Our CORE approaches enable high quality teaching and learning in the classroom.

• Enhance faculty understanding of CORE and embed the use of our CORE teaching portal at all sites of practice linked to curriculum making and pedagogical improvement.
• Continue to develop and our Global Thinkers resource which links to CORE to support practice and enable improvement at classroom level.
• Using the CORE practice resource pack in the faculty to support lesson planning and preparation.
• Consistently integrate use of pupil data (including pupil passports and data file) into lessons and use this to inform the process of lesson planning to meet the needs of all students.
• Ensure a consistent approach to the teaching of cover lessons across the faculty and the issuing of cover.
• Provide Facutly CLPL and highlight CLPL offer available to faculty staff to ensure all staff are supported to improve their practice in the classroom
• Support creation of system to increase faculty peer observation among teachers as part of our learning rounds model.
• Continue to create opportunities for teacher led professional learning at faculty level.
• Continue to create conditions for teachers to lead learning across the faculty and contribute to areas of school improvement.

Teachers demonstrate increased confidence in applying strategies to promote inclusion, wellbeing and equity to meet learners' needs.

• Strengthen classroom routines around listening and talking to further develop our classroom culture and reinforce expectations around positive behaviour.
• Designate time for staff to be trained in Restorative Practice - 'Managing Difficult Conversations, Trauma Informed Skilled training and MAYBO WL training
• Faculty 'positive recognition' systems introduced to acknowledge and celebrate pupil success. PTC positive emails and Humanities Hero Wall.
• Further develop role of Pupil Parliament Committees to include a wider learner participation within the faculty
• Humanities ambassadors to support Humanities pupil parliament, RRS and Debate club. To create a more coherent school approach to the promotion of student voice
• Debate club introducing coaches to support stude
• Establish new partnerships to support internal assessment for T&T course 
• New T&T trip to Edinburgh and internal Employability assessment created 
• Establish DYW for Mods course - CHS/trips - courts and prisons

Our shared understanding of progression enables our young people to achieve in their learning.

• Update and create our Humanities curriculum rationale and plans (BGE) to include reference to:
• Big ideas and big questions used to organise content.
• Organise around Know, Do and Understand • Meaningful homework that reinforces learning.
• Assessment approaches and arrangements for moderation. • Creation of moderation calendar - integrated to FM calendar - DMs used for moderation
• Continue to embed UNCRC into the curriculum in ways that encourage meaningful engagement with rightsbased themes and issues, facilitate student participation and promote learning about, from and through rights.
• Revisit Humanities S3 BGE course to ensure appropriate challenge and skills development in place
• Develop the role of pupil parliament in leading improvement at faculty and departmental levels. • Revisit the purpose of plenaries to emphasise evaluation of progress and develop students' capacity to reflect on their learning. Link these to new Global
• Ensure our approach to tracking (system) within the BGE is informed by an enhanced competency-based model of the curriculum linking to Humanities Skills Placemats
• Continued creation of Faculty BGE Assessment Calendar and WAGOLLs mapping out BGE assessments that will be used to feedback through skills placemats, linking to Didbook
• Update Skills placemats and evidence learner logs for students to reflect on progression in learning
• Literacy and numeracy placemats greater focus on placemats in BGE lessons

The link to our Humaities SQR for session 2024-2025 is here: Humanities Standards & Quality Report 2024.2025 (PDF, 596 KB)(opens new window)