Handbook2012/13 - The Berwickshire High School

Transcription

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INDEX
The School and Its Buildings Staff Office Hours
School Day Terms and Holidays Parent-Teacher Contacts Vision Statement
School Aims
Curriculum for Excellence
A broad overview of the Curriculum
Support for Pupils
School Improvement Plan Faculties
Examinations and Assessment Reports Homework House System & Activities
Student Regulations Prefects Travelling to School Lockers and Social Areas
School Lunches
Attendance Promoting Positive Behaviour
Students’ Uniform
Library Resource Centre Instrumental Tuition
Extra-Curricular Activities
Duke of Edinburgh Awards
Young Enterprise
Outdoor Education
Medical Arrangements Berwickshire High School Parent Council
Awards Ceremony Dates of Reports, Consultation Evenings and Examinations
A Last Word Letter From Head Boy and Head Girl
Thoughts from S1 Students
Letter from School Nursing Team
Out of Classroom Routines
Classroom Routines
Charter for Learning
SEED statistical data
Appendices (ii-ix) ixixXix)
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c copyright. The Homework Diary Company Ltd. Registered in Scotland No 177762
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Berwickshire High Schoo Contributors • Successful Learners • Confident Individuals •
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Successful Learners • Confident Individuals • Responsible Citizens • Effec
At Berwickshire High School, we set out to make everyone feel welcome – students, parents and
staff alike. As a parent, there are many ways in which this approach will be obvious to you. You
will be kept fully informed as to events in the school in general as well as to the progress of your
child.
Parents’ Consultation Evenings, Reports, Newsletters and occasional letters are all part of
this process of keeping you fully in the picture. In addition, your child will have a Personal
Guidance Teacher (PGT) – a member of staff with a pastoral responsibility for a particular group
of youngsters. Over the years, the PGT will get to know your son/daughter very well indeed
and will thus be well placed to offer support or advice. The PGT will also get to know you
as a family since our House System is based on continuity - that is, all youngsters from the
same family have the same PGT. This bridge between home and school is a vital part of our
welcoming ethos.
Educational research tells us that where there is a high level of interest shown by parents in
their child’s learning, progress tends to be significantly better. I hope you will become actively
involved in your child’s learning by, for example, checking homework planners, having a
regular look at jotter work and, perhaps, by helping your child to access information that may
be required as part of an investigation. As part of our emphasis on two-way communication we
encourage all parents/guardians to attend Consultation Evenings and ask them to comment on all
Report Cards. These comments are always acted upon.
I would also like to make you aware of our Parent Council – the replacement body for The School
Board – has been in operation since session 2007-08. All parents are entitled to be represented,
directly or indirectly, on the Council, which meets on a 4 – 6 week cycle. Details are provided
elsewhere in the Prospectus.
As a school we have a duty to open up the curriculum to parents and, accordingly, all
departments have produced ‘user-friendly’ curriculum guides for all stages. This process of
‘demystifying’ the educational experience is a key part of the home-school partnership which
will be crucially important if your child is to obtain maximum benefit from his/her time at
Berwickshire High School. Technology is increasingly supporting our efforts to share with you
both how and what your child is taught. I would recommend you visit our website (www.
berwickshirehighschool.gov.uk) and in particular the various subject ‘blogs’ which give details of
courses and, increasingly, film clips of classes in action. There are clearly many ways in which
you can help your child to get the most out of school and I would encourage you not to be put
off by your own memories of school days! Schools have changed and are changing with the
times.
I mentioned the word ‘progress’ at the start of my introduction. I would like it to be defined in
the widest possible sense and not in any narrowly academic way. We seek to provide the best
possible educational experience for all our students. To this end, they will be afforded every
opportunity, curricular and extra-curricular, that can be offered.
Please do not hesitate to contact me should you have any comment to make, or indeed, issues to
raise.
Welcome to Berwickshire High School – I look forward to working with you in the years ahead.
Mr R.F.Kelly
Rector
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THE SCHOOL AND ITS BUILDINGS
The original Berwickshire High School was opened in 1896 to serve the community of midBerwickshire. The School moved in 1958 from the building in Newtown Street to a site on
the edge of Duns where it was in extensive and pleasant grounds with its own playing fields.
However, the building itself gradually became unsuitable and was replaced by an impressive
modern building in the fields opposite in February 2009.
Berwickshire High School is a six year comprehensive school which in session 2010-2011
presented candidates for the National Qualifications in fourteen subjects at Standard Grade,
eleven at Advanced Higher, nineteen subjects at Higher Grade, thirteen at Intermediate Two, six
at Intermediate one and eight at Access 3.
The School accepts into First Year students from the primary schools in Chirnside, Coldstream,
Duns, Eccles/Leitholm, Greenlaw and Swinton and from other primary schools when parents
exercise their freedom of choice option.
School Roll (October 2011)
S1
118
S4
140
S2
111
S5
121
S3
123
S6
95
Total : 710
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The Staff in January 2012 consists of:
RECTOR:
Mr R Kelly
DEPUTE RECTORS:
BUSINESS MANAGER: Mr S Steele
Mrs C Paterson
Mrs A Merryfield
PT: Principal Teacher
SFL: Support for Learning
GUIDANCE TEAM:
Mr R Drummond (PT) - Clark
Mr J Fleming
(PT) - Douglas
Miss L Milford (PT)
Mrs A Paulin (PT)
- Home
- Scott
FACULTIES:
EXPRESSIVE ARTS:
Mr C Mabon (PT)
LANGUAGES & LITERACY:
Mrs S Duncan (PT)
ART
Mrs M Bertram
Miss S Rawlinson
ENGLISH
Miss R Currie
Mrs J Gumbrell
Mr D Huffman
Miss E Ross
Miss A Steel
MUSIC
Mr J Letham
Mr H Playfair
Mrs B Mooney (Instructor) Woodwind
Mr S Johnson
“
String
Mr J Jacobson
“
Guitar
Mr G Kennedy
“
Brass
Mr B Redman
“
Percussion
MODERN LANGUAGES
Mrs M Thompson
Mrs P Jones
Miss J Copin
MATHEMATICS & NUMERACY:
Mr P Adair (PT)
Mr M Freeman
Mrs F Johnston
Mr S Tait
Mr P Trickett
Mr M Walker
HEALTH & WELLBEING:
Mr D Douglas (PT)
HOME ECONOMICS
Miss D Mackay
Mrs C Lawson
PHYSICAL EDUCATION
Mr C Murray
Mrs D Morrison
Mr C Gracey
Mr G Roberts
Miss R Robson
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SCIENCE:
Ms P Stirling (PT)
BIOLOGY
Dr S Barker
Mr R Baxter
Ms A Wynne
CHEMISTRY
Dr M Rogerson
Mr B Robertson (PT Assessment & Development)
PHYSICS
Mr A Jack
SOCIAL STUDIES:
Miss N Capewell (PT)
GEOGRAPHY
Mrs I McAlpine
Mr S Watson
HISTORY
Ms P Farrell
Ms C Sullivan
Mr M Stutt
SUPPORT FOR LEARNING:
Mr G Carroll (PT)
Mrs P Grant
Mrs J Budd
Mrs C Rennie
Mrs K Huffman
Mrs M Douglas
Mrs D Ross
Miss L Foreman (PT Behaviour Support)
Mrs C Watney
TECHNOLOGIES
Mrs G Marchand (PT)
BUSINESS EDUCATION
Mr K Walker
Mr S Frew
COMPUTER EDUCATION
Mr A McSwan
DESIGN & TECHNOLOGY
Mrs N Brown
Mrs P Yates
Mrs H Cuthers
RELIGIOUS EDUCATION
Mr S Bonney
ANCILLARY STAFF
Mrs C Dancaster Admin Assistant
Vacancy
Mrs F Turnbull
Admin Assistant
Miss S Bunyan
School Assistant
Mrs L Blythe
Mrs B Jess
School Assistant
Ms F Bell
Mrs P Aitken
Mrs C Melvin
School Assistant
Mrs L Clark
Miss J Vallance School Assistant
Mr P Gilholm
Mrs C Gow
Mrs B Woodhead First Aider/School Assistant Ms D Kenworthy
Mr T Scott
Technical Technician
Mrs A McNeil
Mrs C Butler
Science Technician
Mrs L Murray
Mrs F Gourlay
Science Technician
Mrs D Thorburn
Mrs I Trace
Mr D Turnbull
Head Janitor
Mrs P Turnbull
Mr B Redden
Janitor
Mr T Brown
Janitor
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Librarian
Additional Needs Assistant
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OFFICE HOURS
The school office is open during term time from 8.30 am until 4.30 pm.
During holidays messages can be left by ringing 01361 884844.
SCHOOL DAY
We operate on a 33 period week as follows – three days of 7 periods and two days of 6 periods
with a slightly earlier finish. The school day starts for students at 8:55 am with a five minute
period of Registration.
Monday, Tuesday and Thursday
7 Period Day
Registration
Period 1
Period 2
Interval
Period 3
Period 4
Lunch
Period 5
Period 6
Period 7
8.55 – 9.00
9.00 – 9.50
9.50 – 10.40
10.40 – 10.55
10.55 – 11.45
11.45 – 12.30
12.30 – 1.15
1.15 – 2.05
2.05 – 2.55
2.55 – 3.45
Wednesday and Friday
6 Period Day
Registration
Period 1
Period 2
Interval
Period 3
Period 4
Lunch
Period 5
Period 6
8.55 – 9.00
9.00 – 9.50
9.50 – 10.40
10.40 – 10.55
10.55 – 11.45
11.45 – 12.30
12.30 – 1.30
1.30 – 2.20
2.20 – 3.10
TERMS AND HOLIDAYS FOR 2012-13
SCHOOL SESSION
Terms and Holidays for 2012-13
Autumn term starts – Wednesday 15 August 2012 (in service day on Tuesday 14 August)
Last day of term - Friday 5 October 2012
Autumn holiday - Monday 08 October - Friday 12 October 2012
Winter Term Starts – Monday 15 October 2012
St Andrews Day Holiday – Monday 3 December 2012
Last day of term – Friday 21 December 2012
Christmas Holiday – Friday 21 December 2012 - Monday 7 January 2013
Spring Term Starts – Monday 7 January 2013
February Holiday – Thursday 7 February – Wednesday 13 February 2013
In-Service Day – Thursday 7 February 2013
Last day of term – Thursday 28 March 2013
Summer Term Starts - Monday 15 April 2013
Easter Holiday – Friday 29 March - Friday 15 April 2013
May Holiday - Monday 6 May 2013
Last day of term - Wednesday 26 June 2013
Session 2013 – 2014 starts for pupils on Tuesday 20 August 2013
Details of the school session for 2012/13 are available from Scottish Borders Council’s Website.
Casual holidays decided by the Parent Council and staff In-Service Days have still to be finalised. Parents are
notified of these dates at the start of the session.
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SCHOOL ORGANISATION AND CURRICULUM
PARENT - TEACHER CONTACTS
Each year we have meetings (advertised by letter and other means to parents) for each year
group at which parents may discuss students’ progress. The School has a Parents’ Council which
can arrange talks and discussions with members of staff and with others. These are open to all
parents. In addition to these meetings, parents are welcome to visit the School to consult with
senior staff or pastoral staff, provided an appointment has been made.
Parents newly moved into the area and seeking to enrol their child should make a prior
appointment with the School. This may be done by letter, telephone or a direct visit to the school
office. Normally, appointments will be arranged within a day or two of the initial contact.
Parents should note that they have access to their children’s records as of right. Anyone wishing
to exercise this right should contact the Rector.
