3 - Shawlands Academy

Transcription

SHAWLANDS ACADEMY
CONTENTS
➤➤➤➤➤➤
Cover Drawing by Mr K Morrison
WELCOME FROM ANN GRANT, THE HEADTEACHER
2
ABOUT THE SCHOOL
3
ABOUT THE STAFF
SMT remits
Staff List
3
5
6
THE SCHOOL DAY AND THE SCHOOL YEAR
8
THE STRUCTURE OF THE SCHOOL
9
PREPARING PUPILS FOR SECONDARY SCHOOL
Linking with the Primary schools
Placing Requests & Enrolments
S1 Welcome DVD
10
10
10
10
LEARNING AND TEACHING
Introducing some First Year Subjects
Homework and Study Skills
Library and Resource Centre
Assessment and Reporting
11
11
21
22
23
SUPPORT SERVICES
Support for Learning
Behaviour Support
Bilingual Support Unit
Language Support for Bilingual Pupils/English as an Additional Language
SCHOOL ETHOS
International School
Eco School
Health Promoting School
Health Education
Extra curricular Activities
PROMOTING POSITIVE BEHAVIOUR
Promoting Positive Behaviour Policy
Forum Against Bullying
Attendance and Late coming
School Dress Code
School Meals
EQUAL OPPORTUNITIES
Dealing with Racial Harassment
Multicultural Anti – Racist perspective
28
28
28
29
30
34
34
35
35
35
36
38
38
39
40
41
42
43
43
44
PASTORAL CARE
Staff
Personal and Social Education
Pupils Destinations
Enterprise and Employment
More Choices, More Chances
Additional Support for Learning
45
45
45
46
46
47
47
HEALTH CARE
First Aid and Emergencies
The School Nurse
48
48
48
TRANSPORT
48
DATA PROTECTION ACT
49
CHILD SAFETY / CHILD PROTECTION POLICY
49
APPENDICIES
1
SCHOOL HANDBOOK 2009 - 2010
WELCOME TO SHAWLANDS ACADEMY
Dear Parents, Carers and Friends of the School,
I am delighted to welcome you to Shawlands Academy where we aim to provide
a caring, supportive and secure environment in which all our young people can
thrive as succcessful learners. We intend that all our pupils will be able to develop
fully their talents and abilities so that as young adults they will appreciate the
effective contribution they can make to society.
We have high expectations for the pupils in our care and encourage them to
achieve by providing a high quality education which is both challenging and
stimulating. We are keen to provide all our young people with high self-esteem
and a sense of self-worth as we equip them for success thoughout life.
In Shawlands Academy we see education as a partnership between the school,
parents and carers and the wider community in which individuals, working in
cooperation, can create a positive atmosphere which brings out the best in all.
Working together, we can enable all our young people to be responsible citizens.
We are proud of our reputation and hope that all our young people will take
full advantage of the many opportunities that our school has to offer and enjoy
success in Shawlands Academy.
Warmest wishes
Ann Grant
2
SHAWLANDS ACADEMY
ABOUT THE
SCHOOL
Shawlands Academy is a long established school dating from 1894.
There was a private school of the same name, which began about
1857 located in Skirving Street. However, the school first opened its
doors just over one hundred years ago in the building on Pollokshaws
Road, which is now Shawlands Primary School.
In 1934, the Academy moved to its present site in Moss-side Road.
The building was comprehensively redeveloped in 1967-69 when
substantial extensions accommodating the Science, Business Studies,
Technical, Music and Geography departments were added.
In the course of session 2001-2002 the Academy underwent a major
refurbishment as part of the City Council’s Project 2002.
This involved a considerable improvement in the quality of
accommodation throughout the school and a greatly increased
provision in Information and Communication Technology.
Games Hall Entrance
The school combines the best elements of traditional Scottish
education with a developing curriculum designed to equip pupils for
the twenty first century. We are proud of our significant investment
in technology, which is improving pupil provision in all subjects and
in Business Studies, Computing, English, Science, Technical and
Music in particular
The Academy is also Glasgow’s International School and a centre of
excellence in Modern Languages with strong links to schools abroad.
Our diverse multiethnic community is a wonderful base to engender
international dimensions to teaching and learning and despite funding
ending in 2008, we will continue our international development.
The Bilingual support unit for secondary pupils in Glasgow is
co-located in Shawlands Academy and we also are part of the
Asylum Seeker Support Programme.
“All of our efforts are directed towards
creating a partnership - of school, home
and community.”
In addition we are part of the Shawlands New Learning Community
along with our seven associated Primary schools and four Nursery
schools. The Learning Community is charged with raising attainment
amongst all pupils in the community and promoting joint working
amongst education, health, social work, psychological, cultural and
leisure services.
3
SCHOOL INFORMATION
Shawlands Academy
SCHOOL SETTING AND ROLL
Shawlands Academy is a non-denominational, co-educational, comprehensive
school taking in pupils from SI to S6.
The postal address is:
31 Moss-side Road, Glasgow G41 3TR
Telephone 0141-582-0210
Fax 0141-582-0211
Email: [email protected]
Website: http://www.shawlandsacademy.glasgow.sch.uk
The school role is at present 1,211.
The roll for each year group is:
S1
202
S2
215
S3
243
S4
245
S5/6
306
The seven primary schools in our Learning Community are:
The likely intake from our
associated primary school over the
next three years is as follows:
Cuthbertson Primary School
35 Cuthbertson Street Glasgow G42 7RJ
Telephone 041-423-0452
2008-09 236
2009-10 217
2010-11 210
Shawlands Primary School
Victoria Primary School
1284 Pollokshaws Road Glasgow G41 3QP 67 Batson Street Glasgow G42 7HD
Annette Street Primary School
27 Annette Street Glasgow G42 8Y13
Battlefield Primary School
44 Carmichael Place Glasgow G42 95Y
Langside Primary School
233 Tantallon Road Glasgow G41 3JW
Blackfriars Primary School
310 Cumberland Street Glasgow G5 OSS
Telephone 0141 429-2444
The Nursery Schools are:
Langside Nursery School
Deanpark Nursery School
Laurieston Nursery School Govanhill Nursery School
Shawlands Academy has close links with the wider community and pupils are
encouraged to take part in charitable and other community service work. We have
established strong links with local industry and commerce and all pupils from S4
onwards have the opportunity to go on work experience placements.
The school premises may be used outwith the school day for meetings of local
organisations and team, club and school social events . The school building
is centrally located a in popular residential area providing classroom areas, a
spacious assembly hall, swimming pool, substantial playing fields and a newly
built games hall. To apply for a school let contact the School Letting Department,
Education Services, Glasgow City Council, Wheatley House, 25 Cochrane St,
Glasgow Gl IHL (Telephone 0141 302 2814)
4
SHAWLANDS ACADEMY
SENIOR MANAGEMENT TEAM REMITS
Mrs Ann Grant is responsible to the Executive Director of Education and Social
Work for the overall management of the school. This involves
About the Staff
SMT REMITS
•
Liaison with GCC Education Services
•
Formulation, implementation and monitoring of school policies
•
Establishing and maintaining the school ethos
•
Advising the Parent Teacher Council
•
Liaison with parents
•
Teaching staff, appointments, contractual matters, welfare
•
Administrative and Technical Staff
•
Serious matters affecting pupil discipline and welfare
•
Health and Safety
•
School Improvement Plan
A team of Depute Head Teachers with a wide range of responsibilities supports
the Headteacher
G Smith responsible for
S1 curriculum, assessment, behaviour, welfare and Student Council; PrimarySecondary liaison; implementation of 5-14 programme
Promoting Positive Behaviour
G Maguire responsible for
S3 curriculum, assessment, behaviour, welfare and Student Council; S3 course
planning; monitoring and evaluation
D Simpson responsible for
S4 curriculum, assessment, behaviour, welfare and Student Council, prelims and
liaison with SQA , student and probationer teachers, homework policy, timetabling
and Continuing Professional Development (CPD)
M Dickson responsible for
S5/6 curriculum, assessment, behaviour, welfare and Student Council. S5/6 course
choice , liason with further education /UCAS, More Choices, More Chances,
Co-ordination of Pastoral Care, Assessment and Reporting.
C Sinclair (Acting DHT) responsible for
S2 curriculum, assessment, behaviour, welfare and Student Council, Supported
Study Programme, Learning and Teaching, Award Ceremony, International
Education, handbook and diary
I Drysdale responsible for
The day – to day running of GCC Bilingual Support Unit, including curriculum,
pupil welfare, behaviour and support, liasing with parents and liasing with staff
of Shawlands Academy and other establishments.
5
OUR STAFF AT SHAWLANDS
HEAD TEACHER
Mrs Ann Grant
FORMAL DEPUTE HEAD
Mr George Smith
DEPUTE HEAD TEACHERS Mrs Monica Dickson
Ms Ishbel Drysdale (BSU)
Mr Garry Maguire
Mrs Dorothy Simpson
Ms Cath Sinclair
BUSINESS MANAGER
Mrs Fiona Ferguson
PT
PT
BUSINESS EDUCATION
W29
Mrs Lydia Jacques
W28
Mrs Pat Campbell
W31
Ms Norma May
W26
Ms Mary Richmond
PT
CLASSICS
W6
Mr Iain Macleod
Mr Steven Leslie
COMPUTING
W24
Mrs Jacqui Crooks
PT(PC) W25
Mr Anwar Din
Mr J Coats
CREATIVE & AESTETHETIC FACULTY
PT
Mrs Marie Kelly
ART
S18
S19
S17
PT
Mr Kenny Morrison
Miss Shena Cameron
Mr John McKenzie
Ms Susan Telford
ENGLISH
N19
Mr George Forfar
N18
Ms Lindsay Campbell
N17
Mr Terry Dick
N6
Ms Sian Duffy
Mrs Jackie Hobson
N8
Mr Willie Humphrey
Ms Eilidh MacAlister
Ms Nicola McEvoy
N20
Ms Bryony Small
N10
Mr Gordon Thomson
N7
Mr George Whittaker
EAL
N16
Ms Anna Gillies
Ms Lesley Atkins
Mrs Eleanor Fazzi
Mrs Linda Firestone
Mrs Norma Harris
Ms Irene Jovaras
Mr David Smith
HOME ECONOMICS
S13
Mr Liam Carleton (Acting)
S14
Mrs Susie Brown (0.6)
S15
Ms Ishbel Park
Ms Gillian Wallace (0.6)
HUMANITIES FACULTY
PT
Mr Tom Donnelly
GEOGRAPHY
W18
Mrs Christine Kenicer
S1
Ms Susan Clarke
DRAMA
E4
Mrs Christine McLean
E3
Ms Lesley McCann
Ms Ann McShane
HISTORY
W16
Ms Angela Beattie
W17
Mr Frank McGuinness
N12
Ms Kirsty Swann
MUSIC
E1
Mrs Marie Kelly
E2
Ms Alison Bell
Mr Paul O'Kane
MODERN STUDIES
S4
Mr Tom Donnelly
Ms Susan Clarke
INSTRUMENTALISTS
U Strings Ms J Boddice
C Devotti
Brass
Mr John Guerrier
L Harris
Tabla RV Kangutkar
S Kendal
P Nicholson
Keyboard Miss M Robb
Voice Mr R Trueman
DHT
6
RELIGIOUS EDUCATION
S2
Ms Cath Sinclair
S2
Mr Chris Morrison
S3
Ms Linda Stoddart
SHAWLANDS ACADEMY
OUR STAFF AT SHAWLANDS
PT
PT(PC)
DHT
PT(PC)
PT(PC)
MATHEMATICS
A7
Mrs Elaine Walker
Ms Wahid Ahmad (P)
A1
Mr Derek Blackburn
A3
Mr Donald Branney
A8
Ms Andrea Finbow
A4
Dr Mokarran Hossain
A9
Mr John Lee
A6
Mr Ian McNair
A2
Mrs Aileen Pirie
A10
Ms Rahat Sharif
A10
Mr Kamran Siknder
A10
Mrs Dorothy Simpson
A8
Ms Alison Warden
A10
Mrs Lesley Wilson
SUPPORT FOR LEARNING/BEHAVIOUR SUPPORT
PT
S6A
Ms Jan McCauley
S6A
Mrs Rosemary Walsh
S6A
Ms Angela Fraser
TECHNICAL SUBJECTS
Mr Brian Kennedy
W5
Mr Grant Gillies
W3
Mr Edward Reilly
BILINGUAL SUPPORT UNIT
Ms Ishbel Drysdale
Ms Carmel Burman-Roy
Ms Shakuntala Datta
Ms Amy Fisher
Mr Abdul Latif Fathi
Ms Janice Morran
Ms Bindi Russell
Mrs Karen Weatherston
Ms Hanna Myachova
Ms Amy Fisher
Clerical Support
Linda Gunn
DHT
MODERN LANGUAGES
N13
Miss Ann Marie Reid
N14
Ms Eilidh Black
N15
Ms Laura Campbell Young
N2
Mrs Ann Marie Cullen
N3
Ms Lucy Davidson
DHT
N15
Mrs Monica Dickson
N11
Ms Basia Gordon
N5
Mrs Tasneem Karim
N4
Mr Khalid Masood
N11
Mrs Shafqat Rafiq
N1
Mrs Janet Stephens
N12
Ms Kirsty Swann
PT(PC)
Mrs Marilyn Waters
PT
PT
PT
BSU Response Team
Ms Joan Murphy
Ms Cathy Anderson
Ms Grace Cameron
Ms Patricia Grimes
Mr Steven Dolan
ENTERPRISE & EMPLOYABILITY OFFICER
Mr Donnie MacBride
PHYSICAL EDUCATION
Mrs Ann Duff
Ms Dawn Adams
Ms Helen Bell
Mr Barry Kane
A3
Ms Theresa Kelly
Ms Sandra Leitch
A4
Mr Ian Letford
Mr Donny McBride
Mr Archie McGoogan
Mr Collin Stevens (P)
Mrs Fiona West
HOME LINK
Cent Room
Mrs Shafqat Rafiq
EDUCATION LIAISON OFFICER
Mr Eddie Sneider
LIBRARIAN
Ms Mary Rusk
OFFICE
AFA
Mrs Karen Bogacki Mon, Tues & Wed
AFA
Mr Les Warnock (J/Share) Thurs & Fri
Admin Assistant
Mrs Catherine Smith
Ms Huma Abbasi
Mrs Anne Harold
Mrs Anne Henderson
Ms Alison MacDonald
Mrs Susan Ross
Mrs Margaret Tennant
SCIENCE FACULTY
Mr Yahiya Shaikh
BIOLOGY
Ms Laura Bremner
W23
Ms Lettie Congiu
W21
Mr Tom Craig
W22
Mr Douglas Elder
W20
Mrs Sandra Patsilinacos
PUPIL SUPPORT ASSISTANTS
Ms Lara Cummings
Mrs Minou Hieydarian
Mrs Janice McCubbin
Mrs Kaneza Rasul
CHEMISTRY
PT(SC) W9
Mr Yahiya Shaikh
W10
Mrs Naheed Aftab
W11
Mrs Irene McHugh
W8
Mr Ian O’Neil
DHT
W11
Mr George Smith
PT
TECHNICIAN SUPPORT TEAM
Senior Technician Mr Ian Love
Mr John Birnie
Mr Willie Black
Ms Liz Craigie
Mr Paul Riley
PHYSICS
W14
Mr Bernie Milmore
W14
Mr Eddie McGuire
W12
Mr Edward Morgan
7
SCHOOL DAY
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The School Year
Teachers return
Pupils return
Thursday 14 August 2008
Monday 18 August 2008
September weekend
Friday 26 September 2008
Monday 29 September 2008
EMERGENCIES
First Mid term
(October Holiday)
Monday 13th October 2008
Friday 17th October 2008
We make every effort to maintain
a full educational service, but on
some occasions circumstances
arise which lead to disruption.
