Now - Angus Council

MONTROSE ACADEMY
HANDBOOK
2016
Montrose Academy
Academy Square
MONTROSE
Angus
DD10 8HU
Telephone: 01674 662700
Fax: 01674 678919
E-mail - [email protected]
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INTRODUCTION TO PARENTS/CARERS
(This Document is available in alternative formats)
This Handbook is given to every pupil who enrols in Montrose Academy. We hope that
parents and pupils will read it, find it helpful and informative and know that in this and in
other ways, we want to make you feel welcome.
Montrose Academy was founded in 1815 and succeeded the ancient Grammar School
of Montrose as the principal centre of education in the town. For many years it catered
for a relatively small number of pupils following a limited curriculum. Since the beginning
of last century, however, it has expanded steadily in size and range of studies offered. A
New Curriculum developed with guidance from the ‘Building the Curriculum’ series of
publications which describe and define Curriculum for Excellence, a national, curriculum
development, the Angus Council Education Department, ‘Curriculum Review and Policy
Guidelines (August 2011) and Scottish Government guidance and advice is the next
stage in curriculum development for the Academy.
The Academy is a comprehensive school of approximately 838 pupils, which seeks to
meet the educational needs of all young people in the town and surrounding district
between the ages of twelve and eighteen.
The original building, with its impressive golden dome, was rebuilt and extended in 1961
and there were further changes as part of the 1988-90 Extension. We call this building the
West Wing.
The major work of the last Extension was the building of our splendid East Wing, linked to
the West Wing by two walkways and separated by the Precinct. This two-storey block,
opened in October 1989, gives us a number of excellent teaching areas in addition to a
superb Library, impressive Art Department, Communications Studio, Social Areas and
Dining Room.
The adjacent new Sports Centre and swimming pool was re-built and reopened in 2012
and the Academy Sports Field next to the Sports Centre greatly enhance the physical
education and recreational facilities available to the School. The Sports Centre and pool
are open to the school during the day and are available to the community from 5 pm,
Monday - Friday, and at the weekend.
NB The information contained within is current at the time of issue (December 2015).
Dr John Cavanagh
Head Teacher
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CONTENTS
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Angus Council Information:
o Contact Details:
Angus Council People Directorate
Angus House
Orchardbank Business Park
FORFAR
DD8 1AE
Tel:
01307 476337
Fax: 01307 461848
Email: [email protected]
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Pre-School and Early Learning Provision (primary schools only)
School Clothing Grants
Education Maintenance Allowance (secondary schools only)
Pupil Absence Procedures (Attendance)
The Complaints Procedure
Parent Councils
The Curriculum for Excellence
 Curriculum Levels
 The Senior Phase
 Skills for Learning, Life and Work
 Careers Guidance and Financial Advice
Sex Education
Drugs Education (Drugs and alcohol misuse)
Religious and Moral Education
Assessment and Reporting
Transitions
 Starting Pre-School
 Enrolling in Primary School
 Transfer to Secondary School
 Leaving School
 Post School
Support for Pupils
School Meals
 Special Dietary Requirements
 Snack Provision in Pre-Schools
Applying for Free School Meals
Administration of Medicines
Transport
Insurance
Music Services
Parental Access to Records
Child Protection
Transferring Educational Data about Pupils & Holding and storing pupil data
Emergency Closures & Transport Updates
School Holiday Dates
Useful Links & Contact Details
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SCHOOL DELINEATED AREA
Lunan – Hawkhill – Courthill – Rossie Moor – Powis – Barnhead – Balwyllo – Woodside of
Balnillo – Addicate – Muirton of Ballochy – Ballochy – Bank of Gallery – Logie Pert – Gallery
– Broomley – Craigo – Logie – Mains of Logie – Maltings – Fisherhills to Coastline – Coastline
of Lunan
The designated school catchment area is made up of the areas served by the following
associated primary schools: Borrowfield, Lochside, Southesk, St. Margarets, Ferryden,
Rosemount Inverkeilor (area north of Lunan Water only)
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CONTACT DETAILS
School Name
Montrose Academy
Head Teacher
Dr John Cavanagh
Address
Academy Square
MONTROSE
DD10 8HU
Telephone
Montrose (01674) 662700
Fax
Montrose (01674) 678919
E Mail
[email protected]
Web Address
www.montroseacademy.angus.sch.uk
Class Stages
First to Sixth Year
(S1 – S6)
Present Roll
838
ORGANISATION OF THE SCHOOL DAY (as at August 2015)
Pupils should be in school 5 minutes before the start of the morning and afternoon sessions
Form Time
8.55 am – 9.25 am
Period 1
9.25 am – 10.15 am
Period 2
10.15 am – 11.05 am
Interval
11.05 am – 11.20 am
Period 3
11.20 am – 12.10 pm
Period 4
12.10 pm – 1.00 pm
Lunchtime
1.00 pm – 2.00 pm
Period 5
2.00 pm – 2.50 pm
Period 6
2.50 pm – 3.40 pm
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STAFF LIST
HEAD TEACHER
Dr John Cavanagh
VISITING MUSIC INSTRUCTORS
Mr P JudgE
Percussion
Mrs J Smith
Brass
Mrs Mines
Piano
Mrs A Marshall
Lower Strings
Miss B Wyllie
Violin/Viola
Mrs C Jones
Guitar
Mr I McCrimmond Bagpipes
DEPUTE HEAD TEACHERS
Mr P Cunningham Lunan House
Mr J Dunbar
Esk House
Mr J Dunbar
Dun House
Mr P Cunningham Burnes House
Mrs C McLaren
Ms D McIntosh
SSM
HEALTH IMPROVEMENT
Mrs A Innes
(PTC) HE
Ms K Baxter
HE
Mrs A Salkeld
HE
Mr S Blair
(PT PCS) PE
Mr T Cargill
PE
Miss S Longair
PE
Miss C Stubbs
PE
Mr S Greenhill
PE
BUSINESS AND COMPUTING
Mr C Cumming
PTC
Mrs Y Holland
Business
M C Glass
Computing
Mr I McEwan
Business
Mr D Nisbett
Computing
ENGLISH
Mr A ShankS
Mrs J Kennedy
Mrs N Stewart
Ms L Quinn
Ms L Kennedy
Mr M Robb
Mrs G Stevenson
Mr S Knight
Miss N Ross
(PTC)
FAMILY SUPPORT TEAM SERVICES
Mrs A Robertson
MATHEMATICS
Mr B Wright
Mr S Campbell
Mr S Gowans
Mrs L McKenzie
Mr T Fox
Mr W Campbell
Mr I Hardie
Mrs Denyer
(PT PCS)
EXPRESSIVE & PERFORMING ARTS
Mr P Allan
(PTC) Art
Mr E Findlay
Art
Ms L Wilson
Art
Mrs M Davidson
Art
Ms S King
Drama
Mrs J Peal
Music
Miss J Cockburn
Music
Transition
MODERN LANGUAGES
Mrs K Sutherland
(PTC)
Miss L Ross
Mrs A Will
(PT PCS)
Miss K Williamson
EDUCATIONAL PSYCHOLOGIST
Mr M Rzepecki
RELIGIOUS & MORAL EDUCATION & SOCIAL
SUBJECTS
Mrs P Manley
His/Mod Stud (PTC)
Mrs N Milne
RME/Phil
Miss N MacLachlan RME
Miss C Kelt
Geo
Mrs A Wright
Geo
Mrs Waggott
Geo
Mr S Donald
Mod Stud
Mr J Bratt
His
CAREERS OFFICER
Mr G O’Neill
SUPPORT STAFF
Mrs A Boath
Miss L Brown
Mrs S Frost
Miss D Webster
(PTC)
SC/O
C/O
Temp C/O
Temp C/O
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SUPPORT STAFF (cont)
Mrs R Pullar
SFL Asst
Mrs S Stewart
SFL Asst
Mrs H Bibby
SFL Asst
Mrs F Lodge
SFL Asst
Mrs N Coull
SFL Asst
Mrs F Cruickshank
Mrs L Needman
Mrs G Speirs
Mrs B Darnell
Mrs A Edwards
SSA
SSA
SSA
SSA
SSA
Mrs E Smith
Mrs T Graham
Mrs L Anderson
Librarian
Librarian
Library Asst
Ms F Keats
Mr S Needham
Senior Tech
Technician
Mrs P Fielder
Cook-in-Charge
SCIENCE
Mrs M Smith
Mr R Thomson
Mr H Keddie
Miss J O’Sullivan
Mrs G McBride
Dr S MacFarlane
Dr D Stewart
Miss L Dargie
Mr K Rae
Mr I Taylor
SUPPORT FOR LEARNING
Mrs D Robertson
(PT)
Mrs A Cargill
Mr S Clark
Mrs C Rae
Mr R Jones
Miss D Meek
TECHNICAL
Mr C Cumming
Ms F Williams
Mr R Bandeen
Mr D Lingard
Mr J Paterson
Mr D Morton
Cluster manager
Mr C Milne
Janitor