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VISION STATEMENT
We at Berwickshire High School seek to cultivate a happy and caring community that fosters a
culture of learning where success is celebrated.
SCHOOL AIMS
1.
To create in our school a climate where everyone is recognised and respected
2.
To encourage everyone to achieve their goals and dreams
3.
To promote a healthy lifestyle which embraces physical, mental and emotional wellbeing amongst all
4.
To promote active partnerships with students, parents, staff and the wider community
5.
To provide a challenging curriculum for all students at all stages
6.
To promote the active involvement of students in teaching and learning, where there is a shared understanding of the purpose of the lesson
BERWICKSHIRE HIGH SCHOOL’S CURRICULUM
FOR EXCELLENCE
INTRODUCTION
This document has been written by the senior management team of Berwickshire High School in
association with colleagues from national bodies and the Scottish Borders Council. This policy
is a policy of intention and informs how Berwickshire High School is developing a learning
framework to meet the needs of the school’s community, through consultation with pupils,
parents and staff. These discussions will help the school develop its own philosophy and ethos,
which underpin the curriculum and will hopefully chime with the school’s vision statement and
aims.
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A BROAD OVERVIEW OF THE CURRICULUM
Curriculum for Excellence aims to provide a coherent, more flexible and enriched curriculum
to ensure that all children and young people aged between 3 and 18 in Scotland develop
the attributes, knowledge and skills they will need to flourish in life, learning and work. The
curriculum itself can be defined as the totality of planned learning outcomes and experiences
and as a school we have reviewed our new CfE courses [Programmes of Learning] to ensure they
are constructed out of the learning outcomes and experiences provided by Learning & Teaching
Scotland. It is hoped by experiencing the learning outcomes and experiences of CfE that all
students will develop the four capacities to become successful learners, confident individuals,
effective contributors and responsible citizens.
5 LEVELS OF CURRICULUM FOR EXCELLENCE
Learning Outcomes and Experiences are organised into levels of greater cognitive challenge.
Level
Stage
Early
The pre-school years and P1 or later for some
First
To the end of P4, but earlier or later for some
Second
To the end of P7, but earlier or later for some
Third and Fourth
S1 to S3, but earlier for some
The fourth level broadly equates to SCQF level 4
Senior phase
S4 – S6 and college or other means of study
Learning Outcomes represent what is to be achieved and Learning Experiences are concerned with the development of
pupil attributes and capabilities and encourage active engagement, motivation and depth of learning.
1
Learning and Teaching Scotland is the principal body for Scotland supporting the delivery of Curriculum for Excellence.
2
PRINCIPLES OF CURRICULUM DESIGN
The following principles inform the planning of the curriculum particularly that of S1 to S3:
Challenge and Enjoyment – Students should find their learning challenging, engaging and
motivating. The curriculum should encourage high aspirations and ambitions for all.
Breadth – Students should have opportunities for a broad, suitably weighted range of
experiences. The curriculum should be organised so that they will learn and develop through a
variety of contexts within both the classroom and other aspects of school life.
Progression – Students should experience continuous progression in their learning from 3 to
18 within a single curriculum framework. Each stage should build upon earlier knowledge and
achievements and students should be able to progress at a rate which meets their needs and
aptitudes, and keep options open so that routes are not closed off too early.
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Depth - There should be opportunities for students to develop their full capacity for different
types of thinking and learning. As they progress, they should develop and apply increasing
intellectual rigour, drawing different strands of learning together, and exploring and achieving
more advanced levels of understanding.
Personalisation and Choice – The curriculum should respond to individual needs and support
particular aptitudes and talents. It should give each student increasing opportunities for exercising
responsible personal choice as they move through their school career.
Coherence and Relevance - There should be clear links between the different aspects of students’
learning, including opportunities for extended activities which draw different strands of learning
together. Furthermore, young people should understand the purposes of their activities. They
should see the value of what they are learning and its relevance to their lives, present and future.
A BROAD and GENERAL EDUCATION and CURRICULUM ARCHITECTURE S1 to S3
As part of Curriculum for Excellence we have adhered to the principle that all students from S1
to S3 should experience a broad and general education. This means that all students experience
all the learning outcomes and experiences up to and including Level 3 before they move onto
certificated courses. Within the broad and general education Scottish contexts, culture, history
and place in this world have been given emphasis where appropriate.
Secondary 1 (S1)
Berwickshire High School is committed to developing its cross-sectoral links with its six cluster
primaries through the three themes of pastoral care; learning and teaching methodology and
curriculum content. In this way it is hoped the transition from primary to secondary is as seamless
as possible. In fact first year courses at Berwickshire High School have been designed taking into
account how and what is taught in the upper primary school and this development will continue
to be informed by future developments.
In First Year almost all courses are integrated so that pupils will experience the Learning
Outcomes and Experiences beyond the single subject and within each curriculum area. For
example, this means the subjects of History, Geography and Modern Studies will be taught in an
overall integrated course of Social Subjects rather than three separate subjects. Similarly, pupils
will experience an integrated Science course as opposed to the three discrete subjects of Biology,
Chemistry and Physics and so on. All courses will be taught at CfE Levels 2 and 3 .
S1 Integrated Courses
S1 Non-integrated Courses
Health & Wellbeing (5 Periods)
English & Literacy (4 Periods)
Maths & Numeracy (4 Periods)
Science (4 Periods)
Social Subjects (4 Periods)
Technologies (3 Periods)
Expressive Arts (3 Periods)
Modern Languages (3 Periods)
Religious Studies (1 Period)
Citizenship (1 Period)
Social Education (1 Period)
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See Five Levels of Curriculum for Excellence above
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Secondary 2 & 3 (S2/3)
At the end of S1 there is a limited Options Process . The benefits of this model are:
•
•
•
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an avoidance of the S2 “momentum dip”
an increase in pace and challenge
maintaining the principle of a broad and general education ensuring an enriched experience
maintaining discrete subject labels, which prepares the student for the Senior Phase
an opportunity for students to explore a particular interest in a given curriculum area
Out of a possible 33 Periods, 15 periods are mandatory core periods and there is subject choice
within the remaining 18 periods. There is a choice of 6 subjects and students must choose at least
one subject and no more than 2 subjects from each curriculum area. All other subjects have 3
Periods and all courses will be taught at CfE levels 3 and 4 .
The main mechanisms for maintaining a broad and general education are:
•
•
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S1 integrated Courses
Core Periods as found in Science, Physical Education and Health & Well-being
Sampling of each Curriculum Area
Thematic approaches to learning as found in Social Subjects and Expressive Arts
Project approaches as found in Technologies
Both thematic and project approaches are categorised as different forms of Inter-disciplinary
Learning [IDL].
S2/3 Core Subjects
English & Literacy (4 Periods)
Maths & Numeracy (4 Periods)
Physical Education (3 Periods)
Health & Well-being (1 Period)
General Science (1 Period)
Religious Studies (1 Period)
Social Education (1 Period)
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Appendix 3 – S1-S2 Course Application Form
5
See Five Levels of Curriculum for Excellence above
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See Secondary 1 above
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THE SENIOR PHASE [S4 TO S6]
The Senior Phase represents the phase of education from S4 to S6 where students have the
opportunity to study a number of certificated courses at levels National 4, National 5, Higher and
Advanced Higher, in addition to having their learning organised more flexibly where appropriate.
This may mean some of a student’s learning may take place at work or college or with a
community agency. All students within the Senior Phase will be regarded as a single cohort,
which means that it would be probable that students from S4, S5 and S6 would be together in the
same subject classroom. The benefits of this model are:
•
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•
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A single cohort will enrich each student’s learning experience
There is a positive social benefit
The single cohort allows for a more efficient use of resources which encourages an increase in course provision
It resolves the problem of the “two term dash”
It allows more students to sit Higher courses over a two year period
It allows more students to sit an increased number of certificate courses
LITERACY, NUMERACY & HEALTH & WELL-BEING
There are three main cross-cutting themes of CfE: Literacy, Numeracy and Health & Well-being.
Although, all professional staff have the responsibility to deliver these themes, the essential locus
rests with the respective faculties of Languages, Mathematics and Health & Well-being, which
in turn are supported by committees which have the responsibility to ensure the themes are
delivered across the entire curriculum of Berwickshire High School.
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Matrix for timetable will be
S2, S3 and Senior Phase.
14
In May there will be
options in S1, S3 and S4.
The options information in
S3 and S4 will be
organised within a single
Senior Phase.
S5/6: Range of NQ courses
will be sat.
Timetable based on
old model with the
exception of newly
negotiated subject
period allocations for
S1.
S5/6: Range of NQ
courses will be sat.
S4: A range of NQ courses
will be sat. At end of S4,
course choices for S5/6 will
take place.
S4: A range of NQ
courses will be sat. At
end of S4, course
choices for S5/6 will
take place.
S5/6: Range of NQ
In April they will engage in
subject choices for the
Senior Phase.
Senior Phase:
Will consist of a range of
NQ courses. Students can
choose 6 options. S4
students of the old model
will be subsumed into the
options process at the end
of S3 of the new model.
By the new timetable in
June the school will have
restructured fully
according to the design
principles of CfE.
In April they will engage in
subject choices for the
Senior Phase.
will be sat. At end of S4,
course choices for S5/6
will take place.
S2 will undertake 9
courses consisting of core
subjects and 6 subject
choices from each
curriculum area at CfE
levels 3, 3/4 and 4.
S3 will continue with their
subjects from S2.
S2 will undertake 9
courses consisting of core
subjects and 6 subject
choices from each
curriculum area at CfE
S3 will continue with their
subjects from S2.
S2 will undertake 9 courses
consisting of core subjects
and 6 subject choices from
each curriculum area at CfE
2013-14
Continuation of S1
integrated course and
options in April 2012.
2012-13
Continuation of S1
2011-12
Continuation of S1
integrated courses and
S3: A range of NQ
2010-11
August implementation
of S1 integrated
courses. There is a
revised period
allocation to many of
the integrated courses.
In April 2011, pupils
will engage in a
limited subject choice
process for S2/3.
S2 will undertake 5-14
courses and in
Feb/March will engage
in subject choices for
S3/4.
TIMELINE
IMPLEMENTING
CURRICULUM
for EXCELLENCE
APPENDIX 1FOR
TIMELINE
FOR IMPLEMENTING CURRICULUM
for EXCELLENCE AT BERWICKSHIRE
HIGH SCHOOL AT BERWICKSHIRE HIGH SCHOOL
APPENDIX 1
In April they will engage
in subject choices for
the Senior Phase.
Senior Phase:
Will consist of a range of
NQ courses. Students
can choose 6 options.
S2 will undertake 9
courses consisting of
core subjects and 6
subject choices from
each curriculum area at
CfE levels 3, 3/4 and 4.
S3 will continue with
their subjects from S2.
2014-15
Continuation of S1
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S4
to
S6
S2/
S3
S1
(3 periods)
(4 periods)
Social
Studies
(4 periods)
Science
(3 periods)
Technologies
(3 periods)
Expressive
Arts
(5 periods)
(1p + 1p +1p)
(4 periods)
Mathematics
(3 periods)
Modern
Languages
Choice
1
(3 periods)
Social
Subjects
Choice
2
(3 periods +
1p core)
Choice
3
Sciences
(3 periods)
Technologies
Choice
4
(3 periods)
Expressive
Arts
Choice
5
(3 periods)
Health &
Well-being
Choice
6
(1p +1p)
PSE and
RME
(3 p + 1p))
Core PE
& HWb
PE
(inc HWB)
Citizenship, PSE and
RME
(5 periods)
Choice 1
(5 periods)
Choice 2
(5 periods)
Choice 4
(5 periods)
Choice 5
15
Open choice, to include College, ASDAN, Work Experience
and other interest courses.