Schools may be affected by, for
example, severe weather,temporary
interruption of transport, power
failures or difficulties of fuel
supply. In such cases, we shall
do all we can to let you know
about the details of closure or
re-opening. We shall keep you in
touch, using letters, notices in local
shops and community centres,
announcements in local churches
and announcements in the press
and on local radio.
P7 Parent’s evening
Wednesday 8th October 2008
S5/6 Parents evening
Thursday 27th October 2008
Christmas /New Year
Monday 22nd December 2008
Friday 2nd January 2009
S3 Parents meeting
Tuesday 13th January
S4 Parents meeting
Tuesday 3rd February 2009
Second Mid term
Monday 16th February 2009
Tuesday 17th February 2009
S2 Parents meeting
Wednesday 4th March 2009
Spring Holiday
Monday 6th April 2009
Friday 17th April 2009
S1 Parents meeting
Tuesday 7th May 2009
May weekend
Friday 22nd May 2009
Monday 25th May 2009
School Closes
Friday 26th June 2009
In-service Days
Thursday 14 August 2008
Friday 15 August 2008
Tuesday 30 September 2009
Wednesday 18 February 2009
Tuesday 5 May 2009
Prelims Commence
S4 Monday 8 December 2008
S5/6 2nd January 2009
NB Parents evenings may be subject to alteration. Due notice will be given of any changes.
8
SHAWLANDS ACADEMY
SCHOOL STRUCTURE
T
he school continues to work in partnership with its associated primaries
to implement the 5-14 curriculum development programme. In this way it is
intended to ensure that the transition from primary to secondary remains as
straightforward as possible for our pupils.
SUBJECTS IN S1 AND S2
Art
Business Education
Classical Studies
Computing
Drama
English
French
Geography
History
Home Economics
Latin
Mathematics
Modern Studies
Music
Personal and Social Development
During their first year at Shawlands Academy, all pupils follow a common course.
We aim to offer a broad and balanced set of courses in accordance with national
and authority advice. In addition to the study of English and Mathematics, pupils
learn about subjects from all of the modes into which the school curriculum is
divided. These are:
Modern Languages (French and a second language from Latin, Urdu, Spanish),
Social Subjects, Science, Creative and Aesthetic Subjects, Physical Education,
Technological Studies and Religious and Moral education.
The subjects young people study in S1 are shown on this page.
Each subject is given a period allocation with core subjects such as English and
Mathematics being given most periods. Pupils also study practical subjects such
as Science, Music, Technical and Home Economics for two or three periods
per week.
However, not all of these subjects will be studied all of the time. Some of them,
such as Computing, Drama, History, Home Economics, Geography, Modern
Studies and Technical, are studied in a rota. This cuts down the number of
teachers pupils have to work with in a week and helps teachers to get to know
pupils more quickly in the large blocks of time available.
Classes in S1 are mixed - ability groups. Pupils learn through a variety of methods
which include individual and group work, as well as class teaching. Practical
activities are widely used, and teachers aim to be flexible in meeting the needs of
individual pupils. Co-operative teaching (where more than one teacher works with
a class) is available in some classes, especially English and Mathematics.
In English and Mathematics classes in S2, setting takes place. This groups pupils
according to ability and allows the more able pupils to progress more quickly to
Standard Grade work towards the latter stages of S2.
Physical Education
Religious Education
Science
Spanish
Technical
Urdu
9
PREPARING PUPILS FOR SECONDARY
Shawlands Academy takes great pride in being a school that welcomes pupils from not only the associated primary
schools, but from across Glasgow, the UK and EU and indeed from across the world. We understand how important the
first weeks at Shawlands Academy are to the welfare and progress of our new pupils and to that end work ceaselessly to
provide a comfortable and safe learning environment.
The majority of our pupils join the school in S1 from an associated primary school, part of the Shawlands New
Learning Community. Hence there is a great deal of contact and consultation between Primary and Secondary staff.
Teachers in Primary Schools provide necessary information on pupil progress to ensure that appropriate provision and
support is available for each pupil at the start of their first year.
Linking with the Primary Schools
The move from primary to secondary school is an important event for our pupils. The Academy has a well developed
programme to make the transition from Primary to Secondary as smooth and straightforward for pupils as possible:
• Regular meetings are held throughout the session at which the Senior Management Team of the Shawlands Learning
Community discuss matters of curriculum and procedure.
• Parents of Primary 7 pupils are invited along with the pupils to a meeting held in Shawlands at which Mrs Ann Grant,
the Headteacher and the Deputy Head responsible for first year pupils, Mr George Smith, explain the organisation
of the school as well as its curriculum and philosophy. In September parents also have the opportunity to meet staff
and visit departments during the main meeting
• All P7 pupils are invited to the school for a morning in December to get a ‘taster’ of life at Shawlands. They follow
a mini timetable of three subjects
• A Deputy Head, members of the Pastoral Care team and members of the Support for Learning and English as
an Additional Language departments visit the associated primaries from January till May of each session to identify
the particular needs of the new intake and to discuss with primary colleagues the progress of all pupils coming to
Shawlands. Pastoral Care staff teach some introductory lessons to pupils to prepare them for secondary.
• SI pupils visit former Primary Schools to talk to P7 pupils in Jan/Feb
• Members of staff from various subject departments visit Primary 7 classes to work with pupils and primary staff.
• During May and June, a Deputy Head speaks to the Primary pupils in their own schools and answers their many
questions.
• During June, all Primary 7 pupils intending to come to Shawlands are invited to attend the school for a two day
period. This gives them an opportunity to meet their new teachers and become familiar with the school environment.
• Several special events such as potted sports afternoon, welcome disco and maths challenge are organised giving
further opportunities to visit the school.
The school provides a nine week programme of after school clubs from Oct - Dec which have been enjoyed by all
of the 180 P7 pupils attending. Activities include: Football, Badminton, Food and Fabric, Crafts, Computing, Young
Scientists, Young Engineers and Rock climbing.
Placing Requests and Enrolments
Parents who live outwith the area normally served by the school may also apply to for their children enrolled in the
Academy. Such placing requests should be made in writing to the Depute Director Of Education and Social Work,
Education Services, Wheatley House, 25 Cochrane Street, Merchant City, Glasgow, G 1 IHL. A standard form exists to
make this process easier. However, parents should note that Education Authority does not provide transport for those
pupils in receipt of a placing request other than in exceptional circumstances.
Families moving into the area should contact the school with a view to enrolling children of secondary age.
S1 Digital Video Project
The S1 Digital Video Group in liaison with Primary 7 pupils in our associated
primary schools successfully completed a “Welcome” DVD. The DVD was
designed to help bridge the gap between Primary 7 and S1 and attempts to
address any anxieties that pupils may have about joining the Academy in August.
The DVD was premiered at a Masterclass conference in Hampden Park. Three of
our S1 group spoke to an audience of over 150 delegates about the skills they had
developed while working on this project.
10
SHAWLANDS ACADEMY
LEARNING AND TEACHING
The main focus of Shawlands Academy is the teaching and learning of the young people in our care. We endeavour to
ensure that all students engage, enjoy and excel to the best of their abilities and are committed to providing a safe and
supportive learning environment. Departments have access to some of the most modern educational technology and
software and provide a range of challenging educational activities for students.
INTRODUCING SOME FIRST YEAR SUBJECTS
I
n this section, information is provided on some of the subjects studied by first year
pupils in Shawlands. Although not all subjects are referred to, those mentioned below
are representative of each of the modes in the secondary curriculum.
English
The department is incorporating the main elements of the government’s 5-14
Language Programme in its provision for S1 and S2 pupils. This involves the
following:
• All pupils come to Shawlands from our associated primaries with a clear
and detailed statement of their abilities and achievements in the subject
and they will immediately be able to follow an appropriate curriculum.
• Pupils continue to develop their skills in Reading, Writing, Talking and
Listening. However, each of these skills has several strands. For example,
reading will include reading for meaning, reading for enjoyment, and
reading to appreciate the writer’s craft.
• Pupils will be assessed at one of six levels, A-F. The majority of pupils
are expected to have reached level E by the end of S2.
• S2 sections are set by ability in the subject and some will begin Standard
Grade work at this point.
Mathematics
The first year mathematics course is designed to enable all pupils to cover the
same topics of work at the same time but at a level appropriate to their own
ability. The Mathematics courses for first year pupils are designed to continue the
mathematical development started in Primary School. Pupils continue following
5-14 programmes in classes that are broadly ‘set’. This means that classes are
comprised of pupils with similar mathematical ability but still allows pupils to be
extended or given support where appropriate.
The work is presented using a variety of teaching techniques and resources with
the intention of stimulating interest in Mathematics in addition to preparing
pupils for embarking on Standard Grade courses in S2.
• The course is split into four blocks of work each containing several
different topics.
• Each pupil is encouraged to do extension work when appropriate.
• Pupils are assessed at the end of each block and their teacher monitors
progress carefully.
• In general, homework will be given once per week.
As classes are broadly set, the course is designed to facilitate whole class teaching
but still provides opportunities for the pupils to work in groups and individually,
and in preparation for Standard Grade, problem solving and non-calculator work
play an integral part of the course.
Towards the end of S1, pupils are recommended to follow one of three courses
in Mathematics which they will begin working on at the start of S2. The level
your child starts on is decided based upon 5-14 levels achieved both at Primary
School and in Shawlands Academy along with success in end of block tests sat
during S1.
11
ICT
The Computing and Business Education departments are well equipped with upto-date PC’s which are part of the Glasgow Schools’ Network.
In S1 pupils are introduced to the network and are issued with usernames that will
last throughout their time at Shawlands Academy. Pupils will be taught how to use
a selection of available software, how to use E-mail and browse the World Wide
Web effectively - ICT skills that are vital in today’s ‘electonic age’. Internet safety
will be emphasised.
Science
The aims of the first year science course are to:
“I like Shawlands
Academy because
there are lots of
great things to do.”
- S1 Pupil
•
stimulate and create an interest in science;
•
to develop skills required by pupils in future courses in Biology, Chemistry
and Physics.
•
to meet the needs of individuals, and allow for equality of opportunity for
all pupils;
•
to encourage pupils to become more active learners especially using ICT
and to accept more responsibility;
•
to contribute towards the personal and social development of pupils.
The first-year science course contains a series of sections of work each dealing
with a different scientific topic based on the Glasgow City Council 5-14 science
programme. The main topics covered are :
• Introduction to Science and Safety
• Breathing and Digestion
• Atomic Theory
• Electricity
• Acids and Metals
• Reproduction
• Heat Energy and Transfer
12
SHAWLANDS ACADEMY
Homework and Assessment
There are several homework exercises for each section in S1. Science homework
is designed to reinforce teaching and learning and thereby motivate pupils and
develop their interest in the scientific world.
End of Section Test
Marks are divided between level D and level E and reported to parents via the
pupils. The main method of assessment is by end - of - topic tests, which are
taken at the end of each section.