Mr A McNaughton Janitor
KEY
HT =
DHT =
PTC=
PTPCS =
PTS =
SFL Asst =
SSA =
SSM =
SC/O =
C/O =
P/t =
CMJ =
(PTC) Bio
Bio
Bio
Bio
(PTS) Chem
Chem
Chem
Chem
Phys
Phys
Head Teacher
Depute Head Teacher
Principal Teacher Curriculum
Principal Teacher Pupil Care and Support
Principal Teacher Subject
Support for Learning Assistant
Secondary School Assistant
Support Services Manager
Senior Clerical Officer
Clerical Officer
Part-time
Cluster Manager (Janitorial)
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(PTC)
VISITS FOR PROSPECTIVE PARENTS
http://www.scotland.gov.uk/publications/2009/11/06125905/0
Pupils Starting S1 - Transfer from Primary School:
Before transfer to the Academy in August, pupils and their parents are given the
opportunity to learn something of their new school. This is done in the following ways:
1. Pupils are visited in their Primary Schools in the months before transfer by a variety
of staff including the Depute Head Teacher responsible for transition, Pupil Care
and Support Staff and Learning Support Staff.
2. Our associated Primary Schools offer a Modern Language in the upper stages.
However, it is not necessarily the case, that pupils will continue to study the
language (French or German) taught in their primary school: the language skills
acquired and learned in primary school will facilitate further language learning.
3. In June all P7 pupils will attend the Academy and, having been arranged into Tutor
Groups and teaching groups, will follow their S1 timetable and a Transition
Programme over a period of several days to prepare them for transition to learning
at the Academy.
4. A booklet called “Introduction to Montrose Academy” is issued to pupils before
they come for their visit in June. It contains information, which should help them to
settle quickly into their new school.
5. A Parents’ Evening for primary 7 parents will be held at the Academy in June at
which members of staff will explain various aspects of school policy and, in
particular, the curricular and pupil care and support arrangements in the Junior
School and the Broad General stage of the Curriculum. An opportunity is provided
for questions and discussion.
Transferring During the Year:
If your son or daughter is transferring from a school outside our delineated area, or into a
year group other than S1, it is likely that the transfer will take place quickly. We would still
hope, however, to spend enough time with you, and your son or daughter, to ensure that
the change of school is successful.
If you are considering a transfer into Montrose Academy please contact the school office
as soon as possible to arrange an appointment. Ideally, we would like to meet your
child/children and yourself some time before the transfer takes place.
At that meeting, we would like to discuss your needs, and what the school has to offer.
We will endeavour to provide you with any information you may need, and would be
grateful if you could bring with you any information e.g. course choices, report cards,
which might be of use in deciding suitable courses at the Academy.
On the day your son or daughter begins school, he/she should arrive at 8.45 am to be
given a timetable in time to begin form time at 8.55 am. A meeting will be arranged with
the appropriate Pupil care and Support Teacher, a teacher who will have particular
responsibility for looking after your son or daughter while in school.
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Transition:
In Montrose Academy, we work with our cluster primary schools to make transition as
smooth as possible for our pupils, and we try to improve this year on year. This is what
transition currently looks like for primary pupils coming to Montrose Academy:
For All Pupils:
Pupils from all stages attend varies cluster activities organised by our Active School
Coordinator Jamie McLaren. This has included, ‘Fun in Athletics’, Tennis, Rugby, Cricket,
Scottish Dancing etc. This gives pupils the opportunity to meet and mix with children from
the other Montrose Primary schools.
Transition and Liaison P7 – S1:
Mrs Denyer is our transition teacher. She teaches English and Maths to first and second
year pupils at the Academy. She visits P7 regularly throughout the year teaching groups
or the whole class.
Throughout the session pupils have a series of visits to Montrose Academy. This includes
working on literacy research skills with the librarian in the Academy library, Maths Puzzle
Day and the whole cluster Enterprise Challenge Day. For all the events the class teacher
works closely with the appropriate staff from Montrose Academy.
From the winter term onwards all P7 pupils within the cluster primary schools record their
literacy and numeracy activities in a literacy ‘Big Jotter’ and numeracy ‘Big Jotter’
respectively. A shared correction and presentation code ensures consistency and eases
transition in these curricular areas. The pupils take their ‘Big Jotters’ to the Academy
during their transition days and they continue to use them at the beginning of S1. This
allows their S1 teachers to see the quality and standard of their P7 literacy and numeracy
work whilst also contributing to continuity and progression of learning.
Early in the summer term P7 teachers pass on information to Montrose Academy Staff
about each pupil, taking account of academic performance, personal achievements,
outside interests and hobbies, commitments to the school (e.g. House Captain, Pupils’
Voice etc.) attitude to work, friendship groups etc.
Pupil Care and Support Staff along with prior pupils, who are in first year, visit our pupils
and answer any questions or worries the P7 pupils have.
In June, P7 pupils spend four days at Montrose Academy School. During the days they
spend some time with all P7 pupils from within the cluster ‘building a learning community’
and the rest of the time following their first year timetable. Their P7 teachers do not go
with them.
At the end of June, P7 profiles and the ‘Big Jotters’ are forwarded on to Montrose
Academy.
For Some Pupils:
An enhanced transition programme is available for children who are particularly shy or
worried or who have difficulties making friends or who find it difficult to focus on their work.
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This programme is led by Montrose Academy staff and it provides extra opportunities for
pupils and their parents to visit the Academy and meet with staff.
For a Very Few Pupils:
For pupils who have an Individual Educational Programme due to specific learning or
social needs a special plan for transition is produced. This plan is agreed by parents and
pupils at a meeting with key members of his staff including a member of the Academy’s
support for learning team. This meeting takes place in the summer term.
Tutor Groups and Pupil Care and Support
On entry to school, a pupil will join a Tutor Group which meets for registration and Tutor
Group activities mid-morning every day. Each Tutor Group belongs to one of our three
Houses.
Our Pupil Care and Support Staff (Principal Teachers Pupil Care and Support) are in
charge of each House and are known as House Staff. Together with the Form Tutors, they
will look after the pupils during their time in Montrose Academy. Their tasks are:
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to monitor pupils’ progress regularly
to provide support and advice when necessary
to provide personal, curricular and careers guidance at various points
to implement and support a programme of activities and learning experiences
provided in Tutor Groups everyday as well as associated assemblies and activities