(5 periods)
Choice 3
(5 periods)
Choice 6
(1p + 1p
+1p)
PSE,
RME,
Mentoring
The mechanisms by which the curriculum adheres to the principle of a Broad General Education are Core Periods as found in Science, Physical
Education and Health & Well-being; mandatory sampling of each Curriculum Area; thematic approaches to learning as found in Social Subjects
and Expressive Arts and project approaches as found in Technologies.
(4 periods)
English
(4 periods)
(4 periods)
Modern
Languages
(33 x 50 minute periods)
Interdisciplinary work will take place within curriculum areas, across curriculum areas and thematic approaches to learning.
Mathematics
English
APPENDIX 2 Curriculum Map
CURRICULUM MAP (33 X 50 MINUTE PERIODS)
APPENDIX 2
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APPENDIX 3
APPENDIX
3 -COURSE
SECONDAPPLICATION
YEAR COURSE FORM
APPLICATION FORM
SECOND
YEAR
Name:
Form:
Guidance Teacher:
Teachers have given estimates of the level to which your child will be working at the end of Third Year. On the
whole pupils will be studying at CfE levels 3, 3/4, 4/3 or 4, however under exceptional circumstances some
may be at National 5 level by the end of S3.
Old Qualification
Access 3/SG Foundation
Access 3/SG Foundation/General
SG General/Int 1
SG Credit/Int 2
Art & Design
Biology
Business Management
Chemistry
Computing Studies
Design & Manufacture
New Qualification
Access 3
Access 3 / National 4
National 4
National 5
CfE Levels
Level 3
Level 3/4
Level 4
National 5
English
Fashion & Textiles
French
Geography
German
Graphic Communication
History
Health & Food T
Mathematics
Music
Physics
Spanish
Please enter the subject chosen in the box at the bottom of each column.
Column D
Column E
Art 3
Music 4/5
Geography 4
Design & Manufacture
3/4
Computing 3/4 &
4/Nat 5
Biology 3/4
Art 4
Music 3/4
Biology 3/4 & 4
Business Man 3/4
F & Textiles 3/4
History 4
Column F
Column H
Column I
Chemistry 3/4 & 4
Physics 4
German 4
Geography 3/4
Music 4/5
Computing 3/4
Art 4/5
Biology 3 & 3/4
G. Comm 4/Nat
5
Spanish 3/4
History 3/4
Column G
Art 3/4
Health & Food
3/4 & 4
French 3/4 & 4
Business Man
4/Nat 5
History 4
Chemistry 3/4 & 4
Physics 3/4
Geography 4
Business Man 4/Nat
5
Design &
Manufacture 3/4 &
4/Nat 5
1st
2nd
Notes:
1.
Students need to choose a Social Subject, a Science subject, a Technology, an Expressive
Art and most need to choose a Modern Language. In addition you can choose one more
subject in any of the colours.
2.
Core Subjects are: English, Maths, P.E. & Health & Wellbeing, Social Education, Religious
Studies and Science.
3.
Pupils must make a 1st and 2nd choice in each column. (Please make sure your second
choice is a real one and not simply a rearrangement of your first choices.)
4.
If unsuccessful in your first choice of language please indicate your second
choice of language in this box. (This will help guidance staff in their support
of you.)
5.
Please refer to the estimates above when making your choice.
6.
In general a course will run only if there are at least 15 or more pupils.
7.
Every effort will be made to provide first choice but this cannot be guaranteed.
Signature of Parent …………………………………………………
Signature of Pupil …………………..……………..……….………….
Signature of Personal Guidance Teacher ……………………………………………………
Date:………………………….
All forms must be returned to Personal Guidance Teacher by Friday 29 th April 2011.
Any form which arrives late will put your subject choices at risk.
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SUPPORT FOR PUPILS
Berwickshire High School has a team of Support for Learning, Behaviour Support and Guidance
Teachers who work together in an integrated framework through House Meetings, Faculty
Meetings and Support Liaison Groups.
The Support department works with the school Educational Psychologists and outside agencies
including: Social Workers, Physiotherapists, the Paediatric services, the Primary Behaviour
Support Link Worker and Primary School Learning Support Teachers. The team also liaises closely
with the associated primaries.
At any point in their lives children or young people may need extra help with their education.
This may be for any reason and at any time. This is often referred to as additional support for
learning or having additional support needs.
Some examples of why a child/young person may require extra help with their education are:
• Bereavement or family illness
• Problems at home
• Bullying
• Being particularly gifted or able
• An illness, disability or sensory impairment
• Having English as an Additional Language
A child/young person’s needs may last for a short time, and the problem may be resolved easily.
Or their needs might be very complex, and they may require additional support for a number of
years.
If you feel that your child needs additional support for learning, the first person to speak to is
your child’s teacher. You have the right to request an assessment of your child. Within our schools
we operate a model of staged intervention where support is provided in varied ways to meet
individual needs. Our approach to assessment ensures that the needs of children and young
people are recognised and appropriate support can be provided.
You can also speak to the Education Team Leader at your local Integrated Children’s Services
office.
Berwickshire
4 - 6 Newtown Street, Duns TD11 3DT
Tel. 01361 886115
Cheviot
Rose Lane, Kelso TD5 7AP
Tel. 01573 223501
Eildon
10 -12 Galapark, Galashiels TD1 1EU
Tel. 01896 661880
Teviot & Liddesdale
Library Buildings, North Bridge St, Hawick, TD9 9QT
Tel: 01450 377799
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Tweeddale
Memorial Hall, Innerleithen EH44 6HU
Tel. 01896 833489
Parents/carers are always involved in making decisions about their child’s education and we will
always ask your permission before any specific referrals are made. While your child is receiving
support, we will regularly review your child’s progress.
At times, parents/carers and schools may come into dispute. While we would always hope that
difficulties could be resolved at the school level we recognise that parents or young people may
wish to formalise their concerns. To assist with this we have a complaints procedure and also
offer independent mediation and adjudication. It is also possible under certain circumstances to
refer the case to the Additional Support Needs Tribunal for Scotland.
The statutory framework for Additional Support for Learning is the Education [Additional Support
For Learning] [Scotland] Acts 2004 and 2009. A good place to find independent information is
Enquire, the Scottish advice service for Additional Support for Learning. They have a wealth of
information, including practical guides and fact sheets for both parents/carers and young people.
You can find the website at www.enquire.org.uk, or ring them on 0845 123 2303.
SUPPORT FOR LEARNING – OUR DEPARTMENT
The Support for Learning Department in Berwickshire High School Currently has 9.5 full time
teachers, including 2 Behaviour support staff. In addition there are, at present, 16 Additional
Needs Assistants who work in the department. The department currently has 6 classrooms. At
present the department provides a range of support classes and two support bases for pupils with
severe and complex difficulties.
Our policy in relation to students with additional support needs is in line with the Scottish
Borders Council policy and covers equal opportunities and inclusion in the life of the school.
For students this means that:
1.
2.
3.
Learning, behavioural and emotional difficulties should not reduce their educational opportunities.
They should have as broad and balanced a curriculum as possible and a curriculum which is as similar to that of other students as possible.
Their needs will be carefully considered.
For students who need additional support this means that they may have a curriculum which
differs appropriately from the mainstream curriculum. They may well experience different
teaching approaches, small group work and Additional Needs Assistant or senior student
support. They may also spend varying amounts of time in the Learning Centre, depending on
how their needs will best be met. We hope that the following information about support within
Berwickshire High School will be useful in helping you discuss the best arrangements for your
child.
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INFORMATION FOR PARENT OF PRIMARY 7 PUPILS WITH ADDITIONAL
SUPPORT NEEDS.
Scottish Borders Education Policy states that each child is entitled to the best provision available
to meet his/her needs.
For children with significant additional support needs, the Primary School is likely to hold a
transfer review meeting.
The purpose of this meeting is to consider the additional support needs of your child and how
these needs would be best met. The people present at the review will be the parents, the child’s
teacher, a representative of the Support for Learning Department of Berwickshire High School
and any other professionals who may have been working with your child. The child too, is often
likely to be invited.
If your child attends a High School in the Eyemouth catchment area, a representative from their
Support for Learning Department may also be at the meeting and you may have received a
similar information sheet from them.
BEHAVIOUR SUPPORT
Some students require extra help and support to manage their behaviour. The SLG
(School Liaison Group) is the multi agency group which receives behaviour support referrals
from Guidance teachers, allocates a behaviour support teacher to that student and decides the
nature of the support required. The Behaviour support teacher works closely with the student on
a daily basis and discusses ideas and strategies to help them manage themselves in school. The
behaviour support teacher keeps close links with home and other agencies involved with the
student.
ADDITIONAL SUPPORT FOR LEARNING
This department works with subject departments to support the learning of all students.
Support for Learning teachers work with mainstream teachers to support the students through
co-operative teaching, consultation, joint development and differentiation of the curriculum and
organisation of all Assessment Arrangements for certain students in both internal and external
examinations.
Support for Learning also at times works with small groups or individual students to support their
learning and supports teachers through provision of strategies and methodology for teaching and
learning.
Additionally, for pupils with significant difficulties with English and Mathematics, the department
offers Access 2 courses in these subjects. ASDAN Bronze, Silver & Employability Social and Life
Skills courses are also offered, which involve students in organising activities both in and outside
school, aiming to develop self-reliance, organisation, personal and employability skills.
Selected students from S3/4 access a variety of vocational courses which are run by The Borders
College at Galashiels for either one afternoon or one day per week. These courses are Office
Skills, Land Base, Mechanics, Construction, and Beauty Therapy and Care. This year 30 students
are involved.
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CO-ORDINATED SUPPORT PLANS
A very few pupils who require significant, ongoing support from outside agencies will have a
Co-ordinated Support Plan. Annual reviews are held to plan the pupils progress and, in S4/5/6 to
plan for his/her future.
The meetings involve the pupil, the parents, educational psychologist and representatives from
the outside agencies involved.
For pupils with an Individualised Education Programme (IEP), copies of these will be sent out in
October, January and April for parental comment and approval.
The department welcomes parental involvement in the support of their children and recognises
them as a valuable support and source of information.
If you have any questions or concerns at any time, or would like to visit the department, contact
can be made by phoning Mr Carroll on 01361 883710.
GUIDANCE DEPARTMENT
Every student has a Pastoral Teacher. The Pastoral Teacher follows the progress of each student
in his/her caseload, and will help an individual get the maximum benefit from time spent at
Berwickshire High School.
The Pastoral Teacher is responsible for the co-ordination of support from the various subject
departments.
The student will be offered support to help cope with any problems as well as advice about
academic progress, subject choice, job/university applications etc. The Pastoral Teacher may
contact parents to discuss concerns such as poor attendance, behaviour and academic progress if
this is necessary.
Initial contact regarding a student’s
progress should be made through
the appropriate member of the
Pastoral Team.
If a student is concerned about
something, he/she should also
contact his/her Pastoral Teacher.
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SCHOOL IMPROVEMENT PLAN
The School Improvement Plan for session 2012-13 has the following broad aims, based on
identified priorities:The Curriculum
•
To further implement a Curriculum for Excellence. This will involve the on-going roll-out of courses into S2, preparation of materials for S3 (2012-13) and further discussion on the senior phase, S4-6 (2013-14).
Attainment and Achievement
•
To embed the use of GLOW to record under achievement and to support learning at home.
Engaging the Wider Community
•
To further promote Eco issues across the whole school. This will include progress towards obtaining a Silver Eco Award.
Communication and Consultation
•
To promote pupil consultation activities, with a particular focus on pupil forums, questionnaires and other survey mechanisms.