LANGUAGES
When children enter S1 at Shawlands Academy they will already have studied
three years of French in primary school. On entering S1, pupils will be given the
opportunity to study a second language from either German, Urdu or Latin and
this language may be carried on till Standard Grade and beyond. Latin is taught by
the Classics Department.
Modern Languages
The Modern Languages Department builds on the knowledge acquired in the
primary language programme to give pupils a sound grammatical structure on
which to build their learning.
Our aims are as follows:
*
to encourage pupils to see language learning as a means of communication
*
to equip pupils to use the language confidently long after they have ceased
to study it
*
to develop the skills of speaking, listening, reading and writing.
*
to allow pupils to have an insight into how a language works and its
grammatical structure
*
to give pupils a knowledge of other cultures and ways of life.
Exchanges
To further support pupils in their learning, we are keen to
develop a range of exchange opportunities
We have a thriving pen-pal exchange programme with
L ‘Institut Ste Marie, a secondary school in the French
speaking part of Belgium. Pupils enjoy exchanging news,
ideas and gaining an insight into each other’s culture.
The first trip to Belgium took place in June 2005.
13
In the initial stages writing in the foreign language will be simple and
straightforward, but as pupils progress they will be expected to produce pieces of
writing which demonstrate a grasp of language and structure.
A great deal of emphasis is placed on communication, so speaking plays a major
role in the modern language classroom and pupils are actively encouraged to
participate fully in speaking activities.
The language being learned is used to a large extent for issuing instructions and
for the day-to-day management of the classroom, so that listening skills are fully
developed and pupils appreciate that language is something real.
The use of ICT including smartboards in language classes provides a valuable
opportunity for pupils to develop their language skills in real-life situations.
Topics, Assessment and Homework
The topic areas covered in S1 are of a practical nature and cover areas such as
personal language, home, school, food and drink. Emphasis is also placed on
grammatical structure and pupils are actively encouraged to learn grammar points.
The department operates a policy of continuous assessment and tests of reading,
speaking, listening and writing are carried out on a regular basis.
Homework plays an important role in language learning and is set on a very regular
basis. Sometimes homework will consist of learning vocabulary or grammatical
structure rather than a piece of written work. Parents are encouraged to inspect
and sign any homework given.
Latin
Shawlands
Academy
CLASSICS
DEPARTMENT
It is the aim of the Classics Department to introduce to pupils the study of
Classical Languages. The main language studied will be Latin but some simple
Greek will also be taught. The aims of language learning in the Classics Department
are as follows:
s TOREINFORCEANDDEVELOPPOINTSOFGRAMMARALREADYKNOWNTOPUPILSANDTO
introduce more advanced grammatical structures
s TODEVELOPMEMORYANDCONCENTRATIONANDTHESKILLSOFREADINGAND
translation
s TOSHOWTHELINKSBETWEEN,ATINANDOTHERLANGUAGES
s TOGIVEPUPILSANAPPRECIATIONOFTHEANCIENTWORLD
4HEEMPHASISTOSTARTWITHISONVARIETY)NANYONEPERIODAN3,ATINPUPILMAY
WELLBEREADINGWRITINGTRANSLATINGDISCUSSINGLISTENINGTOTEACHERORRESEARCHING
FROMBOOKSOR)NFORMation Technology. Grammar points are worked on gradually
after a lengthy familiarisation with brief texts in Latin. At this stage, the links
between Latin and other languages, particularly English and French, are actively
pursued.
Though speaking in Latin plays little part in language lessons, even here pupils are
given opportunities to read Latin meaningfully with correct pronunciation.
14
SHAWLANDS ACADEMY
In S1 and S2, homework becomes increasingly important. The homework
issued is, more often than not, learning rather than writing. It must be
pointed out that progress in Latin will be very limited indeed if homework
is not properly completed.
All pupil work is very closely monitored by staff. In Latin, language skills
are readily assessed by means of testing; other qualities, such as motivation,
diligence and the like are best assessed by observation and coursework.
Music
Our aim is to provide an enjoyable and positive learning experience for
everyone who attends classes in the Music Department by offering activities
that inspire creativity, improve hand-eye coordination, memory and motor
skills and encourage independent and lifelong learning.
All pupils, on entering S1 and some previously in associated primaries,
get the chance to learn an Orchestral instrument, which entails, going to
half hour lessons once a week on a rotation basis to a specialist teacher.
Instruments that are taught this year in the school include flute, clarinet,
oboe, saxophone, violin, cello, double bass, trumpet, trombone, French
horn, piano , keyboard, voice, drum kit, tuned percussion, guitar and tabla.
Pupils receiving free instrumental tuition are expected and encouraged to
contribute to the musical life of the school by participating in the music
department’s extra- curricular activities which currently includes School
Orchestra, Wind Band, String Orchestra, Brass Band and choir.
All pupils at Shawlands Academy receive two periods per week of Music
in S1 and one period per week in S2. The course consists of three distinct
areas which form the core of all activities, with appropriate progression,
from S1 to S6 including Standard Grade and all NQ courses up to
Advanced Higher.
Performing Activity involves starting to learn, in S1, a selection of
instruments in class, including tuned percussion, keyboard, guitar, drum kit
and voice. In 2nd year they pick 2 instruments to develop more fully which
they can then take on further into S3 in order to gain a Standard Grade.
Listening Activity is where pupils learn about the different elements that
music is created from i.e. pitch, rhythm, harmony etc. This involves an
element of research and learning about the different historical eras and
styles from Medieval to the present day. Topics can include Renaissance,
Baroque, Latin American, World Music, Blues, Jazz and Soul to name a few.
Composing Activity is about learning how to create their own individual
music, once understanding the basic elements and structure and using
computer programmes like Sibelius to create it.
We endeavour to build a confidence and enthusiasm during the early stages
that will encourage pupils of all abilities to attempt certification at the
appropriate level in middle and upper school. We also provide effective
support and instruction for those seeking entrance to courses in College or
University. Whenever possible we encourage and facilitate participation in
competitions and extra-curricular projects.
We believe that our subject offers a positive lifelong learning experience for
all who take part, at any level, and at any stage in life.
15
UNLOCK THE WORLD
Geography
Geography is a subject that can be classed as a science subject and a social subject.
It is the study of people and place – how the geography of an area affects people’s
activities in that area and also how people can affect places by their actions – to
good effect or bad (as in the case of environmental damage).
Geography in First year at Shawlands Academy involves pupils developing
knowledge and skills.
GEOGRAPHY IS THE KEY
There are 2 blocks of study. The first area of study focuses on Scotland. Pupils
use Atlases and Ordnance Survey maps to develop mapping skills. Pupils develop
knowledge about settlements like Glasgow – how Geography can determine the
growth of a settlement and also how modern cities must change and develop to
meet the needs of the twenty first century.
The second block of study moves out to other places in the world. Comparisons
are made with Glasgow and Dakha in Bangladesh - a city in the less developed
world. We study weather and how cases of exceptional weather – such as a hurricane
or cyclones – can cause problems to people. Pupils will produce a report on this
weather topic and this extended writing task allows pupils to demonstrate their skills
in gathering and organising information.
The course is worksheet based and allows pupils to work at their own pace.
Extension tasks stretch the more able pupil and alternative resources are available
for those needing support.
Homework tasks will reinforce classroom activities. Classroom activities and end
of Unit tests provide information about pupil’s recall of information and progress
over the year.
Geography is offered at Standard Grade in Third and Fourth year. In their Fifth
and Sixth years, pupils can opt for Geography at Intermediate Levels 1 and 2 or
Higher Geography.
S1 History – Understanding People in the Past
At Shawlands Academy each pupil does Modern Studies in First. They attend for
three periods per week in a block of twelve weeks. In Second Year they attend for
three periods per week in two blocks of six weeks.
The pupils begin in S1 with a unit on the Scottish Wars of Independence, through
which they begin to develop an understanding of their own history and the ideas
of change and continuity, cause and effect.
They move on to a unit on Time in which they study the vocabulary associated
with the study of History (decade, era, middle ages etc…) and the broad outline of
different historical periods.
In both units pupils are introduced to the idea of historical evidence and to the
practice of making only those statements which the evidence allows.
16
SHAWLANDS ACADEMY
Modern Studies
Modern Studies is the social, political and economic study of local, national and
international issues. Modern Studies is unique to the Scottish Schools curriculum.
At Shawlands Academy each pupil does Modern Studies in First and Second Year.
In First Year they attend for three periods per week in a block of twelve weeks. In
Second Year they attend for three periods per week in two blocks of six weeks.
After Second Year pupils then may opt to do Standard Grade. After Standard
Grade we offer Higher, Intermediate 1 and Intermediate 2.
In the first two years the topics we cover include:
First Year – The Family, The World of Work, Democracy, Poverty and Local
Councils.
Second Year – The Law, The United Nations.
Drama
Pupils in Shawlands Academy come to Drama one period a week in S1 and S2.
Thereafter, in common with all subjects, pupils may opt to continue their studies
of Drama at Standard Grade, Intermediate 2, Higher and Advanced Higher levels.
In Drama, pupils are encouraged to develop their creativity, work effectively
in groups, express their ideas and evaluate their own work and the work of
others.
Group work is at the heart of Drama and it is through working in groups that
pupils will develop communication skills. They will learn the importance of
listening to others, of cooperation and compromise.
Pupils will develop practical skills in voice work, characterisation, role play,
improvisation, movement and mime. They will learn and understand the language
of Drama. They will learn about and have practical experience of the Theatre Arts
– lighting, sound, costume, props and set. They will learn also the importance of
evaluation and how to make an effective assessment of their own work and the
work of other pupils.
Pupils will work from a variety of stimuli – the written word, pictures and
photographs, objects, music etc. and in the upper school they will study play texts
and also write, devise and direct their own work. All work is unit based giving
pupils the chance to study areas of drama in depth.
Our aim is to provide a positive and rewarding learning experience for pupils of all
abilities. Drama provides young people not only with the skills for communicating
and working effectively with others but also the confidence to do so.
Not all pupils will go on to study drama at colleges or universities but all will
benefit from the skills acquired in studying drama in school.
17
Technical Education
Every first-year pupil follows a modular type of course in Technical Education.
This incorporates Woodwork, Metalwork, Graphics and Technology. Each section
of the course is approximately ten weeks long and a formal written assessment is
made at the end of this period. Pupils are also assessed on their course work and
both assessments are used to provide an overall grade, using 5-14 reporting.
The various elements of the course are outlined below:
Woodwork
Pupils learn the basic hand skills
and rudimentary elements of design
through the manufacture of artefacts
such as a box and a pencil holder.
Pupils are encouraged to work in
a safe and responsible manner and
to be aware of the particular safety
features associated with a woodwork
room.
Metalwork
Pupils learn the basic hand skills and rudimentary elements of design
through the manufacture of the following artefacts:
a screwdriver rack, a coat hook and a photo frame.
Pupils are encouraged to work in a safe and responsible manner and to be
aware of the particular safety features associated with a metalwork room.
Graphics
Pupils are introduced to the basic building blocks of graphical communication
which cover such aspects as lettering, two and three dimensional sketching and
orthographic projection. Pupils are encouraged to produce work which is neat and
tidy and all work is included in their portfolio which is assessed at the end of this
element of the course.
Physical Education
Physical education is part of both core and the elective curriculum and has
changed dramatically in recent years. An increasing number of pupils are being
presented for certification. The guiding principles however remain the same,
namely, allowing youngsters to learn through the medium of physical activity and
allowing them to develop their diverse talents. At Shawlands, we consciously foster
positive attitudes towards co-operation and competition in order to prepare pupils
thoroughly for living in and contributing to society.
Pupils in the S1/S2 follow a structured 5-14 course including badminton, hockey,
basketball, swimming and gymnastics with dance being offered at Christmas time.
In the summer term athletics and outdoor games are offered. Pupils participate
in an activity for a five/six week block and then move on to the next activity.
It is essential that appropriate kit is worn. Throughout these activities pupils
learn to develop their practical abilities whilst developing their knowledge and
understanding about principals of fitness, active life styles and game structures.
18
SHAWLANDS ACADEMY
Pupils are continually assessed and, at the end of each activity, graded in practical
ability. Pupils’ development of knowledge and understanding is assessed by
means of a short written rest.
From third year on pupils can select to study Standard Grade and ultimately
Higher Level Physical Education.
There will also be an opportunity for your child to participate in a host of extra
curricular activities including: football, basketball, badminton, netball, cricket,
gymnastics and volleyball.
Religious & Moral Education
Religious Education offers pupils an exciting opportunity to learn about, from
and through the major world religions and to discuss moral problems and
questions of belief.
In first year, pupils study Sikhism, Christianity and Buddhism. Knowledge
about worship and beliefs is acquired and concepts of equality, forgiveness and
selfishness are discussed.
In S2 pupils complete the study of beliefs and practice of the world religions.
They investigate Judaism, Islam and Hinduism focusing on the concepts of
identity, authority and duty.
Knowledge and skills in RE are developed in a variety of ways, eg, discussion,
debate, role play, philosophical inquiry, imaginative writing, drama, trips and
visiting speakers.
Each unit has appropriate and varied homework tasks and jotter work is
continuously assessed. Small tests are held to examine certain aspects of the
course. They measure the progress of the pupil and allow the teacher to evaluate
the unit. This approach to RE allows pupils to explore and develop awareness of
different values and encourages respect and understanding for religions and life
stances other than their own.