to meet with parents and make links with specialists within and out with the school
whose help may be desirable in some instances.
Parents should contact House Staff and Principal Teachers Pupil Care and Support in the
first instance if they require information or wish to discuss what may seem to be a problem.
We value the links which will be established between House Staff and parents. To
strengthen these links we will try to place younger brothers and sisters of present pupils in
the same House when they enrol in the Academy.
Above all, the Houses allow pupils to be part of a smaller unit, with which they can easily
identify and which provides opportunities to participate in a range of activities. Some
pupils will be chosen by staff and pupils as House Captains and Prefects.
From time to time other professionals may speak to your child e.g. Educational
Psychologist, School and Family Support Services team. This might, for example be part of
a problem solving exercise. If we have serious concerns about your child, we will always
contact you regarding a referral.
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SCHOOL UNIFORM / CLOTHING / DRESS POLICY
School Dress
The school has a firm policy that pupils comply with the dress standards. Parents are
asked to assist us in this matter. It is clear from a continuous sampling of opinion that the
vast majority of parents support this policy too. It is seen as an important lesson for pupils
preparing for a later career, minimises differences in background or family circumstances,
aids school security, prevents gang or other collective and unhealthy competition, assists
health and safety, maintains modesty, is cheap and sensible, avoids unhelpful
competition or risk of theft or loss over designer labels or expensive items, encourages
pride in the School and identity, is important to the ethos of a comprehensive school
which promotes equality and equal opportunities, links to the traditions and history of the
Academy.
To avoid the worst effects of rising costs, some options are provided with regard to colours
though the preferred option is highlighted.
The following items of dress are approved for school wear:
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Sweatshirt: Maroon with school logo
Blazer: Maroon with school logo
Fleece: Maroon and gold
Scarf: Maroon and gold
Pullover Grey, navy blue or maroon, plain or incorporating the school colours in the
neckband
Shirt/Blouse: White. White is the colour recommended to be worn by pupils on
occasions such as Prize Giving and concerts in particular.
Polo shirts: Gold with school logo
Trousers/Skirt: Grey, black or navy blue and plain in style Skirts should be of suitable
length (No more than 5 centimetres above the knee). Denim garments are not
acceptable.
Tie: Every pupil is expected to possess a school tie and to wear it all the time unless
wearing sweatshirt and polo shirt. Price - £4.50
Shoes: These should be plain in style, black and suitable for the season. A separate
pair of training shoes/gym shoes is considered essential for Physical Education
lessons.
Physical Education Requirements
Pupils are advised that the wearing of non-essential jewellery and personal affects is not
safe during PE activity and sport due to the risk of injury to self and others.
In exceptional circumstances, the member of staff in charge will advise on the
appropriate procedure to minimise risk of injury.
Pupils with long hair will be requested to tie it back, again to prevent the risk of injury.
For both girls and boys, a sports top, shorts, gym/training shoes and a towel are essential.
In addition to, and not instead of the above, a track suit is highly recommended for
outdoor wear, owing to the exposed nature of the playing fields.
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In order to encourage a serious attitude to games, the PE Department request that the
plain traditional type of shorts are more practical and in keeping with the school dress
code.
PE Department Policy on Injury/Non Participation
In the event of a pupil wishing to be excused from Physical Education, the school policy is
that parents send brief details of the injury in a note to the relevant member of the PE
Staff. In addition, pupils are still required to bring a PE Kit with them as on most occasions
an alternative programme can be agreed with the pupil.
As an example, nearly all lessons include a more static type of skills practice where an
injured pupil could at least feed a ball or shuttle etc. to a partner without joining in the
game itself.
Helping to officiate in the game will allow the pupil to be purposefully employed and still
be involved in the work of the class.
Where on Doctor’s advice, no physical activity at all is requested, the appropriate Head
of House can arrange a classroom/library alternative.
PARENTAL CONCERNS
Parents should contact the school immediately they have a cause for concern. It is our
wish to deal with all matters as early as possible preventing them from growing into
significant concerns. The staff will listen to your concern and agree a way forward with
you.
THE COMPLAINTS PROCEDURE – also see link below:
http://www.angus.gov.uk/info/20252/customer_care/209/making_a_complaint_or_comment_abou
t_our_services
PARENTAL INVOLVEMENT - BECOMING INVOLVED IN SCHOOL
Parents, carers and members of the wider Montrose community are actively involved in
supporting the work of the Academy. The Parent Partnership (MAPP) provides an
opportunity to make a very positive contribution to the School and there are a number of
committees and working groups seeking the involvement of parents and carers. In
addition parents and carers support and contribute to school trips, outings and activities.
The community of Montrose makes a significant contribution to the learning of pupils
through the Academy’s enrichment programme for senior pupils and there are close links
with local businesses which facilitate a wide range of beneficial experiences for pupils as
well as allowing parents to become involved in the school and pupils’ learning. Parents
and carers are consulted directly and through questionnaires throughout the year on a
wide range of matters. Parents and carers support and run extra mural activities, working
closely with the school to provide many and varied opportunities for pupils to enjoy
additional and enriching experiences.
If you wish to be a regular parent helper, PVG (Protecting Vulnerable Groups) checks
have to be completed. Please discuss this with staff.
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Consultation with Parents:
Parents’ Evenings:
In normal circumstances, a regular series of meetings involving parents and subject/class
teachers will be held every session. An appointments system operates for such meetings
and has proved most successful. In March a meeting held for parents of S1 and S2 pupils
will also explain the options available in the Broad General Education stages of the
Curriculum. In February of the S3 courses a parents’ evening will be held to explain and
prepare for the choices in the first year of the Senior Phase when pupils, parents and
carers will want to discuss options and choices for the selection of 4 subjects (English and
Mathematics courses for the Senior Phase begin in January of S3 and continue in S4).
Casual Consultation:
Parents who wish to discuss matters affecting their children are invited to make an
appointment through the School Office with appropriate members of staff. In the first
instance, such an interview is likely to be with a Principal Teacher Pupil Care and Support