•
To further stimulate the active involvement of parents in their children’s learning. This will include further developments in the school website designed to explain the curriculum and associated matters.
Health & Wellbeing
•
To select key Health & Wellbeing experiences and outcomes and to promote these across the school.
•
To plan and organise a lifestyle coaching even for both students and staff.
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FACULTIES
EXPRESSIVE ARTS:
ART & DESIGN
The Art and Design Department consists of two classrooms, a dedicated craft room with kiln and
a sixth year studio.
Throughout S1 pupils are introduced to an exciting range of materials, skills and techniques. They
have the opportunity to work with clay, felt and other 3D materials as well as building basic skills
with more traditional drawing and painting activities. Homework at this stage supports class work
and is generally given on a monthly basis.
As pupils progress into S2/3 the course builds on the skills and techniques experienced in S1 and
encourages pupils to take more responsibility for their own learning. Pupils have the opportunity
to develop skills in textiles, ceramics, jewellery making, graphic design and drawing and
painting. Homework in S2/3 supports the written aspect of the course and is given at appropriate
times as necessary.
Pupils in the Senior School are offered Intermediate 1, 2 and Higher in Art and Design, and
Higher in Photography. These courses further extend pupils’ skills and technical abilities and
require a significant level of commitment and self-motivation. At this stage pupils have the
opportunity to work with a wide range of materials and are encouraged to develop their skills to
a very high standard. Homework at this level involves written work relating to the Art and Design
Studies written exam and is given throughout the year.
MUSIC
The Department has two classrooms and five practice
studios, used by students and visiting teachers. S1 pupils
follow a largely practical course. In S2 pupils select two
instruments which they studied in first year which they
wish to pursue in second and third year. During these
years pupils build on the practical work by applying
these skills in group performances. The very latest music
software is also available on four PCs located on an
island in each room. All classes are encouraged to use
this for familiarity and composition. This approach in
S2/3 reflects the demands of courses in Senior School,
where a full range of courses is on offer – Standard
Grade, Intermediate 2, Higher and Advanced Higher.
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HEALTH & WELLBEING:
HOME ECONOMICS
S1 - All S1 will have 2 periods of Home Economics per week which will be split into 6 units of
work in both food and fabric. In addition to this they will have input from the department to the
Health and Wellbeing period which is organised on a carousel basis covering 5 topics related to
maintaining a healthy active lifestyle.
In 2011/12 all S2 pupils will have a Health and Wellbeing period and this will build on the topics
covered in S1 to ensure coverage of all the outcomes and experiences at the third level in Health
and Wellbeing and the food area of Technologies.
Health and Food Technology and Fashion and Textile Technology will also be on offer as a
choice from S2. Pupils will have 3 periods per week and each course will extend their practical
skills as well as their knowledge of related issues to the fourth level.
In S3 –Pupils, for the last time in 2011/12 will follow the Intermediate 1 Health and Food
Technology course. For the more able one or two Intermediate 2 units may be undertaken.
S4 -As S3
S5/6 - Higher and Intermediate 2 Health and Food Technology is on offer at 6 periods per week.
Intermediate 1 Fashion and Textile Technology is also on offer and this is a mainly practical
course which complements Higher/Intermediate 2 Art.
Survival Cookery is also available to S6 who wish to develop their practical skills in preparation
for leaving home.
PHYSICAL EDUCATION
S1 – Have two periods of core Physical Education a week plus one Health & wellbeing period
which is shared with the other Department within the Faculty, Home Economics. This period
looks at Lifestyle choices for a healthy active lifestyle.
S2 – Will have two periods of core Physical Education from next session. This is to meet
government targets and Curriculum for Excellence outcomes and experiences. Some students
may be selected to pursue certificate courses for Access or Intermediate 1. The remainder will
work towards the new Curriculum for Excellence award at the End of S3
S3 – There will be three core periods per week and
this will be the final year for the optional Standard
Grade Course which runs for three periods per week.
S4 – Three core periods per week plus the optional
Standard Grade course of three periods per week.
S5/6 – Leisure PE is mainly optional and can run for
1 – 3 periods per week.
The optional Higher/Intermediate 2 courses will run
for six periods per week.
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Sports Studies is optional and will run for six periods a week in one column and the time in
another column is divided between Survival Cookery in Home Economics and Sports Studies.
LANGUAGES:
ENGLISH
There are seven members of teaching staff in a well resourced department. Significant
investment has gone into a broad text base, featuring classic and modern texts. Students have an
element of choice in texts studied, with an emphasis on contemporary literature.
The new S1 and S2 courses are designed to lead students in reaching their full potential in
accordance with CfE Experiences and Outcomes. Classes are set, to maximise effective use of
differentiated materials and to facilitate targeted support from SfL.
Currently prior to the introduction of National Courses, classes follow Access 3 and Standard
Grade. In S4, S5 and S6 the Department offers ASDAN English Language Award, Intermediate
2, Higher and Advanced Higher courses. Students are encouraged to take the Level of Course
appropriate given their prior learning and future aspirations.
The Department places great importance on the value of personal reading and study of ‘text’ in
its widest sense, including film, and has developed many new initiatives in this area.
MODERN LANGUAGES
In the Modern Languages Department three members of staff, including one native speaker,
deliver a vibrant and engaging curriculum which aims to promote communicative competence
in one or more foreign language. French is offered at all levels from First year and Students
may also study German or Spanish from Second Year. We aim to offer at least two languages
at Intermediate, Higher and Advanced Higher Level in S4 - 6. Our methodology is varied and
incorporates appropriate techniques in line with CfE and national initiatives. All rooms are
equipped with a perimeter listening system. Students may take part in our well-established and
highly successful French language exchange
with the Limousin in South West France
and a German exchange in conjunction
with Eyemouth High School. There is a
long tradition of excellence in SQA results,
with success in Speaking being particularly
pronounced.
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MATHEMATICS:
The Mathematics Department is a progressive department offering a variety of courses with a
strong emphasis on teaching and learning.
Our new first year course is based on the guidelines of Curriculum for Excellence.
Although the course is new, most of the content will be familiar – yes there are things like
fractions, angles and area! What is different is the way that the topics are taught. There will
be more group work and different activities which are designed to help pupils gain a deeper
understanding of what they are being taught. There will also be more emphasis on showing how
skills learned in Maths can help pupils in real life – where possible!
HOMEWORK
We believe that although we are making some changes to the way that we teach it is still
important that the pupils are given suitable homework to back up what they do in class. In the
absence of suitable alternatives (and money to pay for it!), we have produced our own homework
materials. There are three different types, namely Groundwork, Core and Extension. Pupils will
work at the type of homework most suited to their ability. As always teachers will carefully
monitor performance.
ASSESSMENT
We also believe that it is crucial to regularly assess pupils to check progress. Formal assessments
will be carried out after every three main topics (roughly every two months). Like the homeworks,
we have produced our own assessments and are confident that they will give an accurate
appraisal of how pupils have coped with the coursework. Again, pupils will sit an assessment
suited to their ability.
Each pupil will be given a booklet containing explanations on how to carry out calculations
(Steps to Success) and some questions for the pupils to try. Using the booklet effectively will help
pupils perform to potential in the assessments.
BLOG
To assist pupils we have set up a blog to help them with the S1 course. The blog contains
presentations on each part of the course. It also gives the pupils some questions they can try to
test understanding and provides links to a Maths Activity Site (supermathsworld.com) where they
can use their Maths skills in a large selection of interactive games.
The blog should particularly help pupils with
• Revision.
• Looking over things they are unsure of.
• Keeping up to date when absent.
From S2 onwards we set classes according to ability in order to accelerate the best and help
support the weakest.
Our current choice of courses range from Access 3, Standard Grade, Intermediate 1, Intermediate
2 and Higher up to Advanced Higher. While we will continue to present pupils for these
particular courses, we are at the same time adopting all of our courses to fit Curriculum for
Excellence guidelines in order to ease the transition when we switch our presentations to
Curriculum for Excellence National Qualifications.
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SCIENCES:
The Science Faculty teaches General Science, Biology, Chemistry and Physics to our students. We
are a team of nine teachers and two technicians.
Our faculty aims are:




to foster a supportive learning environment producing a positive atmosphere in which all are mutually respected and valued
to stimulate and encourage a desire to learn through scientific enquiry and thinking
to provide high quality courses using a wide variety of resources and methodologies, allowing progression and development of knowledge and skills
to encourage independence of thought which leads students to take responsibility for their own learning
The Sciences Faculty has a Principal Teacher who leads the individual subject departments.
Our accommodation is very modern, light and engaging; a stimulating atmosphere and positive
environment for learning.
GENERAL SCIENCE
The faculty has 9 teachers involved in teaching General Science. We offer S1 pupils a General
Science course which develops knowledge and understanding and problem solving skills. In S2 3, pupils continue to follow a core general science course but also have the opportunity to study
one or two discrete science courses i.e. Biology, Chemistry or Physics.
BIOLOGY
The department has three teachers. Our pure Biology courses are very popular and are offered
at Intermediate 1, Intermediate 2, Higher and Advanced Higher. We also offer Higher Human
Biology.
CHEMISTRY
The department has three teachers. Our Chemistry courses are very popular and offered at
Standard Grade, Intermediate 1, Intermediate 2, Higher and Advanced Higher.
PHYSICS
The department has one teacher. Our Physics courses are offered at Standard Grade, Higher and
Advanced Higher. Only rarely are we able to offer Intermediate 1 and Intermediate 2, Higher
and Advanced Higher.
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SOCIAL SUBJECTS:
Through Social studies, children and young people develop their understanding of the world
by learning about other people and their values, in different times, places and circumstances;
they also develop their understanding of their environment and of how it has been shaped
(Curriculum for Excellence). Within the Social Subjects faculty we work to ensure that the young
people experience an enriched curriculum. All of the teachers within the faculty take an equal
role in the delivery of Social Subjects from S1-S3.
S1 SOCIAL SUBJECTS COURSE
In S1, Geography, History and Modern Studies are combined and taught as a Social Subjects
course by one teacher. Units studied in S1 cover Curriculum for Excellence experiences and
outcomes 3 and 4. A range of units are studied, that last between 3-6 weeks and provide a broad
in-depth learning experience. The units that are covered in the course include; Identity, Building
a Nation, Climate, Scotland, Scotland and the Borders, Titanic, Democracy, Earth Forces and
Rights and Responsibilities.
GEOGRAPHY
The department has two members of staff. The main aim of the department is to encourage a
lifelong interest in the world in which we live.
S2 students follow a course that is designed to cover Curriculum for Excellence experiences and
outcomes 3 and 4. Units studied include; Map Skills, India & Japan, Farming and Globalisation.
S3/S4 students follow the new course developed for Curriculum for Excellence. The units of work
which are studied include; Population, Tourism (Home Vs Abroad), Physical Environment and
Climate Change. All units are current, relevant and use local and global examples.
S5/S6 students can study Intermediate 1/2, Higher and Advanced Higher Geography. The Higher
and the Intermediate courses cover 3 main themes – Human Environment, Physical Environment
and Environmental Interactions. The Advanced Higher course consists of three main themes;
Geographical Methods and Techniques, Geographical Issues and Geographical Study. The course
requires the students to partake in independent field research and study.
The Department has a programme of practical work and fieldwork at all levels. S3 students visit
the Grey Mare’s Tail and St Mary’s Loch to study Glaciation. Higher students have the opportunity
to take part in a residential field trip to the Lake District, and the Advanced Higher students to
Kindrogan. The department also offers a foreign residential field trip every two years to a variety
of destinations for example Iceland.