Art and Design
Our aim is to provide an enjoyable and productive experience for everyone who
attends classes in the Art Department by offering activities that inspire creativity,
improve hand skill and encourage independent learning.
All pupils at Shawlands Academy receive one period per week of Art and Design
in S1 and two periods per week in S2. The course consists of three distinct areas
which form the core of all activities, with appropriate progression, from S1 to S6.
Expressive Activity involves lessons in drawing, painting, printmaking and three
dimensional construction based on the visual elements of Line, Shape, Tone,
Form, Texture, Colour and Pattern. Topics can include portraiture, the figure, still
life, landscape and the built environment.
19
Design Activity is where pupils learn how to generate solutions for two and
three dimensional design outcomes using the design process. This involves an
element of research and the consideration of various possibilities in response to a
design brief. Topics can include surface pattern, mask, product, interior, fashion,
and jewellery design.
Critical Activity is about learning to research information about Artists and
Designers. It also involves using appropriate terminology to convey feelings
and opinions on their work both verbally and in writing. In addition, pupils
are encouraged to reflect on their own work and that of their peers, giving and
receiving criticism in a thoughtful and constructive way.
We endeavour to build a confidence and enthusiasm during the early stages that
will encourage pupils of all abilities to attempt certification at the appropriate
level in middle and upper school. We also provide effective support and
instruction for those seeking entrance to courses in College or Art School. Links
are maintained with artists, designers and Colleges to ensure that our courses
are both current and relevant. Whenever possible we encourage and facilitate
participation in competitions and extra-curricular projects
Underpinning all work is the firm belief that our subject offers a unique
combination of practical and thinking-based activity which is of benefit to
everyone who takes part, at any level, and at any stage in life.
20
SHAWLANDS ACADEMY
HOMEWORK & STUDY SKILLS
Homework is an essential part of the educational process which:
• provides a link between the school and the home, giving parents the
opportunity to be involved with pupils’ learning.
• helps develop effective study habits, self-discipline and attitudes of seriousness,
responsibility and organisation.
• provides opportunities for consolidation, reinforcement and directed study.
• helps identify areas of particular strength and areas for development.
• helps in the preparation for exams.
• allows for meaningful, independent research
TYPES OF HOMEWORK
Written
Non-written
Essays
Revision
Interpretation
Vocabulary
Exercises
Learning work
Surveys
Library work
Research
Project work
Homework helps to strengthen the home-school partnership by affording parents
opportunities to encourage their child and monitor progress made. There is clear
evidence to suggest that high parental interest in presentation of work leads to
enhanced pupil performance.
Homework is a useful tool in assisting with ‘Assessment is for Learning’. Tasks are
set so that consolidation of work covered within class can take place, helping the
teacher and pupil to identify areas of strength and those that require development.
This will then allow future targets to be set in joint discussion of parents, teachers
and pupils.
All pupils are issued with a homework diary at the beginning of each academic
year, and pupils are expected to complete this on a daily basis. All homework
tasks should be recorded and scored off once completed. Working in this way will
help to ensure that all homework tasks are completed on time and helps pupils
to manage their time effectively. Parents can help by monitoring the use of the
homework diary and ensuring that it is carried to school on a daily basis along with
all other books and equipment.
Parents can do a great deal to help by providing a suitable place for homework
to be completed, taking time to check homework which as been issued, and
contacting the school should difficulties arise.
Teachers try to set homework that can be completed in a reasonable amount of
time by any child but if you feel that the homework burden is too light or too
heavy, please contact the school.
21
HOMEWORK AND SUPPORTED STUDY
Pupils sitting national exams, also benefit from a supported study programme.
On certain evenings, pupils receive tuition which is directly related to work in
the classroom. The school has found that this has a beneficial effect on pupil
motivation and examination performance.
We also provide workshops from “The Tree of Knowledge” which help students
prepare for exams. The “Laugh in the Face of Exams” session equips students
with tools and techniques to cope better with the pressures of sitting exams and
self esteem issues.
SUPPORTED STUDY
“I enjoyed the Tree of Knowledge
very much.It was beneficial and I
learned about not to put yourself
low, be hopeful, if you really
want something you can reach
it. I learned some good sleeping
and exam techniques. It was great
overall!”
“I learned today how to relax. It
was beneficial and I really enjoyed
it. I found it taught me to reach
high and not follow the crowd.
It taught you to be an individual
which I strongly believe in.”
LIBRARY RESOURCE CENTRE
T
he Library and Resource Centre (LRC) in Shawlands Academy is a central area of teaching and learning in the school.
It is used daily by classes, individual pupils and staff. The mission of Shawlands Academy’s LRC is to ensure that all
pupils become successful life-long learners who are responsible users and producers of ideas and information. With a
large variety of books including fiction, non-fiction and audio books, as well as 30 internet access computers for pupil
use, our library provides a wide range of resources in both print and electronic formats.
As the International School of Glasgow, Shawlands Academy is committed to teaching a wide range of modern
languages as well as being a centre for examination of community languages in Glasgow. There are over 40 different
languages spoken by pupils of Shawlands Academy. The LRC reflects this by offering a large range of language
materials. Pupils can even borrow Harry Potter translated into Urdu
During the school day teachers schedule their classes into the LRC for curriculum-based activities. They may use print
or electronic materials or both. One or more classes can be accommodated at any one time. As well as 30 computers
available there is also tabled seating for another 30 pupils. Pupils may also come to the LRC on an individual basis during
class time, with a pass from their Teacher. The English Department in Shawlands Academy in collaboration with the
LRC are committed to a S1/S2 Reading Programme. Pupils begin their ‘World of Reading’ at the beginning of S1 with
a 4-week induction to the LRC. They then attend the LRC one period per week with their
English Teacher and read fiction and non-fiction materials. Pupils are currently involved
in a “Borrower Recommends” scheme. Pupils are involved choosing library resources.
The LRC is in the process of preparing and developing activities for World Book Day in
March 2008. We are also in the process of establishing a Book Club involving pupils to
further develop reading skills, and promoting the value of literature.
There is a large stock of careers information available in the library.
22
SHAWLANDS ACADEMY
ASSESSMENT AND REPORTING
A
ssessment is an essential part of the learning process for pupils and Shawlands
Academy has embraced the ‘Assessment is for Learning’ model for delivery and
evaluation of lessons. This model works closely with A Curriculum for Excellence
and allows pupils to raise attainment by focussing on their strengths and setting
targets to focus on areas of development. Clear learning intentions are set at the
beginning of lessons or tasks, and pupils are encouraged to reflect and evaluate
their own and peers’ performance.
The key areas that will promote learning and achievement are:
• Learning outcomes are shared with pupils prior to undertaking tasks.
• Making sure pupils know exactly what is expected of them and criteria
required for success.
• Using questions and other engagement techniques to promote thinking
and learning
• Ensuring that pupils receive relevant feedback from teachers, pupils and
eventually themselves that focus on improvement and not simply being
right or wrong.
Different types of assessment are used at different times but in general there is
much more emphasis on assessing classwork and coursework than just in end of
unit examinations. This means that oral work, written work and practical skills are
all aspects likely to be assessed. Teachers are also interested in the general quality
of contribution made by each pupil in terms of individual work and group work.
Class tests, or year group tests, are organised at regular intervals. Preliminary
examinations, modelled on the national ones, are held for fourth year and senior
school pupils in December, January and February.
An appropriate attitude towards school as reflected by hard work, a high level of
attendance and punctuality is vitally important for success.
Policy with regard to entering pupils for public examinations:
Schools in consultation with pupils and parents/carers normally decide on
presentation for examinations. However in the final analysis, the school will accede
to the wishes of the parents/guardians.
23
CONSISTENCY FROM
FIRST YEAR THROUGH
TO SIXTH YEAR
T
hroughout the first and second years, pupils are assessed on their coursework
on a regular basis. Sometimes they are asked to submit a special piece of work,
or to sit a class test. At other times, teachers observe and listen to pupils or
supervise practical tests in order to assess their progress. The school is developing
peer assessment strategies in order to help pupils reflect on their learning.
Ar the end of S1 and in February of S2, reports are issued with grades for
classwork and tests. A full explanation of grades is attached to each set of
reports.
The reports in English and Mathematics follow the 5-14 guidelines and will
be very similar to the reports issued in primary, with which parents will already
be familiar.
In S2 to S4, pupils work towards their Standard Grades by studying for external
examinations which they sit in May and June of S4. In most subjects, they also
build up evidence of their classwork. For example, a “folio” of five pieces in
English, or a series of practical tests in Biology, Chemistry and Physics.
The results of these elements are added to their external examination results to
complete their final grades.
In fifth year, there are many opportunities available to our young people. Many
sit Higher Grade exams, and aim to gain entry to university. Others may take
Intermediate courses. Prelim exams for fifth and sixth year pupils are held in
February.
In sixth year, pupils may continue as in S5, while some who have gained Higher
passes will attempt the Advanced Higher.
REPORTING
Reports are produced annually to indicate the strengths and areas of development
of each pupil across the range of subjects. They also provide a picture of pupil
attainments and achievements.
Each year group receives one written report per session as follows:
S1
S2
S3
S4
May
March
May
February
S5 & S6 Interim Reports - November/Summative reports - Feb
S1 & S3 Interim Reports - January
In addition, a report from Pastoral Care is issued with the full report, giving
details of attendance and punctuality. Furthermore, some parents will receive a
brief report early in the session so that any potential problems can be identified
and action taken to resolve these before too much time has elapsed.
24
SHAWLANDS ACADEMY
Our assessment and reporting procedures aim to give support and
CONTACT WITH
PARENTS
encouragement to pupils at all times. Parents and pupils are encouraged to
comment on the full reports by completing a section on the final page of the
report.
PARENTS’ CONSULTATIVE MEETINGS
These meetings are arranged so that parents may discuss their child’s progress with
class teachers.
The meeting for parents of first year is timed so that parents may find out how
their child is settling into the new school. In the case of third year, the meeting is
towards the end of the year. Its purpose is to inform parents of how their child
has progressed through the very important first year of their Standard Grade
courses and to set out targets and objectives for fourth year.
The S5/6 Parents’ meeting takes place in advance of the preliminary examinations.
Parents receive an interim report prior to these examinations and a summative
report as soon as the results are available.
All other parents’ meetings take place at the end of an assessment programme or
when a set of examinations have been completed and a written report has been
issued.
Before pupils are asked to make their course choices for third and fourth years,
written reports on pupils’ progress in second year are provided and an information
evening and a consultative evening are held for parents of second year pupils.
Parents are also encouraged to take an active part in the decisions made by the
pupils as they enter 5th and 6th year.
Further
Opportunities for
Consultation
Parents are encouraged to contact
Principal Teachers of Pastoral Care,
Depute Head Teachers and the
Head at anytime during the session
in order to discuss their child’s
progress. Any of the members
of staff mentioned above may
contact parents if there is cause for
concern.
25
S2 COURSE PLANNING
During S1, pupils also spend time on Personal and Social Education (PSE).
Important features of this include advice and discussion on settling in to
Shawlands, and subject choice and careers education. The Pastoral Care Team
staff and teachers in several subjects work closely with primary staff to ensure
continuity from Primary 6 and 7 through to S1, and to ensure that the right
support for individual pupils is carried on from primary to secondary.
Towards the end of S1, pupils receive a report detailing their progress and
containing advice as to possible course choice for second to fourth years. At this
time, the school issues a booklet which contains information on all the subjects
offered to help pupils and parents make as informed a series of course choices as
possible. Pupils then spend a number of weeks in Social Education classes going
over the booklet and considering the various issues raised by it. They are then
interviewed individually by Pastoral Care staff to discuss possible choices in the
light of school reports and career intentions.
The next stage is for pupils to receive a talk from members of the Careers
Service. At the same time parents have the opportunity to attend information
meetings attended by the Headteacher, the Deputy Head Teacher responsible for
S2 and the Careers Service.
In the past twenty years, major changes have been made to the structure of the
curriculum in Scottish secondary schools with the introduction of Standard
Grade examinations for pupils aged 14 -16. Standard Grade has placed greater
emphasis on the use of a variety of learning and teaching approaches throughout
the school curriculum.
STANDARD GRADE
Standard Grade offers young people in S3 and S4 courses which have been
designed to suit every level of ability. The qualification is available at three
levels- Credit, General and Foundation. To give each pupil the maximum
chance to gain an award which truly reflects his/her achievement, pupils can be
presented at different levels in different subjects. Many subjects require pupils
to complete folio work, a project or an investigation during the course and this
work contributes to the overall award. Grades awarded by the SQA are on a single
scale ranging from 1 (the top band) to 7. The level achieved is described in terms
of what the pupil should know and be able to do. Some subjects continue with
mixed-ability teaching while others employ setting or broad banding.
Every effort is made within the school to fulfil the principal aim of ensuring that
all pupils follow appropriate courses and gain nationally recognised awards in
SQA examination.
An S1 Course Planning Sheet which documents current Standard Grade provision
is provided in the appendices. Shawlands Academy is in the fortunate position
that its large school roll allows it to provide the widest possible range of choices
for pupils.
26
SHAWLANDS ACADEMY
THE UPPER SCHOOL
A
fter the S4 preliminary examinations are over, all fourth year students
receive a copy of the booklet entitled “An Introduction to the Upper School”.