for a pupil’s house (Burnes, Dun, Esk or Lunan) or for more serious matters a Depute Head
Teacher responsible for the particular school year group or house.
Special Events - Other meetings involving parents are held at various times as special
projects are undertaken.
Information:
An Academy Newsletter is produced three times per year.
SCHOOL ETHOS / SCHOOL AIMS
Vision
We are dedicated to making Montrose Academy a safe, happy and nurturing learning
environment where everyone is encouraged and supported to achieve their potential,
developing as successful and skilled citizens.
Basics
Terms
Buzz
Dome
Description
Edge
Give & Get
What should I do?
How will I know?
Basics
The foundations and
fundamentals.
The foundations and framework are working
well and the basics of my school day & my
learning function smoothly. I complete tasks on
time and I follow instructions.
Edge
The learning and teaching
strategies that are being
used are up to date and
engaging.
Leading edge learning and teaching at the
cutting edge of practice and I work hard to get
the most from my learning.
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Give &
Get
The reciprocal effects,
what we put in we will get
back from others in our
community.
I am involved in the school and wider
community. I look out for and care for others
and I feel cared for and looked after.
Dome
A safe place, which has
tradition but also prepares
us for the future.
I help to make the school a safe and secure
place and I look to learn about the heritage
and history of the community. I take
advantage of links and networks to help my life
chances and future.
Buzz
A happy, achieving and
inspiring school
I help to make classes happy places, where
everyone achieves and makes progress. Staff,
learners, the community and others recognise
the ‘buzz’ of good things happening.
SCHOOL AND COMMUNITY LINKS
The Academy is especially proud of its extensive and varied links with the local community
encompassing work experience and work shadowing arrangements and our
considerable contact and involvement with a number of community organisations and
groups such as the Rotary Club, the YM and employers, most notably GSK Montrose, but
including many other long standing (Murray Taylors Accountants) and more recent Links
Partnerships and collaborations. Indeed, the Academy and its partners have received a
number of awards in recognition of our community links. In the future we would wish to
continue to develop, extend and consolidate these links as part of the New Curriculum
and to enhance and improve learning experiences.
POSITIVE BEHAVIOUR MANAGEMENT
Montrose Academy Behaviour Policy Mission Statement
The underlying principle of the behaviour policy is to encourage and reward good
behaviour, while quickly, effectively and efficiently dealing with poor standards of
behaviour. By focussing their attention on good behaviour, teachers can promote it and
help create these positive habits without a regular need for chastising pupils. Through this,
we can achieve an effective and enjoyable learning community in Montrose Academy.
The Academy has embarked on a major review of Behaviour Management and
developed a new Policy which is positive and proactive and a full explanation of the
evolving Behaviour Management Policy is available from the Head Teacher and
Behaviour Management Committee.
Below is a summary of key aspects of the approaches and values are part of behaviour
management at the Academy.
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The classroom rules of Montrose Academy are:
In our Class we:
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show respect for everyone
give each other the opportunity to learn
give ourselves the opportunity to learn
respect our environment
When we choose to do this we:
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become successful learners
responsible citizens
confident individuals
effective contributors
If we choose to do something different from this we may:
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be reminded of the rules
receive a punishment exercise
receive a detention
be removed from class for a period of time
Good Behaviour
Discipline is essential to good learning. The general aim of the school is to provide an
atmosphere of mutual respect and collective responsibility. Pupils, parents and teachers
all have an important part in creating this. The expectations of the school are common
sense nature with an obvious imperative to ensure the health and safety of all at the
Academy.
School Expectations
School standards of behaviour focus on:
 general behaviour
 dangerous actions
 unhealthy habits
 care of school books and equipment
 cycling
 punctuality
 movement inside and between school buildings
 school bounds
 care of personal possessions
 dress
 attendance
Every pupil at the Academy should:
 be considerate to others
 be punctual for school and classes
 behave sensibly on the way to and from school and on buses
 be proud of the school - wear appropriate school dress
 move sensibly and safely around the school buildings
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take care of their own possessions and respect the possessions of others
work hard and behave sensibly and safely in all classes
be properly prepared for school lessons and complete homework on time
behave sensibly at all times and accept the guidance of staff to improve
behaviour
Positive Behaviour Scheme
We expect good behaviour and usually get it. Our view is that good behaviour should be
encouraged so that it is seen as the norm and the new ‘Positive Behaviour Management
Policy’ reflects this. Unacceptable behaviour by a pupil will also be dealt with swiftly and
appropriately with the clear objective of improving behaviour through a variety of
approaches including restorative and mentoring strategies.
The School’s Positive Behaviour Policy includes sanctions:
(Some of the more major sanctions are listed below. Obviously sanctions will depend on
the nature and degree of the offence.)
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punishment exercises to be done at home
withdrawal from regular classes (usually a temporary measure)
detention after school
exclusion from school
Punishment exercises: These are given by the class teacher or, in the case of serious or
repeated breaches of discipline, by the Principal Teachers (Curriculum). Parents will
receive a letter informing them why this action is taken and be asked to check that the
task set is completed satisfactorily.
Detention: It is applied for serious or repeated offences. In every case, the detention is
approved by a senior member of staff. Parents will be informed by letter and invited to
contact the school for further information and discussion if required. Detention is on
Monday - Thursday, 1.25 - 1.55 pm.
Any further breach of discipline, e.g. misbehaviour in detention or failure to complete it,
may lead to withdrawal from classes and a programme designed to improve behaviour
and restore justice and return to regular classes with clear targets to achieve and a
thorough review of learning or in the final resort an exclusion from school.
Internal Programme for Serious Breaches of Discipline
In some instances pupils will be withdrawn from classes to follow a programme of work,
review of learning, achievement and attainment and including restorative approaches to
make changes in behaviour, establish learning and behaviour targets and a programme
of monitoring and review which may include the provision of a mentor from the staff.
Exclusion from School: This is the most severe sanction and is used by the Head Teacher
where a pupil EITHER:


repeats a serious offence for which he/she has already been punished and
warned OR;
is guilty of a particularly serious act of violence, verbal abuse (e.g. swearing at a
teacher), wilful damage, involvement with alcohol or illegal drugs OR;
17


refuses to accept the discipline of the school OR;
clearly rejects the help given through an internal programme of withdrawal from
classes to follow a programme incorporating ‘restorative’ approaches and
practices
It will always be our policy to involve parents at an early stage and to invite them to cooperate with us to bring about the desired improvement in behaviour.
Please do not hesitate to make contact first with the school if you have any concerns or
questions.
CELEBRATING ACHIEVEMENT
Children work hardest when they know their work will be appreciated and praised. All
staff encourage pupils at all times and in all activities to give their best.
The end of year written report will describe your child’s strengths and areas for
development, their progress in achievement across the eight curriculum areas, their
progress in achievement within the curriculum levels (early, first, second, third in terms of
developing, consolidating and secure as described above), their achievements in
different contexts and settings, their next steps in learning and how parents can help.
Additional to a report in P7 and S3 your child will create a “profile” which is a statement
which publicly recognises your child’s best achievements in school, at home and in the
community. Please spend time looking over and discussing the profile with your child.
Evidence of children and young people’s progress and achievements will come from day
to day learning and through the things they may write, say, make or do. For example
evidence may emerge as a result of children and young people taking part in a
presentation, performance, or practical investigation. Evidence may be captured as a
photograph, video or audio clip as part of a particular learning experience.
18
Thanks to the voluntary efforts of a considerable number of staff, a varied programme of
activities is available at lunchtime, after school and at weekends. Indeed some parents
help and that is always welcomed; if you wish to become involved, please contact the
school and speak with the Sports Co-ordinator.
Games and Athletics: Outdoor and indoor games against other schools, or an inter-house
or inter-class basis, include rugby, hockey, football, basketball, volleyball, golf and
badminton. There are also individual school championships in golf, tennis and squash.
A variety of athletics disciplines are also encouraged and supported by the Academy.
The school enters the Schools' Cups for football and rugby at all age levels.
A Sports Co-ordinator has been appointed to facilitate and encourage the development
of activities.
Debating/Speechmaking: The English department, aided by the Senior Literary and
Debating Society, runs inter-class and inter-house debating competitions at lunchtimes for
S1 and S2. There is also a ‘Debating Club’.
Music, Dance and Drama: EXTRA CURRICULAR musical activities include concerts
including the String Orchestra, Baroque Ensemble and a variety of bands, together with
individual performances. There is an annual Talent Show which is very popular and the
work of Montrose Academy Music Association (MAMA) has brought an extra dimension to
this aspect of the school. Montrose Academy competes in the Rock Challenge
Competition and has had considerable success.
Other Activities: Cycle Club, Duke of Edinburgh Award, Computing, Charities Committee,
Hockey, Gymnastics, Aerobics, War Hammer Club, Fair Trade Committee which links with
the Montrose Town Fair Trade Forum.
19
Travel Abroad: There is a long standing and regular pupil exchange arrangement with
Forest Park High School, Virginia. Recently, there have been Watersports and Rugby trips
abroad.
Trips out of school: For "routine" trips e.g. debates, theatre visits, sports events, etc., we
invite parents to give permission in advance. Whether you receive this request initially at
the start of a school year, or are invited to review your permission, please give this
consideration as it reduces the workload of the teacher organising the event or activity.
You will always receive, via your son or daughter, a letter giving in advance details of the
trip.
PUPIL SENATE AND PUPIL VOICE
This is a forum for pupils to participate in decision making about school life. Each House
elects representatives to this body which meets regularly. Recommendations are put
forward to the Head Teacher through a process referred to as ‘pupil voice’ which will also
involve consideration of learning experiences and meetings and discussions with Principal
Teachers Curriculum and Pupil Care and Support.
THE PUPILS AND PARENTS VOICE
Personalisation and choice is one of the seven principles of curriculum design and
children and young people throughout their education will have the opportunity to
discuss with their teacher the context in which they learn and how they will approach the
learning. Staff will discuss new learning at the beginning of a new topic and plan together
the areas of specific focus.
Homework and Planners
Montrose Academy Homework Policy:
We recognise that the Homework Policy will only be effective if there is genuine
partnership between, Pupils, Parents and the Academy.
Purpose and Importance of Homework:
Homework is a very important part of every pupil’s education. Homework can:




reinforce skills and knowledge from the classroom
provide for the completion of work not finished in the classroom
serve to set targets and realise a child’s ability and potential to learn
establish and nurture good habits
Homework, especially in certificate classes, should be seen as training in the discipline of
private study and as a valuable extension to course work. Homework is one way of
extending individualised learning and of encouraging study skills. Independent study in
S4/5/S6 should, therefore, follow on from good practice in S1/2/3 and the establishment of
good work and study practices.
Principles/Characteristics of Policy:
 Homework tasks must be appropriate to year group, course and stage of study and
ability of pupil. Tasks should have variety in order to sustain interest and motivation.
 A reasonable time should be allowed for completion. As a general rule no formal
homework should be set requiring completion for the next day.
20
Pupils should complete homework tasks to the best of their ability. This is an
essential part of pupils taking more responsibility for their own learning.
 Homework should be assessed as soon as possible (teacher, pupil or selfassessment as appropriate). Constructive and positive, formative feedback should
be given to pupils on a regular basis by staff.
 All pupils must make use of a Homework Diary within the Planner which can be
periodically checked by form tutors, subject teachers and parents/carers.
 Class teachers will ensure that any homework issued to their classes is noted by
pupils in planners.
 Parents are encouraged to support their children and monitor the homework
attempted by their children e.g. by helping with homework tasks and inspecting
diaries.
The parents of those pupils who regularly do not complete homework will receive a school
standard letter.

Types of Homework:
 Homework can involve a variety of tasks e.g.
 Revision of class work
 On-going development of e.g. an investigation or project
 Practice (e.g. music)
 Problem solving activities
 Distinct, formal tasks (e.g. essays)
 Completion of class work where appropriate
 Learning/Memorising vocabulary
 Examination practice/preparation for assessment
 Collecting evidence or information
Homework is not necessarily a written task.
Amount of Homework:
It is very difficult to state accurately the amount of time your child will spend on home
work. This varies from child to child, course to course and year to year. Generally
speaking the amount of time should increase as your child progresses through school.
Daily practice is advised, for example, for pupils learning a musical instrument or
vocabulary. Daily revision of school work is a good habit to nurture.
All pupils are issued with a Montrose Academy Homework Planner at the start of each
session.
Monitoring/Evaluating:
Monitoring the policy in school is the responsibility of all staff.
Form Tutor/Subject Teachers:
Teachers will encourage the effective use of planners by undertaking regular checks. This
could be accomplished during Tutor Group time and class time. Pupils who persistently
fail to have their planners are subject to the normal discipline code of the school.
Principal Teachers (Curriculum):


Will ensure that subject/curriculum group homework policies articulate with the
school homework policy
Will regularly and appropriately check the operation of homework
21


Will give effective support to colleagues who report pupils for regular noncompletion of homework
Will revise homework arrangements on an annual basis
Teachers:



Assist in developing a subject homework policy
Engage in the on-going implementation of that policy
Identify any issues giving rise for concern regarding homework within the subject
and report them to the PT in the first instance.
Responsibilities:
Pupils:




Bring their homework planners each day
Accept homework as part of learning
Record set tasks accurately in planners
Do the homework on time and to the best of their ability.
Teachers:





Expect high standards of completion
Provide adequate instructions, materials and deadlines
Set regular manageable homework, to check it, and give detailed feedback as
appropriate
Record completion of homework tasks
Nurture positive attitudes to homework.
Advice to Parents:








Check your child’s Homework Planner regularly
Ensure that your child has a suitable place to do homework with a clear surface to
work on
Help your child plan his/her time
Suggest short spells of work e.g. 40 minutes rather than trying to do everything in
one long stretch without a break
Help your son/daughter establish a routine: for example – agreeing that some
homework is attempted before tea or before they can watch any television
Keep any reference books (encyclopaedia, dictionaries) together. Have a stock of
spare pencils, rulers and so on
Tell the school at once if your child is having difficulties with homework or meeting
deadlines – especially important in the Senior Phase (S4/5/6).
Provide limited instruction, assistance and, above all, ENCOURAGEMENT. (Avoid
exasperation and frustration!!!)
All pupils are given a Study and Homework Planner. Using the Study Planner will
progressively develop good study practices and skills. We encourage parents/carers to
look at the Planner every day or frequently to monitor their use.
Parents are also encouraged to interest themselves in homework tasks and, indeed, give
assistance when they can.
22
Parent Councils
At Montrose Academy the Parent Partnership fulfils this role. The Partnership is often
referred to in the acronym ‘MAPP’ or the Montrose Academy Parent Partnership.
Montrose Academy has a Parent Partnership which is a vital and essential part of the
Learning Community providing support, advice and guidance to the Head Teacher and
the Academy.
You can find out more about the MAPP by contacting the Head Teacher.
Assessment and Reporting
We recognise in Montrose Academy that, for satisfactory development of the pupil,
assessment of work at all levels in the school should take place and parents should
receive reports at regular intervals which record progress, attitude and attendance. You
will receive one full report on your child’s progress each year. Where it is felt necessary,
the school may add further comment on reports. Interim reports are also produced in S1,
S3, S4 and S5/6.
Parents want to know how their children are getting on at school. They should look
carefully at reports, particularly if extra comment is made, and should contact the school
to discuss any matters arising from reports. Subject and Pupil Care and Support staff will
be pleased to assist with any enquiry.
The Parent Consultation Evenings which occur at regular intervals allow you to meet any
of your child’s teachers during your visit. Sometimes these are held prior to reports being
issued to allow parents more opportunities to influence progress.
The current pattern of Reports and Parents’ Evenings is summarised below:
Year
First
Second
Third
Fourth
Fifth/Sixth
Reports issued
October and May
October and February
November and May
January and March
November and March
Parents’ Evening
May
March
June (November Early Warning Letters)
October
December (October & December Responsible
Learner)
Teachers assess pupils in three ways

on-going checking of work done in the normal class situations i.e. looking at or
marking jotters, asking specific questions and observing project work or individual
tasks and a process of formative assessment

a programme of continuous assessment (including short tests) which will build up a
profile of work in various aspects of the subject over the session
formal tests or examinations held at specific times and which usually apply to the
whole (or part) of the year group.