HISTORY
The department has three members of staff. The main aim of the Department is to encourage a
lifelong interest in History.
S2 students follow a course that is designed to cover Curriculum for Excellence outcomes and
experiences level 3 and 4. Units studied include the Slave Trade, Changing Life in Britain and
Border Reivers.
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S3/S4 students follow the new course developed for Curriculum for Excellence.
S5/S6 students can study Intermediate 1/ 2, Higher or Advanced Higher History. Units studied
at Intermediate 1/2 include Cradle to Grave, Free at Last, Appeasement and the Road to War. In
Higher the units studied include Scotland and the Impact of the Great War, Appeasement and
Britain 1851.
Optional fieldwork: S4 to the Battlefields of France.
MODERN STUDIES
Modern Studies is taught by members of the Social Subjects faculty. The aim of the department is
to encourage an interest in current affairs.
S2 students follow a course that is designed to cover Curriculum for Excellence outcomes and
experiences at level 3 and 4. Units studied include; China and Terrorism.
S3/S4 students follow the new course developed for Curriculum for Excellence.
S5/S6 Higher and Advanced Higher are offered to students and will appeal to a wide range of
students with an interest in current affairs. Four units make up the course work: UK Social Issues
– Health and Wealth, UK Politics – Scottish Parliament and Government and International Issues
– US Politics and Global Security.
RELIGIOUS STUDIES
The department has one dedicated member of staff and other members of the faculty take a role
in the delivery of the Religious Studies Curriculum S1-S4. The School seeks at all times to foster in
the students the development of spiritual, moral and social values. All students from S1-S4 follow
courses in Religious Studies. The weekly time allocation and units studied for Religious Studies is
as follows:
S1 – 1 period per week (Marvels and Mysteries, A Christian
Country and World Religions)
S2 – 1 period per week (Introduction – Create your own
Religion, Buddhism and Islam)
S3 – 1 period per week (Animal Rights, Prejudice and
Discrimination and Abortion)
S4 – 1 period per week (Crime and Punishment, The Holocaust
and War and Peace)
S5/S6 Intermediate 2 and Higher Religious Studies are offered to
students, the course will appeal to those with an enquiring mind
and an interest in people, culture and ethics. The units covered
in the course include World Religions, Morality in the Modern
World and Christianity Belief and Science.
All religious studies courses align with Scottish Borders Council
and SQA guidelines and respect the views of young believers
while offering a thought provoking programme for all students.
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Parents have a statutory right to withdraw their children from Religious Observance and Religious
and Moral Education. Please note that all students remain in the class but do not follow the
coursework. If parents wish to withdraw a child they should inform the Rector in writing. A
more detailed statement of what is taught in RME and how it is taught is available to parents
on application to the school. The Rector will always be pleased to discuss school policy if
approached.
TECHNOLOGIES:
BUSINESS EDUCATION
The Business Education Department is a two-person
department and comprises two classrooms and access to a
shared computing seminar room. The department is well
furnished and equipped. It also has 40 computers (PCs).
These are networked, contain many excellent and up-to-date
software packages and allow students access to the Internet and
use of e-mail.
•
Subjects offered to students by the Business Studies Department are:
•
•
•
•
•
•
•
S1 Business Management
National 4 Business Management
Business Management (Standard Grade)
E.C.D.L. (European Computer Driving Licence)
Business Management (Intermediate 2)
Business Management (Higher)
Business Management (Advanced Higher)
COMPUTER EDUCATION
The Computer Education Department is a two-person department teaching a range of courses.
The department has two well equipped rooms and access to a shared computing seminar room.
Each room contains 20 networked personal computers running Microsoft Office software, with
Internet access and e-mail. Additional facilities include colour laser printing, a digital camera
and two digital projectors. Students are encouraged to develop their ICT skills using up-todate technology in a friendly and supportive environment. The department is committed to
constantly reviewing course content so that the latest developments can be incorporated into
current courses.
Courses offered to students by the Computer Education Department are:
• S1 Computing
• National 4 Computing Science
• Standard Grade Computing Studies
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• Intermediate 2 Computing
• Higher Computing
• Advanced Higher Computing
DESIGN & TECHNOLOGY
There are three members of teaching staff in the Design & Technology Department.
The Department is well equipped with an up-to-date Technology Room, Graphics Room, Wood
Bias and Metal Bias Workshop.
We offer courses from First to Sixth Year in a wide range of subjects. As well as offering courses
which make extensive practical use of computer technology we also address traditional craft
skills in wood and metal. A wide range of graphics techniques are used throughout the courses.
Students are currently engaged in National Qualification courses at Advanced Higher, Higher
and Intermediate Levels as well as National 4 Design & Manufacture and National 4 Graphic
Communication courses.
Our subjects make a valuable contribution to Core Skills and help to ease students into a range of
post school courses.
PERSONAL AND SOCIAL EDUCATION
The Guidance Staff deliver this programme. In First and Second years it follows the Curriculum
for Excellence guidelines. In First year topics include settling into a new school, school
expectations, what to do when problems occur (bullying etc). Second year Social Education also
includes drug and sex education, decision making, simple career education and course choice
for Third year.
In Third Year the course also deals with relationships, friendships, love, responsibility,
contraception, AIDS etc. In Fourth year the emphasis is on Careers Education and preparation for
the years to follow. Students are split into leavers and non-leavers for Social Education so that a
more specific course can be followed.
In Fifth and Sixth year the students have a Guidance period in which their PGT carefully monitors
and supports their progress.
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EXAMINATIONS AND ASSESSMENT
There are no external SQA examinations in First or Second Year. Instead, students are assessed in
class by a variety of methods.
The School is, however, committed to enabling students to pass external examinations. There is
a diet of Third Year exams in March/April to provide an experience of working under pressure.
In addition, the Preliminary Examinations in Fourth, Fifth and Sixth Years are important,
both as preparatory training and as the basis on which Appeals can be made to the Scottish
Qualifications Authority.
Students may be entered for any appropriate Level of award offered by the Scottish Qualifications
Authority (e.g. Standard Grade, Access, Intermediate, Higher or Advanced Higher.) It should be
noted that Scottish Education is entering a period of substantial change and it is anticipated that
new qualifications will be introduced in due course.
A Candidate Number is issued to each student. This number is specific to the student and is
retained for the duration of his/her time in School. The number is important for both presentation
information, identification during examinations and for receiving awards. Parents may wish to
retain this number for reference.
When your son/daughter is coming to the end of First Year, the School will discuss with you the
subjects which he/she wishes to study in Second and Third Years, and the most suitable Level for
him or her to take in each subject. The School will give you full information at the time. We are
in a period of transition – as are all schools – and the previous options structure (end of Second
Year) is gradually being phased out.
STANDARD GRADE
There are three different Levels of course within Standard Grade – Foundation, General and
Credit. Foundation Level is the basic level. General Level is suitable for students in the middle
range of ability and Credit Level is the most challenging. Students taking different Levels of the
same subject may be taught together in class. Students are likely to take different Levels in
different subjects.
Awards for all three Levels are given on a single scale with bands from 1 (the top band) to 7.
NATIONAL COURSES
Four Levels of course are offered. Students with Credit passes at Standard Grade mostly enter
Higher courses. Those with General passes, in most cases, enter Intermediate 2 courses. For a
small number of students, Intermediate 1 courses, the equivalent of General Level at Standard
Grade, have proved to be more suitable.
Those opting for Intermediate 2 courses in Fifth Year may decide to enter a Higher course in the
same subject in Sixth Year.
Those who achieve a good result at Higher in Fifth Year may decide to enter an Advanced Higher
course in the same subject in Sixth Year.
Full details of these courses and Levels are given in the booklet “Options Beyond 16”, which is
available from the school.
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REPORTS
Parents receive one report per year for students in all year groups. In addition to this, parents of
S1 pupils receive a settling in letter within the first few months of their children coming up to
high school to indicate how they have settled in. Some subjects in S3 send out a series of interim
reports rather than an end of year report, for example Business Management.
The system is under review due to the introduction of Personal Learning Plans.
All reports emerge from the school’s Monitoring & Tracking system and will focus on a student’s
strengths, and development needs as measure against specific course targets.
HOMEWORK
Careful and regular preparation of homework is an integral part of learning; it helps learners to
acquire the habit of studying in a variety of different ways on their own. To help organisational
skills, each student is issued with a diary to record when homework is due and how long it
has taken to complete. It has proved helpful when parents take an interest in their child’s
homework, consulting the diary, where teachers may write comments. Parents are encouraged
to sign the diary at the end of each week. First and Second Year students should on average per
week have approximately 30 minutes of homework per subject, while a student preparing for
several subjects at General, Credit or Intermediate 2 level may expect between 1 and 2 hours of
work per night. A Higher candidate in any subject will require to devote even more time to work
at home.
Staff will endeavour to see that homework is:
•
Related to class work
•
Well explained and with a clear purpose
•
Manageable in the time given
•
Challenging but not too difficult
•
Marked or commented on and returned promptly when it involves written exercise
Teachers will expect that homework is:
•
Attempted by each student
•
Given care and attention by the student
•
Handed in on the due date
Homework is one area of learning where
there is a genuine possibility for a positive
partnership between student, teacher and
parent to promote progress in the student’s
learning. It is hoped that parents will take an
interest in homework by ensuring students
make as good an attempt as possible with any
task given.
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HOUSE SYSTEM AND ACTIVITIES
The House System plays a focal role in the life of the school.
All students belong to one of four houses: Clark, Douglas, Home & Scott. In each form class, all
students are in the same House. All staff also belong to one of the Houses.
Each House has a team of House Representatives consisting of:
two Sixth Year House Captains
two Fifth Year Vice Captains
two House Representatives and two deputes from Years 1 to 4
three or four Teacher Leaders
These students and staff help to plan and organise weekly House activities which aim to
encourage friendly rivalry and promote a sense of group and School identity. The activities cover
a wide range of interests from various sporting events (hockey, football, basketball, swimming
etc.) to quizzes, crafts, karaoke and others. The same points system is used for each event.
These House events play a part in helping to promote positive attitudes and behaviour in the
School.
Members of the Pastoral team have overall responsibility for running the House Events for each of
their House Groups and are helped in this by the S6 Sports Committee.
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STUDENT REGULATIONS
School rules are kept to a minimum and are mainly concerned with ensuring the safety and
welfare of students. Our Charter for Learning*, Classroom* and Out of Classroom Routines*
are discussed with students as part of the social education programme. Copies are displayed
throughout the school and in every classroom.
* These are reproduced in full on pages 47 to 49.
In addition, the following regulations affect parents as well as students:
(a)
a note from parents explaining each absence should be handed to the school office on the student’s return to school.
Absence notes are important as the school must know:
(i)
that parents are aware of the absence;
(ii)
if there is any reason which may cause the student to have a temporary difficulty with his/her learning experience.
(iii) Students who receive Educational Maintenance Allowance should contact school on the first day of illness. This will ensure weekly payments are continued.
Parents of absent students who have not contacted the school will be alerted by text message that their child is missing from school.
If parents know that a student is likely to be absent for more than 3 days, they should contact the
school office.
(b)
students should attend school whenever they are fit to do so. If students are found to be off school for no good reason, parental co-operation will be sought to ensure future attendance at school. In extreme cases of non co-operation by parents or non-
compliance by the student the matter will be referred to the Authority’s Education Department.
(c)
parents should ensure that all personal property is marked with the student’s name.
(d)
students are expected to wear school uniform when attending school or when representing the school.
(e)
students who attain the age of 16 by 30th September may leave school on 31st May; students who reach the age of 16 between 1st October and the last day of February may leave at Christmas. Before leaving, students must complete a Leaver’s Form and return all books and property belonging to the school.