This is complemented by course choice meetings and individual interviews which
are arranged by Pastoral Care Staff and Mrs Dickson, Depute Head Teacher
responsible for the Senior School. Each student will choose a course from an
option form which will be similar to last session’s (see Appendices) unless, of
course, it has been indicated that the student definitely intends to leave at the end
of the fourth year. Students entering S5 may choose their courses from an option
structure which offers a variety of courses leading to National Qualifications.
It should be noted that not all Standard Grade subjects can be offered at
Higher Grade.
Senior school students are interviewed by Pastoral Care staff, during their fourth
year to ensure that all necessary assistance is provided with course choice.
Provisional choices are made at the end of May. Adjustments can be made to
this, following Standard Grade results, at the start of the new session.
Throughout the session the progress of Senior School students is monitored
and they will be alerted if they are not making the progress expected of them.
Shawlands Academy has also been active in making arrangements with local
colleges to ensure that our Senior School students benefit from a curriculum
enriched by college courses. This introduction to college life not only provides
valuable qualifications but also allows students to experience the further
education environment.
All students in S5 follow 5 courses. The recent changes in the Higher
examinations offer all students the opportunity to advance at a level appropriate
to their needs. An extensive range of subjects is available at Higher, Intermediate
2 and Intermediate 1.
STUDENT LIFE IN S5 & S6
By making the commitment to remain at school beyond S4, students are making
a clear statement that they wish to improve their qualifications. The school tries
to assist them to realise their academic aspirations by providing ready access to
the school library and guidance on college and university courses.
As a reflection of their increased maturity, senior students are encouraged to take
on additional responsibilities in a number of areas both within the school and in
establishing stronger links with the local community. However, no student is at
any time asked to take on additional tasks which will in any way detract from their
school work.
BENEFITS OF A SIXTH YEAR
Students may also progress and
extend their Higher Grade and
Intermediate qualifications by
returning to the sixth year. Indeed,
for many students, the sixth year
represents a valuable period of
consolidation which allows them
to enhance their prospects by
improving their qualifications.
In addition, senior school students have the opportunity to air their views on
issues arising within and outwith the school through the Senior School Council.
Furthermore, the senior school is represented on the Parent Teacher Council.
Students who have been successful at Higher Grade are offered subjects at
Advanced Higher level and many find this to be a valuable experience leading
to advanced study at university.
27
SUPPORT SERVICES
Subject Departments ensure that all pupils are provided with work which is
appropriate to their stage of development and subject staff are responsible for
teaching all the pupils in their class. The subject teacher may use a variety of
methods to support learning and help pupils progress.
In some departments, staff may work together to create an effective learning
environment for a group of pupils. This is known as co-operative teaching.
Co-operative teaching is the main form of support and at times, a specialist
Support for Learning teacher may join a class teacher to assist pupils in the
classroom.
Language Support or GASSP teachers work within subject classrooms to assist
in the progress of all bilingual pupils and to provide support with language tasks.
SUPPORT FOR LEARNING DEPARTMENT
The role of the Support for Learning Department has changed considerably
over recent years. SfL staff have adopted flexible approaches to support pupils’
learning. For example, they may work alongside subject staff as a co-operative
teacher, or work with subject staff exchanging skills and knowledge to review
or develop aspects of learning materials and discuss appropriate teaching
approaches. SfL staff may also provide direct tuition for pupils and this may take
place within the subject classroom or outwith the classroom, in the Support for
Learning Base, for example, according to circumstances.
SfL staff are also involved with some departments, introducing collaborative
learning strategies to classroom practice.
BEHAVIOUR SUPPORT
As part of the social inclusion policy of Glasgow City Council, the school is
developing a policy of supporting pupils who present challenging behaviour.
Children’s needs can vary and the support given to pupils must reflect those
needs. Behaviour Support can offer support in various ways:
• monitor behaviour in class
• support pupils in class
• one to one support
• group support.
Pupils are encouraged to take responsibility for their behaviour and to reflect on
the consequences if challenging behaviour continues. Parental support is sought
to encourage acceptable behaviour and the BST has been able to call on the
Social Work Department. The school is also involved in a number of initiatives
and some pupils work with the Community Support Team looking at issues such
as self confidence and self esteem.
28
SHAWLANDS ACADEMY
BILINGUAL SUPPORT UNIT
T
he Bilingual Support Unit is a citywide resource which provides intensive
cross-curricular English teaching and learning, to prepare new arrivals to the UK
for entry to their secondary mainstream schools.
The Bilingual Support Unit recognises the importance of the bilingual pupils’
heritage languages, and promotes the use of first language in acquiring English
and concept development. It is our policy to help maintain and develop pupils’
first languages, so classes are also offered in Urdu/Arabic/and Bengali. Where
possible, opportunities are provided for pupils to sit exams in their first language.
Within the Bilingual Support Unit pupils develop their skills in English in
small classes, studying Social Subjects, Science, Art, Music, Maths, P.S.E, and
Computing.
As English skills improve pupils are transferred into mainstream classes in
Shawlands Academy, usually Maths and Science, where they are given language
support until they can work independently. Progress is carefully monitored, so
that pupils can quickly transfer to a full mainstream timetable.
The Unit is a short-stay establishment, with an average stay of one to three terms
depending on progress and the level of English of the pupil on arrival.
29
LANGUAGE SUPPORT FOR BILINGUAL PUPILS/
ENGLISH AS AN ADDITIONAL LANGUAGE
Currently, Shawlands Academy has about 600 pupils who are bilingual in
English and a variety of languages including Arabic, Cantonese, Farsi, Panjabi,
Polish, Slovak and Urdu. As a result, the school has six specialist teachers who are
employed to provide additional English - language teaching support for bilingual
pupils throughout the school, from first year to sixth year.
Language Support is provided in a number of ways. A large proportion of time is
spent with bilingual pupils in the classrooms of a number of different subjects where
the department aims to promote the English language development of all bilingual
pupils in the class.
LANGUAGE SUPPORT FOR PUPILS
The department strives to provide.
consistent support and to check on
the progress of all bilingual pupils.
Using the classroom materials, support teachers encourage pupils to develop their
listening and speaking skills, to read more advanced texts and to extend their
written work. Each support teacher is attached to two S1 classes and will report on
the progress of these bilingual pupils at the end of the session.
As well as working as an extra teacher in subject classrooms, the department
offers support to first and second year bilingual pupils in tutorials. These tutorial
classes have the advantage of providing an opportunity to build up and extend the
whole range of language skills in listening, talking, reading and writing, which are
demanded of the pupils by the secondary curriculum.
We include pupils who have transferred from the Bilingual Support Unit and also
aim to continue the small group support which many pupils received in primary
schools. Although most of the work done in these tutorial groups is in English,
there are some opportunities for the pupils to use their home language as we
believe it is important for the pupils to be fluent in all their languages.
In these ways, the department hopes to provide consistent support and to check
on the progress of all bilingual pupils.
We arrange an afternoon meeting in the first term for the parents of the bilingual
pupils in our first year and we attend all parents’ evenings.
If any parent wishes further information about Language Support in the
school or about their child in particular, please contact the school to arrange
an appointment. An interpreter can be made available if you request one when
making the appointment.
30
SHAWLANDS ACADEMY
31
32
SHAWLANDS ACADEMY
33
SCHOOL ETHOS
555
Respect the valves
and beliefs of others.
The philosophy of shared values and community is developed in a number
of ways. Three current developments which engender the school ethos are our
continuing commitment to international education, our development as an eco
school and our progress to becoming a health promoting school.
INTERNATIONAL EDUCATION
Shawlands Academy has, as an International school, provided numerous trips
abroad and currently has links with schools in Cyprus, Gran Canaria and Pakistan
and is organising school trips to South Africa ( April and June 2008).
We are also involved in a number of international education developments, which
include winning second place for an anti- discrimination poster in .The European
Union and Non Discrimination Competition organised by the EU Commission.
This year, class 1W2 have “E-Twinned” with a French school on a project
entitled “Culture in a Box” . Pupils share information about their cultures and
lifestyles through the British Council’s E twinning website which provides a portal
where both schools can upload and access shared information. We have continued
our very strong links with the Comenius initiative and at present are engaged in a
project entitled “Diversity – the Heart of the Democratic School” This project,
which will run until June 2009 involves partners from Latvia, Gran Canaria and
Cyprus. This is our third Comenius project having previously participated in 2
three year projects; “Roads to Equality” and “How to become active citizens in a
Clean Europe”. Comenius has presented both staff and pupils with tremendous
opportunities to collaborate with other schools across Europe.
“After school clubs are
great and the hip-hop
show is the best.”
- S1 Pupil
34
SHAWLANDS ACADEMY
ECO SCHOOL
I
n September 2007 Shawlands Academy became the first Glasgow secondary
school to be awarded an Eco Schools Green Flag. This was a culmination of the
hard work and dedication of the school’s eco group, who over the last three years
have participated in a number of activities including a Comenius project, the
French language production delivered in the open air of Pollok Park, and regular
recycling campaigns.
HEALTH PROMOTING SCHOOL
T
he Scottish Executive has set a target that all schools gain status of being a
‘Health Promoting School’ by the end of 2007. (Shawlands Academy worked
towards reaching this target and has achieved this status).
As a Health Promoting School we are all committed to constantly improving the
overall health and well-being of all pupils. This involves partnership working with
school nursing services, educational psychologists, Strathclyde Police, Greater
Glasgow and Clyde NHS, Social Services, Glasgow City Council Cultural and
Leisure Services.
Currently Health Committees of staff and pupils are suggesting ways of
improving health related issues within the school. A small group of teachers,
parents and pupils are working on initiatives such as developing a School Travel
Plan, which encourages pupils to walk or cycle to school through the purchase
of a bike shed.
HEALTH EDUCATION
H
“We have a longer lunch
time and the subjects are
funnier”
- S1 Pupil
ealth Education is covered in a variety of curricular areas as required by
national and local guidelines. Our health education curriculum in PSE is based on
the ‘Glasgow’s Health’ Programme which provides age appropriate topics allowing
for progression from year to year. We attempt to ensure that the pupils experience
a range of methodologies and incorporate resources to include the latest resources
provided by the authority, the most recent being the Mental Health Pack.
In addition we have invited our school nurse or local agencies such as ‘Health
Spot’ to provide workshops on some of the more sensitive areas, such as sexual
health.
Our school nurse also has a drop-in session which operates some lunchtimes
offering advice to pupils on a one-to-one or group basis. We have a range of
external agencies who offer support when required, this includes couselling.
35
EXTRA CURRICULAR INSIGHT
Extra Curricular Activities
Shawlands Academy fully embraces the values of “A Curriculum for Excellence”
which encourages schools to enable pupils to become successful learners,
confident individuals, responsible citizens and effective contributors. One of the
ways in which these values can be explored is through extra curricular activities.
To that end we are proud of the wide and dynamic range of activites available
to all students.
Sports
For those interested in sport, the Secondary Sports Co-ordinator organises a range
of teams and clubs that all pupils are welcome to join. In total we offers 21 clubs
each week run by enthusiastic staff members supported with additional expertise
provided by coaches from Glasgow City Council and local sports organisations
such as Rangers Football Club, Clydesdale Hockey and Cricket Club, Cartha
Queens Park Rugby Club and many more. As well as competitive football, swim
and cricket teams, boys and girls from first to sixth year can now be involved
in such sports as gymnastics, basketball, swimming, badminton, netball, rugby,
hockey and volleyball.
The school has also recently set up a Dance group which provides workshops
covering a range of dance styles form hip hop to bangra. The work of this
group has produced the Christmas /Eid Extravaganza Show, the winning of an
international competition “Integration through Sport” and a host of requests to
participate in Glasgow / Scottish events
Subjects
Subject departments are able to offer specific opportunities, which enable pupils
to gain a deeper understanding of their academic work. The Drama and English
department organise theatre trips to take advantage of the rich theatrical tradition
the city offers. English also enters S1 pupils for the esteemed creative writing
competition, The Pushkin Prize. The Geography department annually visit The
Dynamic Earth Exhibition in Edinburgh. The music department have a school
Orchestra and Choir, a brass ensemble and string group, which regularly rehearse
and perform at school events. The Glasgow Mathematics Challenge Competition
is entered every year and this year the Senior team claimed victory and are overall
city champions. Intermediates were third in the city and the Juniors S1 won their
group. This year we also intend to participate in the UK mathematical challenge.
“I like having a huge
variety of subjects.”
- S1 Pupil
Interest Groups
Other activities available include the chess club, computing club, Eco club,
Scripture Union, Art club, Health and Well-being group, fundraising activities etc,
all of which are run by various departments throughout the school. Also, talent
in music and drama is allowed to express itself through school orchestra and
school shows. In addition, senior students are able to develop a breadth of talents
organising the Eid lunch, charity fundraising evening and sixth year show.
36
SHAWLANDS ACADEMY
P7 after school programme
As part of the school’s primary secondary liaison program a successful series of
after school clubs for P7 pupils has been arranged. These run for an eight-week
period between October and December. P7 pupils enjoy a wide range of activities
including Art Club, Internet Club, Food and Fabric Fun, Young Engineers, Young
Scientists, badminton, volleyball and football.
Bike Loan Scheme
The school is one of only 8 schools in Glasgow to be accepted onto the schools
Bike Loan Scheme, a receipt initiative set up by the Council to promote cycling
to school. Shawlands Academy have been given 30 brand new Mountain Bikes to
issue to pupils on a loan basis to enable opportunities for all pupils to cycle.