These three types of assessment contribute to reports made throughout the school. There
is more of an emphasis on formal tests from third year onwards.
23
Behaviour and attitude are observed by staff of all pupils in their charge, in both curricular
and extracurricular activities.
(Assessment, reporting and the curriculum are areas of education under detailed review
at present. Many developments are taking place. Consequently, patterns may change
over the next two to three years. Any parent wishing further information should contact
the school.)
LEARNING OPPORTUNITIES & THE CURRICULUM AT SCHOOL, LOCAL AND NATIONAL LEVEL
The New Curriculum
In common with all schools in Scotland, Montrose Academy has developed a New
Curriculum which is described in a Curriculum Plan based on Curriculum for Excellence,
the Education Department Curriculum Review and Design Policy Statement and
Guidelines (August 2011) and a ‘Rationale’ which explains the vision and values particular
to the Academy which underlie the Curriculum. Curriculum for Excellence encourages
schools to develop a curriculum which meets the particular needs and opportunities of a
school’s context. The Curriculum model is in 2 parts: Broad General and Senior Phase.
S1 – S3 – Broad General Education
During the first three years of secondary education pupils are taught almost entirely in
mixed ability groups. They are taught the same subjects but the teacher organises the
work according to the varying abilities of the pupils. The Broad General stage of the
Curriculum has been developed to ensure the Curriculum for Excellence ‘Entitlements’,
includes opportunities for personalisation and choice and develops the ‘4 Capacities’ in
Curriculum for Excellence.
The 8 Curriculum Areas in the Broad General Education are described below:
Expressive Arts:
Art and Design
Music
Dance
Drama
Health and Wellbeing:
Mental, emotional, social and physical
wellbeing
Planning for choices and change
Physical Education, physical activity and
sport
Food and Health
Substance misuse
Relationships, sexual health and
parenthood
Languages:
Classical Languages
Listening and talking, reading and writing in:
Gaelic
Literacy and English
Modern languages
Religious and Moral Education:
Christianity
World Religions
Development of beliefs and values
Sciences:
Planet Earth
Forces, electricity and waves
Biological Systems
Materials
Topical science
Social Studies:
People, past events and societies
People, places and environment
People in society, economy and business
History, Geography, Modern Studies, and
Business Education
24
Mathematics:
Number, money and measure
Shape, position and movement
Information handling
Technologies:
Technological Developments in Society
ICT to enhance learning
Business
Computing Science
Food and Textiles
Craft, Design, Engineering and Graphics
In S3 of the Broad General Education pupils may be in groupings according to ability as
well as the preferences they have chosen where options or electives are available.
The New Curriculum (from 2012)
In Montrose Academy we aim to provide a curriculum which offers both breadth and
depth for our learners and gives opportunities for personalisation and choice.
This information and guidance for pupils, parents and carers and the New Curriculum at
Montrose Academy have been developed in the context of Angus Council Education
Department’s Guidelines on the Curriculum (August 2011) and National guidance on
Curriculum for Excellence.
The Curriculum is in two stages or phases:


Broad General Education from S1 – S3
Senior Phase S4 – S6
Aims of the Curriculum:



















Our new structure for S1- 3, Broad General Education, is intended to:
Ensure positive experiences for pupils in learning and teaching
Contexts
Bring life to learning and learning to life
Promote interdisciplinary learning
Provide opportunities for personalisation and choice across and within
the curriculum
Provide the basis for curriculum development towards a longer term
vision and future needs of our young people
Make learning active, enjoyable and formative
Prepare for the Senior Phase and lifelong learning
Promote, celebrate, recognise and record achievement and attainment
Link the learning in the Academy to the activities that are part of the
ethos and experiences of the Academy
Ensure that the 7 Principles of Curriculum design, the 4 Capacities
and pupils’ Entitlements are integral to programmes of work
Ensure that a Broad and General education is available to all pupils
from S1 – S3 so that pupils can make appropriate choices for the
Senior Phase.
25
The structure of the Broad General Curriculum at Montrose Academy:
S1 Transition Year Broad General Education
S2 Some Personalisation and Choice within courses in a Broad General Education
S3 Personalisation and Choice within a Broad General Education
Increasing challenge and preparation for Senior Phase
S1 Transition Year - S1 Curriculum
Inter and Cross Disciplinary Learning and Choice
Literacy
Science
Social
Expressive
HWB
Language
Subjects
Arts
English
Integrated
(1 Period Elective)
Art
Integrated
PE
Modern Language
Music
HE
Drama
PSE
Numeracy
Mathematics
Technologies
RME
Technology
Information
Literacy
RME
Electives may include for example, debating, school magazine, media studies, creative writing




Interdisciplinary and cross curricular working in all areas of the Curriculum
Literacy, Numeracy, Enterprise, Citizenship and Health and Wellbeing across the
curriculum and in the discrete curriculum areas and subjects
Skills progression across the curriculum and within curricular areas
Choice within courses
S2 - S3 Curriculum
S2
Curriculum for All
Elective
Numeracy
Literacy
HWB
RME
Science
Social
Subjects
Maths
English
(1 period
elective)
PS
PE
HE
RME
Science
Integrated
Geography
History
Modern
Studies
S3
French
English
Senior
Phase
Senior
Phase
PSE
PE
RME
Sciences
Expressive
Arts
Technologies
Art
Drama
Music
Business Ed
Computing
Design & Tech
German
Spanish
Curriculum for All
Maths
Curriculum for All
Modern Languages
Electives
Geography
History
Modern
Studies
French
German
Spanish
Art
Drama
Music
All
Business Ed
Computing
Design & Tec
HE
4 x 10
Week
Courses
Electives may include for example: - debating, school magazine, media studies, creative writing
S2 - S3 Points to Note

Personalisation and choice is both within and across the Curriculum:
choice within courses and between courses

The Broad General Education in S3 encourages pupils to think about their learning,
make choices and pursue interest and enjoyment, but allows a free choice of
subjects in S4

Skills development is key to the 10 week rota courses
26
there is

The learning is deep and broad and pupils will be challenged by the pace and
complexity and demands of the courses

The courses involve active, formative learning and develop skills for life, learning
and work

Health and wellbeing, citizenship, literacy and numeracy will be developed within
curriculum groups and across the curriculum

In S3, courses will offer programmes that allow pupils to develop particular interest
areas and will increase the pace and challenge of courses ahead of the move to
the Senior Phase in S4 – S6

There is personalisation and choice within the ‘Curriculum for All’ at classroom and
course levels as well as some electives in S3

Tutor Group time will support pupils and their learning, fulfil a curriculum ‘binding’
function to link learning and track and promote individual pupil progression,
achievement, attainment and skills