PREFECTS
All Sixth Years are given initial prefect training. They are then given an application form and
invited to apply for the post of Prefect. An interview by a panel of staff follows and if the
candidate is successful she/he joins one of the five prefect teams. Each team has duties in the
Dining Hall, school buildings and grounds for one day each week, headed by a Senior Prefect.
From the Prefects a Head Boy, Head Girl, Deputy Head Boy and Deputy Head Girl are chosen to
manage all prefects and to represent the students at special events.
A fifth year student can also apply to become an S5 prefect. These volunteers support the Sixth
Year prefects on one duty day each week.
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TRAVELLING TO SCHOOL
School transport is organised by the Transportation Department of the Authority.
Students will normally have free bus travel if the home is over three miles from the school. Bus
passes are issued by the Transportation Department at the start of the session. Lost passes will be
replaced by the Authority at a fixed cost (currently £5 and £10 for First buses). Parents who have
any complaints about bus transport should report the matter to the Transportation Department,
Technical Services, Scottish Borders Council, Newtown St Boswells (Tel: 01835 826558) or to
the bus company operating the route. Misbehaviour on buses will be dealt with by the School
when reported and any student who misbehaves may have his/her bus pass withdrawn. Parents
are then obliged to make their own arrangements to ensure that the child attends school. Reports
of misbehaviour should be made in the first instance to the bus driver at the time of the incident
and only to the school after this has been done.
All senior students on a bus are bus monitors. The Bus Monitors will report incidents to Mrs C
Paterson, the Depute Head Teacher with responsibility for transport.
If your son/daughter requires a change in bus pass for any length of time a letter must be
provided to the school stating the reasons for, and the duration of, the change. Permanent
changes of bus pass must be authorised by SBC.
LOCKERS
All pupils are provided with a numbered locker
which should be kept secure by padlock at
all times. Outdoor clothes, books and other
materials not immediately required and, if
possible, equipment should be kept in lockers.
The lockers are located in batches on the lower
ground and ground floors and are arranged in
year groups as far as possible.
SOCIAL AREAS
All year groups are provided with Social Areas as follows:First and Second Years: Canteen Area
Third and Fourth Years: Open area adjacent to Music and Department
Fifth Years: Open area on first floor adjacent to Social Subjects Department
Sixth Years: Sixth Year Common Room on First Floor
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SCHOOL LUNCHES
A new style of catering has come to Berwickshire High School. The Refectory is now offering a
high street concept approach allowing the pupils to have more choice and to get served quicker
with far healthier products than they can buy on the high street. Our concepts brand is based
on healthy food but with all the taste. We offer an all day café service for the Sixth Year students
(open to pupils at break times) a bespoke sandwich bar where pupils have sandwiches made
with fillings of their choice, a ready made sandwich and soup offer, Pasta Bar, jacket potatoes and
Scottish favourites.
The Dining Hall is open before school for breakfast. Bacon rolls and toast can be purchased. It
is also open at morning interval for sandwiches, drinks and snacks As we are a Health Promoting
School pupils are encouraged to choose a ‘meal’. We have also become part of the Hungry For
Success programme. Pupils can expect healthier options and a drastic reduction in foods with
high fat and/or sugar content.
The Canteen operates a cashless system. This involves students using their ‘Young Scot’ Card
to pay for lunches in the canteen. Money can be loaded onto cards at various paypoints in the
school. If you do not wish your child to carry money with them you may also pay by cheque
(cheques made payable to Scottish Borders Council). It would be helpful if these could be placed
in an envelope with your child’s name and registration class on the front. They can then be
handed to the canteen staff who will credit your child’s card with the appropriate amount. Free
lunches are available to students whose parents qualify for this benefit. Application forms can be
obtained from the School office.
Vending machines are situated in the school and provide healthy snacks and drinks at a
reasonable cost. These include low fat crisps, cereal bars, sandwiches, fruit juice and water.
So come along and see how good the food is, how nice the ladies are and how much choice
there is in your School!
ATTENDANCE
Absence Procedure
The correct procedure to follow when your child is absent from school is as follows 1.
Please make contact with the main school office before 9.30 am in the following way –
Firstly, by the main switchboard: 01361 883710, which is open from 8.30 am or the answer machine service: 01361 884844
If this is not possible, by emailing the school at: [email protected]
Leave the following details - pupil’s full name, registration class and the reason for absence.
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2.
If you know that the absence will last for more than one day please let us know, otherwise you must contact the school on every subsequent morning of absence (a reminder will be sent via Groupcall if we do not receive authorisation of the absence).
3.Groupcall
We use the Groupcall system to remind parents to authorise absences. For Child
Protection reasons it is essential that every absence is authorised and any instance of
missing children will be investigated thoroughly, including the involvement of the local
police. Occasionally parents will receive a Groupcall message when their child is in fact
in school, this is normally the result of miscommunication between the class teacher and
the office when a child has been late to class. Although we understand that receiving
a message of this nature can be alarming for parents, we always confirm the child’s
presence in school whilst the parent is on the phone and hope that parents can appreciate
that we must err on the side of caution when it comes to pupil safety.
We also make use of the Groupcall facility from time to time when we need to alert
parents at short notice. This will be used whenever necessary in bad weather situations.
Please also check our website for updates (www.berwickshirehighschool.org.uk).
The school has a limited number of free texts which get used on a day to day basis for
chasing up pupil absences. Once we have come to the end of our allocation the school
will have to pay for every text sent. This could amount to around £75 every time. Parents
could greatly assist the school to save on their free texts if they could follow the Absence
Procedure guidelines (above) to ensure the school is informed by 10.00 am on each day
of their child’s absence which would mean we don’t have to send you a Groupcall text.
This will ensure that we have a good supply of free texts to use in emergency situations.
PROMOTING POSITIVE BEHAVIOUR
CARROT REWARDS
In Berwickshire High School we have operated a rewards system since 2003, when Promoting
Positive Behaviour was introduced. Staff awards point to pupils for specific things within the
classroom situation. The system currently in operation is called carrot rewards.
Carrot Rewards works in tandem with My Stickers. This new system is very much pupil orientated
and pupil friendly. Every teacher is able to award stickers for whatever reason and each sticker is
worth points. Each sticker has an individual code number on it which, in turn, can be fed into the
computer, by the pupil. This can be done at school or at home. All entries can also be monitored.
This incentive has been highly successful in numerous schools throughout the country and it’s
time for Berwickshire High School to join that list of successes.
MY STICKERS
What are they? A ‘My Sticker’ is a reward like no other. It has a unique 6 digit code that can be
entered online at www.MyStickers.co.uk once it has been rewarded by a teacher. Pupils who log
the stickers and postcards receive points and have the opportunity to access online games and
win prizes! These prizes have yet to be decided on.
Each sticker will be worth 50 points and can be awarded for either Attainment or Effort.
In addition, there will be input from Senior Management in the form of “School Awards” which
will be worth 100pts and which can only be achieved through formal recommendation from a
member of staff to SMT or the Guidance Department.
All First year pupils have bought into this new system of rewarding positive behaviour and effort
in class and their points are accumulating by the week. Decisions will be taken as to what their
points can be used for, or perhaps, the pupils with the most points by a certain time in the term
could be in the running for some kind of reward.
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STUDENTS’ UNIFORM
BOYS S1 – S3
Black (or dark) trousers
Red polo shirt with crest on the sleeve
Black sweatshirt with crest on the chest
Black shoes/black training shoes
GIRLS S1 – S3
Black skirt or black tailored trousers (NB: pinstripe trousers are not acceptable)
Red polo shirt with crest on sleeve
Black sweatshirt with crest on the chest
Black shoes/black training shoes
BOYS & S4 – S6
GIRLS
Black trousers, white shirt and appropriate year group tie.
Black trousers/skirt, white shirt and appropriate year group tie.
Black shoes
NB: Shoes are an important part of the School uniform; training shoes are acceptable but only if
black. All specialised items of school uniform may be ordered through the School office.
LIBRARY RESOURCE CENTRE
The Library Resource Centre, under the care of a full-time librarian ands is a vital focus for much
activity in the school.
The aims of the library are:
• To encourage staff and pupils to use all the resources available as part of everyday leaning.
• To provide a balanced range of materials suitable for curricular and leisure use.
• To encourage recreational reading.
• To provide an atmosphere conductive to study during class time.
• To provide a centre of activity for pupils during out-of-class times.
• To provide pupils with the skills necessary to use libraries in the world outside school.
The library contains three sections:Fiction, Non-Fiction and Reference
A resource area with computers linked to the Internet is also available. In addition, there is an
extensive careers section with information available both in print and on computer.
The Fiction section is set out in alphabetical order, where the pupils can browse and perhaps find
an author they hadn’t tried before.
There is a section within the Fiction for:Horrible Histories, Scary Reads, Romance, Graphic Novels, Cartoons, And Quick Reads.
The Non-Fiction is set out using the Dewey Decimal System, a system in common use, in Public
and Academic libraries.
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The Reference section is grouped
according to like.
In class time, the library and resource
area are both well used by staff and
pupils, for study, research and wordprocessing. The librarian and the Library
Committee would welcome increased
use by individuals, groups and classes.
It has been found to be most productive
if pupils using the library have a clear
purpose in mind when working there.
Outwith class time the library is used for
quiet reading or working. During lunchtime and morning break the library is open.
INSTRUMENTAL INSTRUCTION
The Berwickshire High School is visited by five instrumental teachers. Pupils have the opportunity
to learn brass, woodwind or string instruments (including guitar). Pupils leave their timetabled
class once a week to attend a 25 minute lesson, usually as part of a small group. A ‘rotating’
timetable means that pupils miss a different subject each week.
There is a range of extra-curricular activities in which instrumental pupils are encouraged to
participate. Brass pupils are expected to join the brass band on Tuesday lunchtimes; string players
attend the string orchestra on Wednesdays; and woodwind players take part in an ensemble on
Mondays. In addition, there is a jazz band that is open to all instrumentalists.
In most cases, pupils who receive lessons at the BHS have learned for a year or more at primary
school. However, it is possible for pupils to take up an instrument in S1 and anyone interested
should speak to Mr Mabon. Lessons are free for the first academic year (August to June).
Thereafter, there is a yearly charge for lessons (typically in the region of £120, although this is
subject to review) and a nominal charge for the hire of an instrument. Anyone in S3 or above
who has opted to take a certificate course in music (e.g. Standard Grade) qualifies for free lessons
on one instrument. For more information, please contact Mr Mabon at the BHS or the senior
instructor, Simon Johnson, at regional headquarters.