It is an attempt to provide healthy lifestyles, sustainable transport, and reduce
congestion at the busy school run time. It is hoped to extend this scheme to
primaries in the Shawlands Learning Community in an attempt to promote these
good habits at a younger age.
Pupils can hire a bike for up to a year, complete with helmet, lock and reflective
strap, and are encouraged to use their bike as if it was their own ie for school use
and personal use.
Challenges are also set to pupils with rewards for regular use.
37
PROMOTING POSITIVE BEHAVIOUR
The school is keen to work in close partnership with all parents. We welcome the
support and hard work of the Parent Teacher Council who form a close link with
our parent body.
Parents with queries concerning their child’s welfare or progress can contact the
school directly to discuss their questions with the Depute Head or Pastoral Care
teacher of their child.
Parents will also be invited to attend a Parent’s Night once every year, where issues
relating directly to subject progress can be discussed with their child’s teachers.
Upon request, meetings can be arranged between classroom teachers, Pastoral
Care, and DHT, should the need arise.
‘Study Skills’ evenings are arranged yearly to assist and develop parents own skills
so that advice and support can be given at home to their child when taking part in
homework and study tasks.
555
In Shawlands Academy we see
discipline as a positive matterhow to get things right, rather
than what to do when things go
wrong.
Some Procedures
Each class teacher has a key role to play promoting positive behaviour. This
includes managing the classroom, motivating pupils and commanding their interest
and respect. When disciplinary measures are necessary, the class teacher can use
a range of sanctions, such as reprimands, changing a pupil’s seat, or issuing a
punishment exercise.
Should a more serious situation arise, the class teacher may refer the matter to
the Principal Teacher of the department. At this stage, pastoral care may become
involved as they can provide an overview of progress and behaviour in all subjects.
If it is clear that a pupil is not working to the best of his or her ability, or is
seriously misbehaving, the Depute Head Teacher will take action. As a result,
parents will be contacted; a behaviour card to monitor conduct may be issued;
temporary removal from certain classes will be considered; and, with parental
consent, the pupil may be placed in detention. In the most serious cases, exclusion
from school may be contemplated.
It should be noted that, where grave breaches of discipline arise, exclusion may
have to be considered as an immediate sanction, without prior reference to parents.
In certain cases, agencies outwith the school may be consulted. The Psychological
Service can give support to some pupils, and where appropriate, school staff liaise
closely with the Social Work Department.
“I like Shawlands
Academy because
it is big and there are
great subjects.”
- S1 Pupil
Joint Assessment Team (JAT)
The Joint Assessment Team (JAT) comprises a Depute Head, Pastoral Care
Teacher, and Support Teachers from within the school along with Educational
Psychologists, Social Work representatives and a counsellor from YSCA (Youth
Community Support Agency). The team explore strategies to support many of
the most vulnerable young people in the school. Parental involvement is sought
throughout via the pastoral care teacher responsible for the pupil.
38
SHAWLANDS ACADEMY
FORUM AGAINST BULLYING
The F.A.B group consists of senior pupils who volunteered to act as
pupil mentors/Counsellors. Parents were also contacted for approval
of their son/daughter to take part in such an important role. This
role involves listening, advising and supporting fellow pupils who are
encountering bullying or other difficulties.
The members of the FAB group have undergone a period of training
in both Anti-racism and Basic Counselling Skills. A qualified Pastoral
Care Teacher delivered this training.
Two members of the group (male and female) are available every
lunchtime, to discuss any problems, which fellow pupils may be
encountering. To date this initiative has been very successful.
There is a weekly meeting of the group with a Principal Teacher of
Pastoral Care to monitor and support the excellent work done by the
Forum Against Bullying.
“I like Shawlands
Academy because
the teachers are friendly
and so are the people.”
“I like Shawlands because
it has good gyms.”
- S1 Pupils
39
ATTENDANCE AND LATECOMING
Good attendance is vital for progress at school, and this is reflected in the laws
of the land. Section 30 of the 1980 Education Act lays a duty on every parent
of a child of ‘school age’ to ensure that their child attends school regularly.
Attendance must be recorded twice a a day, morning and afternoon.
Regulation 7 of the Education (School and Placing Information) (Scotland)
Amendments, etc Regulations 1993 requires each child’s absence from school to
be recorded in the school register as authorised: that is, approved by the authority,
or unauthorised, that is, unexplained by the parent (truancy) or temporarily
excluded from school. Parents are asked to inform the school by letter or
telephone if their child is likely to be absent for some time and to give the child a
note on his/her return to school confirming the reason for absence. Also, where
an absence is likely to last for more than a few days, it is helpful if parents can
notify the school.
555
Good attendance is vital for
progress at school.
Poor attendance breaks the
learning chain
Every effort should be made to avoid family holidays during term time as this
both disrupts the child’s education and reduces learning time. Parents should
inform the school by letter before going on holiday of the dates. Such absence
will be authorised only where attendance is otherwise satisfactory. Clearly
where attendance is unsatisfactory, absence is unauthorised.
Parents/guardians do not have an automatic right to take thier child out of school
WITHOUTPERMISSIONDURINGTERMTIME4HE(EADOF%STABLISHEMENTCANONLY
authorise time off during term time in exceptional circumstances.
Exceptional Circumstances include:
s SHORTTERMPARENTALPLACEMENTABROAD
s FAMILYRETURNINGTOITSCOUNTRYOFORIGINFORFAMILYREASONS
s THEPERIODIMMEDIATELYAFTERANILLNESSORACCIDENT
s APERIODOFSERIOUSORCRITICALILLNESOFACLOSERELATIVE
s ADOMESTICCRISISWHICHCAUSESSERIOUSDISRUPTIONTOTHEFAMILYHOMECAUSING
temporary relocation.
4IMEOFFDURINGTERMTIMEFORTHEFOLLOWINGREASONSISNOTACCEPTABLEANDWILLBE
RECORDEDASUNAUTHORISEDABSENCE
s !VAILABILITYOFCHEAPHOLIDAYSORDESIREDACCOMODATION
s (OLIDAYSWHICHOVERLAPTHEBEGINNINGORENDOFTERM
#LEARLYWITHNOEXPLANATIONFROMTHEPARENTORCARERTHEABSENCEISUNAUTHORISED
Parents of children of ethnic or religious minority background may request
that their children be permitted to be absent from school in order to celebrate
recognised religious events. Only written requests detailing the arrangements
will be granted on up to three occasions in any one school session and the pupil
noted as an authorised absentee on the register.
555
Latecoming slows down
Learning
Pupils are registered for attendance at the start of each morning. During the day
class teachers note pupils’ attendance at every period.
If a pupil’s attendance is unsatisfactory, the school may ask Mr E Sneider the
School’s Education Liaison Officer to call, and may, in serious cases refer the
matter to the Reporter to the Children’s Panel or to the School Attendance
Council. Fortunately, very few cases lead to such referrals. Where a pupil’s
attendance is causing concern, Pastoral Care staff will be active in offering
support. In some instances a period attendance monitoring card may be issued.
Parents are encouraged to ensure their child arrives in good time for school.
Latecoming can become a habit which is difficult to break and so, we carefully
monitor instances of latecoming.
40
SHAWLANDS ACADEMY
SCHOOL CLOTHING AND KIT
“I like the school
uniform.”
- S1 Pupil
A
t Shawlands Academy, we have adopted a student dress code. Our pupils
are encouraged to dress smartly for school. Many parents support the wearing
of the school uniform, and we believe that this helps pupils to identify with the
school community, and promotes a positive image for our pupils in the wider
community. The wearing of school uniform adds to security within the school
as pupils can be easily identified by staff or by the CCTV cameras.
The uniform can also help parents to avoid providing expensive competitive
dress. We have a traditional school uniform, and we have recently added attractive
school sweatshirts, of varying colour and design, to the range of schoolwear. The
following items are recommended:
s WHITEORCOLLAREDSHIRTBLOUSEORPOLOSHIRT
s BLACKSKIRTTROUSERSSHALWARKAMZEEZ
s SCHOOLTIE3STUDENTSMAYWEAR3TIE
Pupils must wear appropriate clothing when participating in Physical Education
classes. The recommended kit is:
s GYMSHOESORTRAINERS
s BLACKNAVYSHORTSANDAWHITEGREYTOP
s SWIMMINGTRUNKSORCOSTUMEWHENREQUIRED
s TOWEL
0LEASENOTETHAT0%ISCOMPULSORY0UPILSCANONLYBEEXCUSEDPARTICIPATION
through injury or illness. Under such circumstances, either a parental note
SHORTTERMEXEMPTIONORAMEDICALCERTIlCATELONGTERMEXEMPTION
SHOULDBEBROUGHT
Pupils from an ethnic minority background may wish to wear clothing appropriate
to their religious/cultural background, provided the clothing reflects the colours
of the school uniform, ie, black or navy.
G.C.C Statement on Dress and Uniform
Given that there is substantial parental and public approval of a dress code,
schools in this authority are encouraged to develop a school dress code. In
encouraging a dress code policy, account must be taken in any proposals to
prevent any direct or indirect discrimination on the grounds of race or gender.
Any proposals will be the subject of widespread consultation with parents and
pupils. Against this background it should be noted that it is the policy of the
Education Committee to encourage schools to develop an appropriate dress
code policy.
There are forms of dress which are unacceptable in school, such as items of
clothing which:
41
GCC STATEMENT
ON DRESS AND UNIFORM
•
•
•
•
•
•
potentially encourage friction (such as football colours)
could cause offence (such as anti-religious symbolism or political slogans)
could cause health and safety difficulties such as loose fitting clothing,
dangling earrings, clothing made of flammable material, for example, shell
suits in practical classes
could cause damage to flooring
carry advertising, particularly for alcohol or tobacco, and
could be used to inflict damage on other pupils or be used by others to
do so.
Under no circumstances will pupils be deprived of any educational benefit as a
result of not wearing clothing conforming to the school’s dress code policy and,
in particular, pupils will not be denied access to examinations as a result of not
conforming to the policy.
“I like it because the
teachers are supportive,
you meet new friends
nearly everyday and the
education is fun.”
- S1 Pupil
Parents/Guardians receiving Income Support, Job Seekers Allowance (Income
Based), Working Tax Credit (with an income of less than £14,600*), Housing
Benefit, or Council Tax Benefit will normally be entitled to monetary grants for
footwear and clothing for their children. Approval of any requests for such grants
made by parents/guardians in different circumstances is at the discretion of the
Director of Education Services. Information and application forms may be obtained
from schools and from Grants Section at Education Services Headquarters.
Glasgow City Council is concerned at the level of claims being received regarding
the loss of pupils’ clothing and/or personal belongings. Parents/Guardians
are asked to assist in this area by ensuring that valuable items and unnecessarily
expensive items of clothing are not brought to school. Parents/Guardians should
note that the authority does not carry insurance to cover the loss of such items
and any claims submitted are likely to be met only where the authority can be
shown to have been negligent.
SCHOOL MEALS
Shawlands operates a cafeteria system known as: ‘The Fuel Zone’. Providing a
range of meals, including a vegetarian/halal option. School meals are supplied by
external caterers, Direct and Care Services, and every effort is made to provide
a cost effective, healthy and balanced diet for pupils.
The cafeteria no longer accepts cash payment; instead every pupil is issued with
a ‘Q’ card. This card may be credited by swiping and adding cash at one of the
machines positioned in the cafeteria. Food can only be purchased using the Q card.
Pupils are encouraged to add sufficient money to last a full week. Pupils in receipt
of free meals have the appropriate amount added daily to their cards.
The school dining hall is supervised by teaching staff. Packed lunches may be taken
in the dining hall and can be supplemented by purchases at the counter.
Special prescribed diets are available as required. Parents of pupils who require a special
diet are asked to contact Guidance staff at the start of the school session, if possible.
Children of parents/guardians receiving Income Support, Job Seekers Allowance
(Income Based) and Child Tax Credit only (where income is less than £15,050) are
entitled to a free midday meal. Information and application forms for free school
meals may be obtained from schools and from the Grants Section at Education
Services Headquarters.
42
SHAWLANDS ACADEMY
EQUAL OPPORTUNITIES
S
hawlands Academy is committed to providing a safe and supportive learning
environment, which encourages progress for each individual student. We adhere to
the Equal Opportunities Policy (GCC), which states that equality of opportunity
should be provided for all its pupils regardless of gender, ethnic origin, religious
background, social class, sexual orientation or disability. The diversity within our
school population also offers tremendous opportunities for students to engage
with issues of social justice and fairness and to participate in the development of
anti – discriminatory values across the school
The following objectives are key to the anti- discriminatory values of the school:
To ensure that all pupils are equally respected by all members of the school
community
To make pupils aware of the need to prepare for life in a multicultural society
SHAWLANDS ACADEMY
We are proud of our status as
a leading Scottish multicultural
school. Attending such a school
helps pupils to become enriched
by developing an appreciation of
other cultures and represents
effective preparation for life.
To provide pupils with the knowledge, skills and attitudes, which, will enable them
to respect people from a range of different backgrounds and life experiences
To encourage the attitude that equality of opportunity is an integral part of
education and should influence provision
To monitor the curriculum in terms of content, material and teaching approaches
to ensure that it reflects the school’s position on equal opportunities
To raise staff awareness of equal opportunities issues in education by means of
in-service courses and staff development.
The main school committee giving consideration to these matters is the Equal
Opportunities Committee.
