pupils, as well as parents, have the opportunity to comment on their reports. The acknowledgment slip signed by the pupil and parent gives space for reflective comments and suggestions for future action. Most pupils tend to respond and comments range from, 'I'm really pleased with my reports', to planning on how to address the 'Next Steps' recommended by teachers. The school acts on needs or concerns highlighted by pupils and parents.

The practice of self review/assessment for pupils is well established and future development work will focus on establishing greater awareness of Core Skills, S1 to S6, and the link to Progress File (the IT system linked to progression through Higher Still programmes). Booklets in subjects such as Modern Studies allow pupils to record not only grades achieved, but also the tasks completed well and targets for improving. In Physical Education, pupils are encouraged to carry out peer assessment in practical work, with feedback, so that pupils can select areas for improvement. Similarly, in English, pupils feed back to their peers during 'talk' activities.

Currently, a group of S4 pupils are experiencing the benefits of an 'Alternative Curriculum' through the 'On Track' initiative. Several disaffected pupils have been given the opportunity to determine their own packages within the education system, combining a reduced school curriculum with work experience and in some cases, college courses, tailoring their own education to their individual needs. The Careers Service, using enterprise activities, has encouraged independence, team- building and leadership, while raising self-esteem. Mentoring (through regular individual consultations with the Careers adviser) has supported these pupils in their post-school ambitions.

It is perhaps ironic that pupils achieving well in relation to their perceived potential, taking 6-8 'good' Standard Grades and 4-5 Highers, and who would be well-prepared to make choices within the curriculum about what to study or what units to take, may actually have fewer such choices than lower achieving pupils whose programmes may be more flexible. It is important to seek out and guard opportunities for choice. Meantime Balwearie's current Sixth Form have clearly not had their ability to take initiatives crushed by their experience of the examination system. They have well-advanced and entirely self-managed plans for the production of Anne Frank's Diary in the summer term, only requesting permission from the Rector to go ahead.
 

Every session, School Board members spend time in school visiting classes and talking to pupils. The most recent visit took place in October and some comments on the experience from members of the Board can be seen opposite.

Pupil and Teacher perspectives

Two S6 pupils, Fiona and Jenny, were asked recently to reflect on their involvement in their own learning during their time at Balwearie (see photo C). They gave examples:

They had been particularly impressed with Chemistry where they had not only been asked to reflect on topics in Standard Grade but prompt action had been taken on their recommendations, such as switching to using folders rather than jotters. They felt their opinions had been valued. They had found the school council a very useful vehicle for putting forward views on learning and teaching. They proposed an extra tier of meetings so that staff could be invited to discuss issues relating to learning and teaching.

Teachers often comment on pupils requesting certain facilities. For instance, the Maths Club after school and the Mac Club at lunchtime were initiatives set up several years ago in response to a request for support from pupils. A very recent suggestion came from S4 Craft and Design pupils who wanted an extra pre-prelim class ­ the teacher kindly responded! Despite the demands on staff time, there is an overall appreciation by staff that such requests are an indicator of a very positive approach to learning.

Conclusion

The effectiveness of the school was highlighted in the February 2000 HMI report following a Standard Inspection in October 1999. In addition to SQA results at Standard Grade and Higher which are 'consistently above the national average', the report described the school as ' a very good school with major strengths' providing 'a very good quality of education for its pupils. Commendably, there was a clear emphasis on raising standards of attainment, and a good range of strategies to improve performance was in place'.

Further pupil involvement is a specific target in this year's School Development Plan and pupils will be encouraged to have a greater sense of shared ownership of their education at Balwearie High School.