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Tuesday
Monday
Free
time/out of
hours
Day
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Period 6
4.00 -6.00
Lunch
Time
4.00
After
School
Lunch
Time
Time
S6
S1 & S2 Girls
All
All Brass
All
All
All
Brass Band
Folk Group
Computer Access
BHS Observer
Young Enterprise
Netball Club
Sailing Club
All
S1 –S3 All
All
All
All woodwind
All
All
Badminton
Hockey
Jazz Band
Chess & Computer
Access
Woodwind Group
Computer access
BHS Observer
S3-S6
S2 – S4
S4
Mixed
Year group
Activity
Duke of Edinburgh
French Exchange
German Exchange
BHS & EHS
Skiing
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Additional ad hoc meetings
Everyone does not have to be a reporter – help needed to produce
the Newspaper
Use a computer for school work or fun
Brass players on the timetable
Please see Mr Playfair beforehand
Please speak to Mr C Mabon before hand
Play Chess or use computers for schoolwork or fun 1.15 1.45pm
Woodwind players on timetable
the Newspaper
Meetings arranged when appropriate
May/June – 1 week hosting
Sept/Oct 2009 - 1 week hosting
Return visit 2010
Lessons for those going on Ski Trip
Additional Information
EXTRA CURRICULAR ACTIVITIES
Contact
Mr K Walker
Terri McEachen
Mr M Walker & Mrs Rennie
Mr Mabon & Mr Kennedy
Mr Playfair
Mrs Brown
Mrs Gumbrell
Mr Hardie
Julie Abbot
Mr C Mabon & Mr J Jacobs
Mrs Marchand
Mr(s) Mabon & Mrs Mooney
Mrs Brown
Mrs Gumbrell
Mrs Rennie
Mrs McAlpine
Miss Copin
Mrs Thomson
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Friday
Thursday
Wednesday
40
Lunch
Time
Evening
4–5
4–6
Lunch
Time
Evening
Lunch
Time
Mr Roberts
October – December
Seniors
Indoor Hockey
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Mrs Brown
Mrs Gumbrell
the Newspaper
S4-S6
All
All
Computer Access
BHS Observer
Marianne O’Brien
Terri MacEachen
Mrs Gumbrell
Mr J Mabon
Mrs Marchand
Mr Douglas
Mrs Lawson
Mrs Morrison & Clair
Fitzgerald
Mr Mabon & Mr Johnson
Mrs Brown
Mrs Gumbrell
All
S3 Girls
the Newspaper
Play Chess or use computers for schoolwork or fun 1.15 – 1.45pm
All Girls
All
All
All
Duns RFC facilities – times change depending on daylight – notices
in daily bulletin – Games on Saturdays Sept-March
Boys
S1 - 4
String players on the timetable
the Newspaper
Meetings every 2/3 weeks; cost 50p per meeting
Oct – Dec
Games on Saturday August to March
Zumba
Netball Club
Rugby
All
Seniors
All String
All
All
String Group
Computer Access
BHS Observer
Card Making
Indoor Hockey
S1 – S2
Hockey
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DUKE OF EDINBURGH AWARD SCHEME
Berwickshire High School has for many years been an active and enthusiastic supporter of the
Award Scheme and students from Third year upwards have the opportunity to participate. We
offer programmes at three levels, Bronze, Silver or Gold, with students beginning in Third Year at
Bronze level.
There are four sections at Bronze and Silver level; volunteering, physical recreation, skills (taking
up an interest or hobby) and expedition training. At Gold level students also have to complete a
fifth section – a residential, which involves five days and four nights doing a shared activity with
people they do not know. Students get to choose what they do at all levels and pick up new
experiences, friends and talents.
YOUNG ENTERPRISE
This is a scheme where groups of Sixth Years form their own company, supported by outside
business advisers. Young Enterprise companies are real enterprises. The taking of calculated
risks and being responsible for decisions and actions all form essential parts of the programme.
A Young Enterprise company consists of a group of Sixth Year students and is organised on the
pattern of a limited company, but is not legally incorporated. It exists in the legal framework of
Young Enterprise, which is a registered company, limited by guarantee and is also a registered
charity. Young Enterprise companies are “registered” with Young Enterprise for one academic
year.
The prime objective of a Young Enterprise company is to provide students with a challenging,
exciting and practical way of adding to their skills and broadening their experience of the world
of work and business.
During the next year they will find themselves working as part of a team involved in:
• decision making
• production
• communications
• sales
• time management
• finance
• marketing
• personnel • management
Young Enterprise is a time consuming and demanding undertaking but a very worthwhile
experience.
OUTDOOR EDUCATION
There are two main aspects for our outdoor education programme.
1. Fieldwork to support courses in the curriculum e.g. Geography, Biology etc.
2. Personal and Social Development e.g. residential courses and learning which involves working together, team building and problem solving.
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All students at The BHS have the opportunity to experience Outdoor Education. In S1 the whole
year group takes part in a residential experience involving outdoor pursuits. During later years
students have the opportunity to take part in short blocks of outdoor activities e.g. ski-ing,
canoeing.
Health & Safety
In all out of school activity there is an element of risk. All outings are checked by the Rector
and/or the Outdoor Education Adviser, ensuring that staff follow the Council’s guidelines
outlined in the Excursions Document.
Parents and students also have responsibilities including:
1.
Parents returning a signed parental consent form.
2.
Students passing a swimming test before water activities.
3.
Students arriving with the correct clothing for the activity. (Details are given for each excursion but normally include layers of warm clothing, hat and gloves.)
4.
A packed lunch is often required.
Parental Help
On occasion help from parents is sought to help with transport and non- specialised
supervision.
Sailing
Dinghy sailing takes place in the summer and autumn terms. Regattas, training etc. take place
on the Whiteadder reservoir. It is open to all students in School. Details are to be found on the
Outdoor Education notice board.
Alba Venturer/Ocean Youth Trust
Students have access to sailing on a 70 ft ketch through association with the educational charity
OYT Scotland. S1-3 can take part in a voyage in spring, sailing among the islands off the West
Coast. Senior pupils regularly sail on other voyages, mainly in the summer holidays e.g.; in the
Tall Ships Race to Norway, Denmark, France etc. Pupils have also sailed in the OYT challenge
voyage to Iceland and the Arctic Circle
Ski-ing
Sometimes during courses in the Senior School, pupils have the opportunity to learn to ski at
Jedburgh dry slope. Pupils in S2, S3 and S6 have the opportunity to take part in a foreign ski
trip, normally to Alpe d’uez in France.
MEDICAL ARRANGEMENTS
Limited sick bay facilities are available in school but parents are requested not to send students
to school who are feeling unwell. Should a student become unwell at School, First Aiders will
telephone the parent(s)/carer(s). To enable this to happen it is important that the School be
informed of any changes to emergency contact
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numbers. First aid treatment for minor injuries is carried out in school; more serious cases are
sent to the local hospital.
Students who have medical/dental appointments during the School day should bring the
appointment card or a letters from parent(s) to the School office to allow them to sign out.
The Scottish Borders medical authorities conduct a programme of inspections and vaccinations
during the school day.
BERWICKSHIRE HIGH SCHOOL PARENT COUNCIL
The Parent Council is the successor body to the School Board. It has its origins in the Scottish
Schools (Parental Involvement) Act of 2006. Our own Council was formally constituted on 3rd
September 2007. The following office bearers are currently in position:
Ms F McGregor
Mrs A Temper
Mrs F Morris
Mr W Murray
(Chair)
(Vice-chair)
(Secretary)
(Treasurer)
Meetings are held in the School Library on a 4 – 6 week cycle. All parents are entitled to direct
or indirect representation on the Council.
Website
Berwickshire High School website can be accessed to find out about many aspects of the life of
the school. Students, parents and members of the wider community can navigate around this
user friendly site. Each Department has its own page. The Daily Bulletin, reminding students
of events taking place in school each day, is updated daily and the Latest News & Events Section
is also updated on a regular basis. Teacher Blogs are accessible from the website as are Exam
Timetables , when available, together with the Assessment Calendar. The School Calendar gives
an overview of events taking place and shows holiday/in-service dates. The address is http://
berwickshirehighschool.org.uk
AWARDS CEREMONIES
There are two annual awards ceremonies i.e. S1-3 (June) and S4-6 (September). These are
evening events with invited guests, speeches by the Rector and senior students and musical items.
It is a celebration of achievement and the highest achievers in years 1 – 6, in both attainment and
effort, are awarded certificates. Subject prizes are awarded in year 5 and special achievement
prizes in year 6.
Throughout the year special achievement certificates are presented at Year assemblies to any
student who has achieved success in any aspect of life.
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DATES OF REPORTS, PARENTS’ EVENINGS AND EXAMS
DATES OF REPORTS, PARENTS’ EVENINGS AND EXAMS
All these dates are subject to confirmation in August 2012
REPORTS
PARENTS‟ EVENINGS
S1
SETTLING IN
S1-2 RECOMMENDATIONS
FULL REPORT
NOVEMBER
MARCH
APRIL
MAY
S2
FULL REPORT
MAY
NOVEMBER
S3
FULL REPORT
MAY
JANUARY
S4
FULL REPORT
JANUARY
OCTOBER
S5/
6
FULL REPORT
MARCH
DECEMBER
EXAMS
EXAMS
Continuous Assessment
S1/2 S1/2 Continuous Assessment
S3
S3
March
S4
March
Prelims -November
S5 & 6 S4
Prelims – January/February
Prelims -November
SQA For S4, 5 & 6 – May - June
S5 & 6
Prelims – January/February
SQA
A LAST WORD
For S4, 5 & 6 – May - June
Although the information in this booklet is correct at the time of publication, changes do occur
WORD
andAif LAST
you have
a query relating to any matter regarding the education of your child, please do not
hesitate to contact the school.
Although the information in this booklet is correct at the time of publication, changes
do occur and if you have a query relating to any matter regarding the education of your
child, please do not hesitate to contact the school.
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LETTER FROM HEAD BOY AND HEAD GIRL
Hello,
We are Grant McWilliam and Kirsten Richardson, sixth year students elected as Head Boy and
Head Girl respectively at Berwickshire High School. Our roles are to be representatives for the
school, both within our immediate and wider communities. As well as acting as leaders for our
own year, we aim to play a role in the younger years in the school. This is where you come in,
on your arrival at Berwickshire High School we hope to be of support to you in a variety of ways.
First of all we can assure you that high school is not a scary place! Sixth years are recognisable
as they will be wearing their chosen coloured jumper. In addition to this the head team, which
consists of ourselves and the deputy heads, will have badges on them to identify their position in
the school, as will the prefects who will be there to help anyone who requires it. Photographs of
all the sixth year pupils who have been elected to a position of power will be up in the entrance
hall. At the beginning of your first year of high school you’ll meet your sixth year buddies.
Usually, a small group of you will be paired with two or three buddies. Your buddies will help
you in any way they can. The sixth years may seem big and scary but they’re really not, they were
first years just like you only a few years ago! The school offers a broad range of subjects for you to
enjoy, although English and Maths are unfortunately unavoidable!
We hope to see you soon,
Grant McWilliam & Kirsten Richardson
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THOUGHTS ON BERWICKSHIRE HIGH SCHOOL
FROM S1 STUDENTS
It is a big place and it’s easy to get lost but after the first couple of weeks you will find your way
about easily. You might have heard stories about some of the teachers but none of them are true
the teachers are very kind and helpful. It’s really good and exciting until you have been going for
a while. The food is nice and so are the canteen ladies. I enjoy it and It’s a good High School.
Go BHS!
In Primary 7 you probably think the teachers are scary but they are not. Also in PE there is a lot
better equipment (Fitness Suite) and there is a good astro turf pitch. And the work you do isn’t as
hard as you might think it is. Science is really good because you do a lot of experiments which
are really cool.
High School is great because you get to make new friends and go up the street and you get really
good food at the canteen. And I love how we get to have fun and enjoy classes. Work is fun –
don’t think school and teachers are scarey, just be proud of yourself and just – GO FOR IT!!
•
•
•
•
•
•
I’m impressed by the standard of work that goes on
It’s enjoying the new school
I’ve made lots of new friends here
I’m quite popular
I love all the teacher’s personalities
Schools and teachers don’t bite. So don’t scared
Push yourself to be the best – you can!
In Primary 7 you are probably worried about going
but it’s really fun. PE is so much better – you can get a
selection of sport at lunchtime as well. There are loads
of people you can make friends with. Also you’re not
stuck in the same class which is really cool. The food is
so much better and you even get to go down the street.
My favourite subjects are PE and History. There are loads
more. You might be worried that you’ll get lost once you
know your way.