Dealing with Racist Incidents
DEALING WITH RACIAL
HARASSMENT
The Race Relations Act of 1976 and the Race Relations (Amendment) Act 2002
make it unlawful to discriminate against someone because of her/his colour,
race, and nationality, ethnic or national background. The Acts make it the duty
of Glasgow City Council to eliminate unlawful racial discrimination.
In 1999 the guidelines “Dealing with Racial Harassment” were issued to assist all
teaching staff in dealing with such incidents.
The adoption of an antiracist approach should be seen as one part of the
continuing attempt to improve the quality of education.
Glasgow City Council recognises that support from the home is essential if these
aims are to be achieved. Every child in Glasgow has the right to be happy and
secure at school.
43
MULTICULTURAL AND ANTIRACIST PERSPECTIVE
With regard to our multicultural and antiracist
perspective, our aim is to promote:
•
A shared understanding of the nature of
racism in today’s society.
•
An awareness of the contribution all people
make to society.
•
A sensitivity to, and appreciation of, the beliefs
of others.
•
An atmosphere of helping and working together.
We hope that the parents and pupils will support us
in this endeavour. The school is working to ensure
equality of provision and success for all our pupils.
44
SHAWLANDS ACADEMY
PASTORAL CARE
T
he work of the Pastoral Care Team is central to much that happens in our
school. So essential is its contribution that it is our policy to involve all members
of staff
• All staff are encouraged to take a close interest in the education and
welfare of the young people they teach
• All teachers are invited to contribute to the programme of curricular and
vocational guidance and to the personal and social development of
their pupils.
• Those who act as register teachers work closely with the Pastoral Care Staff
in monitoring the progress, attendance and timekeeping of their pupils.
HOUSE GROUPS
KNOWEHEAD
LOCHINCH
MOSS-SIDE
SHAWHILL
TANTALLON
WHITECART
Mrs Wilson
Mrs Waters
Mr A Din
Miss Warden and Ms West
Mrs Sharif
Mr Letford
HOME LINK TEACHER Mrs Rafiq
PERSONAL AND SOCIAL EDUCATION
T
he school delivers a comprehensive programme of personal and social
education. Classes are taught by the Pastoral Care staff and volunteer staff from
across the curriculum. All year groups cover elements of Study Skills, Careers
Education, Health Education (including Drugs, Alcohol and Sex Education)
which are appropriate to their age and stage. In addition each year group syllabus
features specific units on other areas of interest which will include:
S1 Getting to know you, Rights and Responsibilities, Road and Fire Safety,
Issues around bullying, Citizenship, Sectarianism.
S2 Issues around Bullying, Study Skills, Mind Mapping, Friendship, Managing
Time, Racism.
S3 What Now? – Lifeskills, “Virtual Babies”, Global Sharing, Enterprise and
Team Work, Parents and Teenagers.
S4 Preparation for Work Experience, Teenage Mums, Assertiveness and
Communication, Stress Management, “Paying your way”.
S5 Organ Donation, Leaving Home, Forced and Arranged Marriages, Domestic
Abuse, “How wealthy are you?”.
S6 Personal Safety, Preparation of CVs, Stress Management, Topical Social and
Health issues, Active Citizenship, The International Dimension.
HEALTH EDUCATION AND PSE
As part of the curriculum Shawlands Academy delivers an extensive Health
Education and Personal and Social Education Programme to ensure healthy
living for life. The programme includes:
- Drugs, alcohol, smoking awareness
- Sexual Health and Relationships
- Mental Health
- Diet and Exercise
- Citizenship and the Law
45
PUPIL DESTINATIONS
555
The school places a great
deal of emphasis on providing
education and careers guidance
of the highest quality to ensure
that pupils are prepared for the
demands and challenges of
their chosen careers.
S
hawlands Academy places a great deal of emphasis on providing education
and careers’ guidance of the highest quality to ensure that pupils are prepared
for the demands and challenges of their chosen careers. An increasing number
of our pupils are obtaining the qualifications necessary to gain entry to university
and college. As the statistics set out in Appendix 1 show, figures for Shawlands
compare favourably with the Authority and Scottish averages.
ENTERPRISE AND EMPLOYMENT
The school offers a wide variety of enterprise and employability opportunities.
The Enterprise and Employability Officer is able to facilitate access to a host of
city wide initiatives.
In S2 pupils attend the GOALS course which examines educational and
employment aspirations. In S4 all pupils go for a week for work experience often
in the local community and we have a thriving S6 Young Enterprise.
46
SHAWLANDS ACADEMY
The school sets great store on working individually with pupils to ensure
MORE CHOICES,
MORE CHANCES
appropriate career pathways are accessed. Recently, the implementation of
government initiatives ‘More Choices, More Chances’ has enabled us to focus
more effectively on pupils at risk of not going into employment, education,
and training opportunities. Visits to targeted career events, participation in
employment focussed projects and access to one-to-one careers guidance over
a long period of time are all aspects of the new delivery model for this group.
In accordance with guidance from the Additional Support for Learning Act
ADDITIONAL SUPPORT
FOR LEARNING
2004 Shawlands Academy meets the majority of additional support needs of
its young people through regular and established good practice. Co-operation
between Learning and Language Support and Pastoral Care is a key principle of
delivery. The school recognises that the term “additional support need” does not
necessarily imply a learning difficulty. Support can be accessed on a short or long
term basis for emotional, social, and learning difficulties to ensure that pupils are
assisted to overcome any barrier which may impede their learning.
47
HEALTH CARE
FIRST AID & EMERGENCIES
F
irst aid treatment can be given by certain qualified staff. If a pupil takes ill during
the day, the parents are contacted and the child can be taken home.
In the case of serious accidents, every effort is made to contact parents.
Pupils may be taken, or sent by ambulance, to the Victoria Infirmary.
It is in the best interest of parents and pupils for the school to be informed
of any medical problems which arise in the course of a child’s school career.
These details will be handled sensitively and in confidence and will allow us
to make appropriate provision, as far as we can, for the child.
Where possible, parents are asked to notify the school
of any dental, medical or other such appointments.
Immunisation
At certain points during their school career pupils will be
offered immunisation against certain diseases.
School Nurse
The school has a nurse associated with it. Advice
and support can be given to any pupils who require it.
A drop-in service is available to offer immediate
assistance to pupils.
TRANSPORT
A great many of our pupils walk to and from school. Others use the many public bus routes which serve the area. The
Education Authority has a policy of providing free transport to secondary pupils who live more than two miles from their
local school by the recognised shortest walking route. This policy is more generous than the law requires. This means that
the provision of transport could be reviewed at any time. Parents who consider that they are eligible should obtain an
application form from the school or Education Department Office. These forms should be completed and returned before
the end of February for those pupils beginning the school in August to enable the appropriate arrangements to be made.
Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made.
The appropriate officer has discretion in special circumstances to grant permission for pupils to travel in transport provided
by the Authority where spare places are available and no additional costs are incurred.
The authority has an Exceptional Circumstances policy relating to e.g. homelessness, parental disability, etc. Details are available
from the school. There is also a procedure to request transport on medical grounds. The school can advise on procedures.
Where free transport is provided, it may be necessary for pupils to walk a certain distance to the vehicle pick-up point.
Walking distance in total, including the distance from home to the pick-up point and from the drop-off point to the school
in any one direction, will not exceed the authority’s limits (see above paragraph). It is the parent’s responsibility to ensure
their child arrives at the pick-up point in time. It is also the parent’s responsibility to ensure the child behaves in a safe and
acceptable manner while boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child’s
losing the right to free transport. The Education Authority does not provide transport for those pupils in receipt of a
placing request other than in exceptional circumstances and where appropriate legislation applies.
48
SHAWLANDS ACADEMY
DATA PROTECTION ACT
I
nformation on pupils,
parents and guardians is stored
on a computer system and
may be used for teaching,
registration, assessment and
other administrative duties. The
information is protected by the
Data Protection Act 1984 and
may only be disclosed in
accordance with the Codes of
Practice. For further information
please contact the school.
Child Safety/Child
Protection Policy
All educational establishments and
services must take positive steps to
help children protect themselves by
ensuring that programmes of health
and personal safety are central to
the curriculum and should have in
place a curriculum that ensures that
children have a clear understanding
of the difference between
appropriate and inappropriate
behaviour on the part of another
person, no matter who.
As with other areas of the
curriculum, you will be kept
informed of the health and
personal safety programme for
your child’s establishment.
Schools, establishments and
services must create and maintain
a positive ethos and climate which
actively promotes child welfare
and a safe environment by:
•
ensuring that children are
respected and listened to
•
ensuring that programmes
of health and personal safety
are central to the curriculum
•
ensuring that staff are aware
of child protection issues
and procedures
•
establishing and maintaining
close working relationships
and arrangements with all
other agencies to make sure
that professionals collaborate
effectively in protecting
children.
Should any member of staff have concerns regarding the welfare or safety of any
child they must report these concerns to the head of establishment. The head, or the
person deputising for the head, after judging that there may be grounds for concern
regarding the welfare or safety of any pupil must then immediately advise the duty
senior social worker at the local social work services area office of the circumstances.
Additional Support Needs/Accessibility Strategy
The school has a duty to ensure that all our pupils have equal access to the
curriculum, supported as appropriate to their individual needs. This covers not
only the content of lessons and teaching strategies but also minor adaptations to
the physical environment of our buildings to address the needs of pupils with
physical or sensory impairments, including the relocation of classes to the ground
floor where feasible. We also need to ensure that parents and carers who have a
disability have equal access to information about their children. This will involve,
for example, relocating the venue for parents/guardians meetings to facilitate
physical access; provision of an interpreter for deaf people; agreeing a phone
contact system to provide direct feedback to parents and carers.
ACCESS
Shawlands Academy provides limited access to ground floor accomodation.
There are ramps at certain entrances, and handrails at the stairways and steps.
There is no lift. There is a specially fitted disabled toilet, at the ground floor, near
the Social Area.
PARENTS EVENING
The Academy is pleased to make arrangements for parental consultation meetings
for parents to be provided with a ground floor base to which teachers will come
at the appointed times.
CURRICULUM
The School’s policy ‘Promoting Equality’ takes full account of the Disability
Discrimination Act and the Council’s Accessibility Strategy. Reasonable
adjustments are made, both in terms of location and content of courses.
STAFF DEVELOPMENT
Staff are briefed, at meetings and/or in writing, about specific issues and specific
conditions, with advice as to how to address these needs.
49
GUIDE TO THE APPENDICES
The following appendices provide statistical information:
3CHOOL,EAVER$ESTINATIONS
2.
School Running Costs
3.
Attendance
!BSENCE
5.
SQA Examination Results
/PTIONSHEETSFORENTRYTO4HIRD9EARAND&IFTH
AND3IXTH9EARS
50
SHAWLANDS ACADEMY
(IGHER'RADEPASSESCONTINUETOBEREPORTEDINTERMSOFTHREEBANDS!TO#AS
INTHEYEARSPRIORTO0ERFORMANCEWHICHJUSTFAILSTOACHIEVEhPASSvSTANDARD
ISINANDAFTERDESIGNATEDAS(IGHERGRADEBAND$
&ORFOURTHYEAR31!RESULTSTHEhPERCENTAGEOFPUPILSACHIEVINGvUNDERANY
HEADINGISCALCULATEDBYEXPRESSINGTHENUMBEROFPUPILSACHIEVINGASAPERCENTAGE
OFTHE3ROLLIN3EPTEMBERATTHESTARTOFTHESCHOOLYEAR4HEPERCENTAGESHOWN
UNDERTHElFTHANDSIXTHYEARHEADINGSISCALCULATEDBYEXPRESSINGTHENUMBEROF
PUPILSACHIEVINGIN3AND3ASAPERCENTAGEOFTHEORIGINAL3ROLL
&OR31!RESULTSTHEhPERCENTAGEOFPUPILSACHIEVINGvUNDERANYHEADINGIS
CALCULATEDBYEXPRESSINGTHENUMBEROFPUPILSACHIEVINGASAPERCENTAGEOFEITHER
THECOMBINED33ROLLORTHECOMBINED33ROLLASAPPROPRIATEAT3EPTEMBER
3EE!PPENDIX"
4HE3TO3STAYINGONRATEISCALCULATEDBYEXPRESSINGTHE3ROLLATTHESTARTOF
THESECONDTERM*ANUARYASAPERCENTAGEOFTHEROLLOFTHESAMEGROUPOFPUPILS
WHENTHEYWEREIN3AT3EPTEMBEROFTHEPREVIOUSSCHOOLYEAR
Where a pupil is presented for an examination at Standard grade in the same
SUBJECTATMORETHANONELEVELACCOUNTISTAKENONLYOFTHEHIGHESTGRADEATTAINED
7HERElGURESORPERCENTAGESBASEDONANUMBEROFPUPILSATTAININGCERTIlCATES
UNDERANYPARTICULARHEADINGISBETWEENANDNOINFORMATIONISGIVENAND
is inserted in place of the figures.