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Linda Fraser
School Nurse
Knoll Hospital
Duns
TD11 3EL
Tel: 01361 883373
Accessing the School Nurse
I can be available to see you at the High School most days.
If you have any health worries, want a chat with a nurse or wish information and advice please
feel free to come along and see us.
Every Monday & Thursday we run a Drop-In session over the lunchtime, in the school health
clinic. Out with these times you can leave a message either with your guidance teacher or the
school administration office and we will contact you directly.
There is also a first aider at the school who will help you if you are feeling unwell in school; she
can be contacted at anytime in the school administration office.
Vaccination will be offered to all pupils in third year against tetanus, diphtheria and polio,
second year girls will also be offered the HPV vaccination. You will be sent a letter with
information at these times.
I may also see you as part of your school curriculum, when we talk to you in small groups about
health related topics. This will be done at set times of the year and are planned along with your
guidance teacher.
I hope you enjoy school life and keep healthy!
Linda
Linda Fraser
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CLASSROOM ROUTINES
At the start of ALL lessons..
Arrive on time
(This means DO NOT
stop off anywhere toilet, vending machine,
wait for friends).
Enter the classroom as
and when the teacher
tells you.
You will have a short time after you are in, before the
lesson starts, to do the following …..
Empty
your
mouth.
Remove
outdoor
clothes.
Take
your
seat.
Take out the
things you need
and focus for the
lesson ahead.
During ALL lessons..
Listen
and
learn.
Remember
Follow
all
instructions.
Be polite
to
everyone.
Talk if and
when
appropriate.
- You have a right to learn and so does everyone else in
the class.
Near the end of ALL lessons..
Listen carefully for instructions.
The teacher may:
sum up the lesson
ask you about the key points
remind you about homework
tell you when to pack up.
The teacher will signal when to:
pack up
leave your seat / the room as
instructed.
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Charter For
Learning
In The Berwickshire High School ,
everyone will be given the opportunity
to benefit fully from education.
Pupils are expected to be responsible, co
and respectful of all others in the school community.
No pupil has the right to disrupt the education of
others.
Every teacher will take steps to ensure that the rights
of pupils are met.
Every teacher has the right to teach without
interruption.
If we follow the Charter,
our school will be
Happy and
Successful.
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INFORMATION FOR PARENTS 2011
SECONDARY SCHOOLS
School: Berwickshire High School
Id No.: 355 - 5647339
Leaver Destinations
Number Of Pupils Leaving In School Year 2010/2011 And Percentage With Destination
As:
Total Number of Leavers (=100%)
Higher Education
Further Education
Training
Employment
Other Known
Not Known
135
33
32
1
24
10
0
Key to symbols:
Percentages for schools where the number of leavers is greater than 0 but less than 5 have been
replaced by asterisks (**) because they could be misleading or lead to identification of individuals.
The symbol (##) indicates that the data are not available or comparable with other years because the
school has recently opened or merged with another school, or is temporarily closed.
Budgeted Running Costs For Financial Year 2011-2012
School Roll at September 2010
Total School Running Costs at April 2011 (£)
Cost per Pupil (£)
745
4,299,207
5,771
Key to symbols: The symbol ## indicates that the data are not available.
Attendance And Absence For School Year 2010/2011
Total Number of
Possible
Attendances
(Pupil Half Days)
Percentage
Authorised
Absences
Percentage
Unauthorised
Absences
S1
S2
S3
41385
45193
4
1.9
Stage
S4
S5
S1-5
52938
54761
47076
241353
4.1
4.9
5
3.6
4.4
1.7
4.6
3.7
7.1
3.9
Key to symbols:
Asterisks (**) have been inserted instead of figures for some schools and categories:

Counts and percentages based on data for more than 0 but fewer than 5 pupils, because they could be
misleading or lead to the identification of individuals.

In other cases, it is not possible for the school to have any data for the category, for example, cases where
the relevant year group roll figure is zero.
The symbol (##) indicates that the school has recently opened or merged with another school and this information is
not available.
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SECONDARY SCHOOLS
Id No.: 355 - 5647339
Estimated S5 January Roll As A Percentage Of The S4 Roll
In September Of The Previous Session
2008/2009
62
2009/2010
76
2010/2011
81
Examination Results (within Scottish Credit and Qualifications Framework)
(2010/2011 results are pre-appeal)
By end
of S4
By end
of S5
By end
of S6
Percentage of the relevant September S4 roll achieving:
5+ @ level 3 or better
2008/2009
88
2009/2010
89
2010/2011
95
2008/2009
75
2009/2010
77
2010/2011
76
2008/2009
38
2009/2010
44
2010/2011
38
2008/2009
41
2009/2010
40
2010/2011
44
2008/2009
21
2009/2010
20
2010/2011
28
2008/2009
12
2008/2009
26
2009/2010
31
2010/2011
37
2008/2009
16
2009/2010
21
2010/2011
18
2008/2009
15
2009/2010
9
1+ @ level 7
2009/2010
23
2010/2011
11
2010/2011
21
Key to symbols:
Counts and percentages for year groups which contain more than 0 but less than 5 pupils are replaced by
asterisks (**) because they could be misleading or lead to identification of individuals.
The symbol (##) indicates that the data are not available or comparable with other years. Possible
reasons for this include: the school has recently opened or merged with another school; S5 and S6
results for S1-S4 schools; S4, S5 and S6 results for S1-S2/S3 schools; cases where the relevant year
group roll figure is zero.
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SECONDARY SCHOOLS
Id No.: 355 - 5647339
Minimising Overall Absence
Absence
Absence recorded
(2009/2010)
Average number of
half days absence
per pupil
27.7
Absence recorded
(2010/2011)
Average number of
half days absence
per pupil
31.7
Where schools have 9 openings per week, please note that all local authority and national figures are
based on 10 openings per week, and so are not directly comparable.
Key to symbols: The symbol (##) indicates that the data are not available or comparable with other years.
For Information:
Scottish Credit and Qualifications Framework (SCQF)
levels:
Level 7
CSYS at A-C; Advanced Higher at A-C
Level 6
Higher at A-C
Level 5
Intermediate 2 at A-C; Standard Grade at 1-2
Level 4
Level 3
Access 3 Cluster; Standard Grade at 5-6
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SECONDARY SCHOOLS
Education Authority: Scottish Borders
Leaver Destinations
As:
Higher Education
Further Education
Training
Employment
Other Known
Not Known
1266
35
34
3
21
8
0
Key to symbols:
The symbol (##) indicates that the data are not available or comparable with other years because
the school has recently opened or merged with another school, or is temporarily closed.
Cost per Pupil (£)
6,777
33,869,321
4,998
Attendance And Absence For School Year 2010/2011
Total Number
of Possible
Attendances
(Pupil Half
Days)
Percentage
Authorised
Absences
Percentage
Unauthorised
Absences
S1
S2
S3
420901
474582
4.8
1.4
Stage
S4
S5
S1-5
459636
494779
362785
2212683
5.6
6.1
5.2
5
5.4
2
3.2
3.7
3.6
2.8
Key to symbols:
 Counts and percentages based on data for more than 0 but fewer than 5 pupils, because
they could be misleading or lead to the identification of individuals.
 In other cases, it is not possible for the school to have any data for the category, for
example, cases where the relevant year group roll figure is zero.
The symbol (##) indicates that the school has recently opened or merged with another school and
this information is not available.
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SECONDARY SCHOOLS
2008/2009
63
2009/2010
71
2010/2011
72
By end
of S4
By end
of S5
By end
of S6
2008/2009
90
2009/2010
92
2010/2011
92
2008/2009
80
2009/2010
80
2010/2011
80
2008/2009
2009/2010
40
42
2010/2011
39
2008/2009
44
2009/2010
45
2010/2011
48
2008/2009
26
2009/2010
27
2010/2011
29
2008/2009
2009/2010
12
12
2010/2011
12
2008/2009
35
2009/2010
37
2010/2011
38
2008/2009
25
2009/2010
26
2010/2011
25
2008/2009
17
1+ @ level 7
2009/2010
18
2010/2011
Key to symbols:
Counts and percentages for year groups which contain more than 0 but less than 5 pupils are
The symbol (##) indicates that the data are not available or comparable with other years.
Possible reasons for this include: the school has recently opened or merged with another school;
S5 and S6 results for S1-S4 schools; S4, S5 and S6 results for S1-S2/S3 schools; cases where
55
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SECONDARY SCHOOLS
Absence
Absence recorded
(2009/2010)
Average number of
half days absence
per pupil
29.4
Absence recorded
(2010/2011)
Average number of
half days absence
per pupil
31.2
Where schools have 9 openings per week, please note that all local authority and national figures
are based on 10 openings per week, and so are not directly comparable.
Key to symbols: The symbol (##) indicates that the data are not available or comparable with
other years.
For Information:
levels:
Level 7
Level 6
Higher at A-C
Level 5
Level 4
Level 3
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SECONDARY SCHOOLS
National Data
Leaver Destinations
As:
Higher Education
Further Education
Training
Employment
Other Known
Not Known
54073
36
27
6
20
11
0
Key to symbols:
The symbol (##) indicates that the data are not available or comparable with other years because
the school has recently opened or merged with another school, or is temporarily closed.
Cost per Pupil (£)
299,616
1,702,108,639
5,681
Total
Number of
Possible
Attendances
(Pupil Half
Days)
Percentage
Authorised
Absences
Percentage
Unauthorised
Absences
S1
S2
S3
19561953
19996998
5.3
1.6
Stage
S4
S5
S1-5
20211642
20145865
15556206
95472664
6.2
6.8
6.3
5.9
6.1
2.3
3.2
3.5
3.1
2.7
Key to symbols:
Counts and percentages based on data for more than 0 but fewer than 5 pupils, because
they could be misleading or lead to the identification of individuals.
In other cases, it is not possible for the school to have any data for the category, for
example, cases where the relevant year group roll figure is zero.
The symbol (##) indicates that the school has recently opened or merged with another school and
this information is not available.
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SECONDARY SCHOOLS
National Data
2008/2009
67
2009/2010
72
2010/2011
75
By end
of S4
By end
of S5
By end
of S6
2008/
2009/
2010/
2008/
2009/
2010/
2008/
2009/
2010/
2009
2010
2011
2009
2010
2011
2009
2010
2011
92
92
93
78
78
78
35
36
35
2008/
2009/
2010/
2008/
2009/
2010/
2008/
2009/
2010/
2009
2010
2011
2009
2010
2011
2009
2010
2011
41
43
44
23
25
26
11
11
12
2008/
2009/
2010/
2008/
2009/
2010/
2008/
2009
2010
2011
2009
2010
2011
2009
31
33
35
21
22
23
14
1+ @ level 7
2009/
2010
15
Key to symbols:
Counts and percentages for year groups which contain more than 0 but less than 5 pupils are
The symbol (##) indicates that the data are not available or comparable with other years.
Possible reasons for this include: the school has recently opened or merged with another school;
S5 and S6 results for S1-S4 schools; S4, S5 and S6 results for S1-S2/S3 schools; cases where
58
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2011
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SECONDARY SCHOOLS
National Data
Absence
Absence recorded
(2009/2010)
Average number of
half days absence
per pupil
33.9
Absence recorded
(2010/2011)
Average number of
half days absence
per pupil
34.1
Where schools have 9 openings per week, please note that all local authority and national figures
are based on 10 openings per week, and so are not directly comparable.
Key to symbols: The symbol (##) indicates that the data are not available or comparable with
other years.
For Information:
levels:
Level 7
Level 6
Higher at A-C
Level 5
Level 4
Level 3
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62

Handbook2012/13 - The Berwickshire High School

Transcription

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