51
(IGHER'RADEPASSESCONTINUETOBEREPORTEDINTERMSOFTHREEBANDS!TO#ASINTHE
YEARSPRIORTO0ERFORMANCEWHICHJUSTFAILSTOACHIEVEhPASSvSTANDARDISINAND
AFTERDESIGNATEDAS(IGHERGRADEBAND$
&ORFOURTHYEAR31!RESULTSTHEhPERCENTAGEOFPUPILSACHIEVINGvUNDERANYHEADINGIS
CALCULATEDBYEXPRESSINGTHENUMBEROFPUPILSACHIEVINGASAPERCENTAGEOFTHE3ROLL
IN3EPTEMBERATTHESTARTOFTHESCHOOLYEAR4HEPERCENTAGESHOWNUNDERTHElFTHAND
SIXTHYEARHEADINGSISCALCULATEDBYEXPRESSINGTHENUMBEROFPUPILSACHIEVINGIN3
AND3ASAPERCENTAGEOFTHEORIGINAL3ROLL
&OR31!RESULTSTHEhPERCENTAGEOFPUPILSACHIEVINGvUNDERANYHEADINGISCALCULATED
BYEXPRESSINGTHENUMBEROFPUPILSACHIEVINGASAPERCENTAGEOFEITHERTHECOMBINED
33ROLLORTHECOMBINED33ROLLASAPPROPRIATEAT3EPTEMBER3EE!PPENDIX"
4HE3TO3STAYINGONRAREISCALCULATEDBYEXPRESSINGTHE3ROLLATTHESTARTOFTHE
SECONDTERM*ANUARYASAPERCENTAGEOFTHEROLLOFTHESAMEGROUPOFPUPILSWHEN
THEYWEREIN3AT3EPTEMBEROFTHEPREVIOUSSCHOOLYEAR
7HEREAPUPILISPRESENTEDFORANEXAMINATIONAT3TANDARDGRADEINTHESAMESUBJECTAT
more than one level, account is taken only of the highest grade attained.
7HERElGURESORPERCENTAGESBASEDONANUMBEROFPUPILSATTAININGCERTIlCATESUNDER
ANYPARTICULARHEADINGISBETWEENANDNOINFORMATIONISGIVENAND
ISINSERTED
in place of the figures.
Appendix 4 Attendance and Absence Data
!BSENCERATESARECALCULATEDASAPERCENTAGEOFTHETOTALNUMBEROFPOSSIBLEATTENDANCES
for all pupils of the school in the stage shown, each morning and afternoon of each
SCHOOLDAYBEINGASEPARATEPOSSIBLEATTENDANCE
7HERElGURESORPERCENTAGESBASEDONANUMBEROFPUPILSUNDERANY0ARTICULAR
HEADINGISBETWEENANDNOINFORMATIONISGIVENAND
ISINSERTEDINPLACEOFTHE
figures.
Adults attending day school classes are excluded.
The authority’s and Scotland’s figures include all education authority and grant-aided
SECONDARYSCHOOLSBUTEXCLUDEALLSPECIALSCHOOLS
Concluding Statement
!LTHOUGHTHISINFORMATIONISCORRECTATTIMEOFPRINTINGTHERECOULDBECHANGESAFFECTING
any of the matters dealt with in the documentA
BEFORETHECOMMENCMENTORDURINGTHECOURSEOFTHESCHOOLYEARINQUESTION
B
INRELATIONTOSUBSEQUENTSCHOOLYEARS
52
SHAWLANDS ACADEMY
APPENDIX 1
Shawlands Academy
/HDYHU'HVWLQDWLRQV 1XPEHU2I3XSLOV/HDYLQJ,Q6FKRRO<HDU$QG3HUFHQWDJH:LWK'HVWLQDWLRQ
$V
7RWDO1XPEHURI/HDYHUV +LJKHU(GXFDWLRQ
)XUWKHU(GXFDWLRQ
7UDLQLQJ
(PSOR\PHQW
2WKHU.QRZQ
1RW.QRZQ
Glasgow City
Leaver Destinations
Number Of Pupils Leaving In School Year 2007/2008 And Percentage With Destination
As:
Total Number of Leavers (=100%)
5,321
Higher Education
24
Further Education
27
Training
9
Employment
22
Other Known
16
Not Known
2
Scotland
Leaver Destinations
Number Of Pupils Leaving In School Year 2007/2008 And Percentage With Destination
As:
Total Number of Leavers (=100%)
58,823
Higher Education
31
Further Education
25
Training
5
Employment
25
Other Known
13
Not Known
1
53
APPENDIX 2
Shawlands Academy
%XGJHWHG5XQQLQJ&RVWV)RU)LQDQFLDO<HDU
6FKRRO5ROODW6HSWHPEHU
7RWDO6FKRRO5XQQLQJ&RVWVDW$SULO
&RVWSHU3XSLO
Glasgow City
Budgeted Running Costs For Financial Year 2008-2009
School Roll at September 2007
27,876
Total School Running Costs at April 2008 (£)
135,862,646
Cost per Pupil (£)
4,874
Scotland
Budgeted Running Costs For Financial Year 2008-2009
School Roll at September 2007
308,224
Total School Running Costs at April 2008 (£)
1,512,190,732
Cost per Pupil (£)
4,906
54
SHAWLANDS ACADEMY
APPENDIX 3
Shawlands Academy
$WWHQGDQFH$QG$EVHQFH)RU6FKRRO<HDU
6WDJH
6
6
6
6
6
7RWDO1XPEHURI3RVVLEOH $WWHQGDQFHV3XSLO+DOI
'D\V
3HUFHQWDJH$XWKRULVHG $EVHQFHV
3HUFHQWDJH8QDXWKRULVHG $EVHQFHV
6
Glasgow City
Attendance And Absence For School Year 2007/2008
Stage
S1
S2
S3
S4
S5
S1-5
Total Number of Possible
Attendances(Pupil Half
1,946,244 1,994,057 2,097,789 2,082,969 1,357,654 9,478,713
Days)
Percentage Authorised
8.5
10.7
13.0
12.4
10.6
11.1
Absences
Percentage Unauthorised
0.3
0.4
0.7
0.4
0.2
0.4
Absences
Scotland
Attendance And Absence For School Year 2007/2008
Stage
S1
S2
S3
S4
S5
S1-5
Total Number of Possible
21,166,517 21,531,642 22,028,755 22,067,354 15,438,659 102,232,927
Attendances(Pupil Half
Days)
Percentage Authorised
5.5
6.7
7.8
7.8
7.0
7.0
Absences
Percentage Unauthorised
1.1
1.6
2.4
2.8
2.2
2.0
Absences
55
APPENDIX 4
s!"3%.#%
,1)250$7,21)253$5(176
6(&21'$5<6&+22/6
6FKRRO6KDZODQGV$FDGHP\
$EVHQFH
,G1R
0LQLPLVLQJ2YHUDOO$EVHQFH
$EVHQFHUHFRUGHG
$YHUDJHQXPEHURI KDOIGD\VDEVHQFH SHUSXSLO
$EVHQFHUHFRUGHG $YHUDJHQXPEHURI KDOIGD\VDEVHQFH SHUSXSLO
Appendix 4 Attendance and
Absence Data
!BSENCERATESARECALCULATEDASA
PERCENTAGEOFTHETOTALNUMBEROF
POSSIBLEATTENDANCESFORALLPUPILS
of the school in the stage shown,
each morning and afternoon of
EACHSCHOOLDAYBEINGASEPARATE
POSSIBLEATTENDANCE
7HERElGURESORPERCENTAGESBASED
ONANUMBEROFPUPILSUNDERANY
0ARTICULARHEADINGISBETWEENAND
4 no information is given and ***
is inserted in place of the figures.
Education Authority: Glasgow City
Minimising Overall Absence
Absence recorded
(2006/2007)
Average number of
half days absence
per pupil
Absence
48.1
Absence recorded
(2007/2008)
Average number of
half days absence
per pupil
45.3
Adults attending day school classes
are excluded.
The authority’s and Scotland’s
figures include all education
authority and grant-aided
SECONDARYSCHOOLSBUTEXCLUDE
all special schools.
Concluding Statement
National Data
Absence
Minimising Overall Absence
Absence recorded
(2006/2007)
Average number of
half days absence
per pupil
35.8
Absence recorded
(2007/2008)
Average number of
half days absence
per pupil
34.9
Although this information is correct
ATTIMEOFPRINTINGTHERECOULDBE
changes affecting any of the matters
dealt with in the documentA BEFORETHECOMMENCMENTOR
during the course of the school
year in question.
B INRELATIONTOSUBSEQUENT
school years.
56
SHAWLANDS ACADEMY
!00%.$)831!%8!-).!4)/.2%35,43
,1)250$7,21)253$5(176
6(&21'$5<6&+22/6
6FKRRO6KDZODQGV$FDGHP\
,G1R
(VWLPDWHG6-DQXDU\5ROO$V$3HUFHQWDJH2I7KH65ROO ,Q6HSWHPEHU2I7KH3UHYLRXV6HVVLRQ
([DPLQDWLRQ5HVXOWVZLWKLQ6FRWWLVK&UHGLWDQG4XDOLILFDWLRQV)UDPHZRUN UHVXOWVDUHSUHDSSHDO
3HUFHQWDJHRIWKHUHOHYDQW6HSWHPEHU6UROODFKLHYLQJ
%\
#OHYHORUEHWWHU
#OHYHORUEHWWHU
#OHYHORUEHWWHU
HQG RI6
%\
#OHYHORUEHWWHU
#OHYHORUEHWWHU
#OHYHORUEHWWHU
HQG RI6
%\
#OHYHORUEHWWHU
#OHYHORUEHWWHU
#OHYHO
HQG RI6
:KHUHVFKRROVKDYHRSHQLQJVSHUZHHNSOHDVHQRWHWKDWDOOORFDODXWKRULW\DQG
QDWLRQDOILJXUHVDUHEDVHGRQRSHQLQJVSHUZHHNDQGVRDUHQRWGLUHFWO\
FRPSDUDEOH
)RU,QIRUPDWLRQ
6FRWWLVK&UHGLWDQG4XDOLILFDWLRQV)UDPHZRUN6&4)
OHYHOV
/HYHO
&6<6DW$&$GYDQFHG+LJKHUDW$&
/HYHO
+LJKHUDW$&
/HYHO
,QWHUPHGLDWHDW$&6WDQGDUG*UDGHDW
/HYHO
,QWHUPHGLDWHDW$&6WDQGDUG*UDGHDW
/HYHO
$FFHVV&OXVWHU6WDQGDUG*UDGHDW
57
Notes for Appendix 5 SQA
Examination Results
Policy with regard to entering
PUPILSFOR0UBLICEXAMINATIONS
Schools in consultation with pupils
and parents normally decide on
presentation for examinations.
However in the final analysis, the
school will accede to the wishes
of the Parents.
Results
I3COTTISH1UALIlCATION!UTHORITY
31!!WARDS
The Scottish Qualification Authority
has provided the following
information on the SQA Awards
system which it now operates.
&ORTHE3TANDARD'RADEAWARDS
are made on a 7 point scale with
Grade 1 the highest.
Standard Grade awards
Grade 1
Credit
Grade 2
Credit
Grade 3
General
Grade 4
General
'RADE
&OUNDATION
'RADE
&OUNDATION
Grade 7
Course completed
INFORMATION FOR PARENTS 2008
SECONDARY SCHOOLS
Education Authority: Glasgow City
Estimated S5 January Roll As A Percentage Of The S4 Roll
In September Of The Previous Session
2005/2006
2006/2007
2007/2008
54
56
59
Examination Results (within Scottish Credit and Qualifications Framework)
By
end
of S4
(2007/2008 results are pre-appeal)
Percentage of the relevant September S4 roll achieving:
5+ @ level 3 or better
2005/
2006/
2007/
2005/
2006/
2007/
2005/
2006/
2007/
2006
2007
2008
2006
2007
2008
2006
2007
2008
86
86
84
67
66
65
24
22
22
By
end
of S5
2005/
2006/
2007/
2005/
2006/
2007/
2005/
2006/
2007/
2006
2007
2008
2006
2007
2008
2006
2007
2008
26
28
28
12
14
15
5
6
5
By
end
of S6
1+ @ level 7
2005/
2006/
2007/
2005/
2006/
2007/
2005/
2006/
2007/
2006
2007
2008
2006
2007
2008
2006
2007
2008
19
18
20
11
11
12
6
5
6
58
SHAWLANDS ACADEMY
INFORMATION FOR PARENTS 2008
SECONDARY SCHOOLS
National Data
Estimated S5 January Roll As A Percentage Of The S4 Roll
In September Of The Previous Session
2005/2006
2006/2007
2007/2008
64
65
65
Examination Results (within Scottish Credit and Qualifications Framework)
By
end
of S4
(2007/2008 results are pre-appeal)
2005/
2006/
2007/
2005/
2006/
2007/
2005/
2006/
2007/
2006
2007
2008
2006
2007
2008
2006
2007
2008
91
91
90
77
76
76
35
33
34
By
end
of S5
2005/
2006/
2007/
2005/
2006/
2007/
2005/
2006/
2007/
2006
2007
2008
2006
2007
2008
2006
2007
2008
38
39
38
22
22
22
10
10
10
By
end
of S6
1+ @ level 7
2005/
2006/
2007/
2005/
2006/
2007/
2005/
2006/
2007/
2006
2007
2008
2006
2007
2008
2006
2007
2008
30
29
30
20
19
19
13
12
12
59
Study Support can ONLY be taken with the agreement of the Deputy Head Teacher for S2 or S3.
3#/523%0,!..).'%8%-0,!2!00%.$)8
60
3#/523%#(/)#%%8%-0,!2!00%.$)8
SHAWLANDS ACADEMY
61
62

3 - Shawlands Academy

Transcription

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