The Modern Languages choice and provision also incorporates a literacy option
and intensive literacy support, other supporting courses and strategies as well as a
‘Languages for Work’ option
Montrose Academy
Overview of Broad General Education and Senior Phase
Broad General Education S1 – 3
S1
Numeracy
Mathematics
Inter and Cross Disciplinary Learning and Choice
Literacy
Science
Social
Expressive
Languages
Subjects
Arts
English
(1 Period Elective)
Modern Language
S2
Integrated
Integrated
Curriculum for All
Numeracy
Literacy
HWB
RME
Science
Maths
English
PSE
PE
HE
RME
Science
(1 period
elective)
S3
Personalisation
and Choice
Modern
Languages
French
German /
Spanish
Curriculum for All
Maths
Senior
Phase
from
January
English
Senior
Phase from
January
RME
PSE
PE
Sciences
Art
Music
Drama
HWB
Technologies
RME
PE
HE
PSE
Technology
Information
Literacy
RME
Curriculum for All
Social
Subjects
Expressive
Technologies
Geography
History
Modern
Studies
Art
Drama
Music
Business Ed
Computing
Design &
Tech
Choice of Courses
Geography
History
Modern
Studies
French
German /
Spanish
Art
Drama
Music
Business Ed
Computing
Design &
Tec
HE
Electives may include for example: - debating, school magazine, media studies, creative writing
27
All
4 x 10
Week
Courses
Senior Phase
The S1 – S3 Broad General Education leads to the Senior Phase which begins in S4. English
and Mathematics courses for the Senior Phase begin in January of S3 and the time
allocation for these courses is spread over S3 and S4. The Senior Phase leads to National
qualifications and a range of progression routes to meet pupils’ needs and abilities. There
is a choice of courses at the end of S3 with English and Mathematics. There will be choice
again in S5 and S6. The time allocation for S4, S5 and S6 courses will commonly be 5
periods per subject.
Senior Phase S4 - 6
(6 subjects in S4 and 5 subjects in S5/6) ppw - Periods per week
Pupils will undertake National 4 or National 5 courses in S4 and choose 4 courses in
addition to English and Mathematics.
English and Mathematics Senior Phase courses begin in January in S3 and progress to the
end of S4 so that all pupils will undertake 6 courses in S4.
In S5 and S6 pupils will choose 5 courses. The S5 and S6 curriculum includes the required
provision for PE and a continuation of ethical or moral education into the Senior Phase of
learning. The very successful enrichment courses will continue to be offered.
In addition the Senior Phase will include opportunities to pursue vocational courses and
alternatives to the traditional academic courses. The courses being offered next session
include Maritime Skills and Refereeing Skills. These courses attract UCAS points and
Scottish Credit and Qualifications points and so contribute to the cumulative
qualifications achieved by Pupils.
Timetabling of Subjects
Stage S4
6 Subjects
Tutor
Group
Time
30
mins
daily
Continue from S3
2 x 3 periods per
week (150 mins
each)
English and
Maths
(A)
Maths
S5
5 Subjects
S6
5 Subjects
30
mins
daily
30
mins
daily
A
Options
4 courses @ 5 periods per week (250 mins)
(A)
B
C
D
PE
PSE /
Ethics
Enrichment
2
ppw
2
ppw
0
ppw
2
ppw
1
ppw
2
ppw
2
ppw
1
ppw
2
ppw
E
English
Subject
Subject
Subject
Subject
Choices
Choices
Choices
Choices
Options
5 courses @ 5 periods per week (250 mins)
B
C
D
E
Subject
Choices
Subject
Choices
Subject
Choices
Subject
Choices
Subject
Choices
Subject
Choices
Subject
Choices
Subject
Choices
Subject
Choices
Subject
Choices
Most subjects are timetabled to appear every week but a rotation of subjects can be
used to reduce the total number of subjects in any one week.
28
Modes








Language and Communication
Mathematical Studies
Social and Environmental Studies
Scientific Studies
Creative and Aesthetic Activities
Technological Studies and Applications
Religious and Moral Education
Physical Education
The Senior Phase and the New Curriculum
The New Curriculum will offer similar choices to all pupils in the Senior Phase (S4 – S6) and
pupils will be able to choose from a range of options with 6 subjects studied and formally
assessed in S4 and 5 subjects studied and assessed in S5/6.
29
S4 Course Choice Option Form 2015-16
Name:____________________________
Tutor Group: _____________________ Please circle one subject choice in each
column and enter your recommended level of study. Pupils entering S4 must study English and Maths. You must choose four other subjects. Skills for Work courses
through D&A College (on reverse) should be chosen in Column E. Courses/classes will run dependant on uptake and viability.
You should submit your Course Choice Recommendation Form along with this form. These forms must be returned to the back office by Friday 20th February.
A
Maths
Level
B
Recommend
ed Level of
Study
C
Recommended
Level of Study
D
Recommended
Level of Study
E
Geography
Administration
& IT
Accounting
Art & Design
History
Biology
Art & Design
Biology
Modern
Studies
Chemistry
Chemistry
Business
French
Graphics
French
Chemistry
Practical
Electronics
Health & Food
Graphics
Drama
Design &
Manufacture
Modern
Studies
History
Engineering
Science
Computing
PE
Hospitality
German
Health &
Food
Physics
PE
Music
Rural Skills
Spanish
Philosophy
Physics
Computing
People &
Society
Physics
Practical
Woodwork
Practical
Metalwork
College (see
reverse)
If there is a subject you are unable choose please write it here: _____________________________________
30
Recommended
Level of Study
F
English
Level
Dundee & Angus College Courses
N3/4/5 potentially available in the following (please number in order of preference – you will only be able to study one course):
Course
Choice
Construction & Engineering (National 3)
Construction Crafts (National 4)
Engineering Skills (National 4)
Computer Software & Games Development (National 5)
Early Education & Childcare (National 4)
Hairdressing (National 4)
Health Care (National 4)
Hospitality (National 4)
Rural Skills (National 4)
Sport and Recreation (National 4)
31
S5 Course Choice Option Form 2015-16
Name: ___________________________ Tutor Group: ____________________
Please circle one subject choice in each column and enter your recommended level of study. Pupils entering S5 must choose five subjects. Skills for Work courses
through D&A College (on reverse) should be chosen in Column E. Courses/classes will run dependant on uptake and viability. You should submit your Course
Choice Recommendation Form along with this form. This Form must be returned to the back office by Friday 20th February.
A
Recommended
Level of Study
B
Recommended
Level of Study
C
Recommended
Level of Study
D
Recommended
Level of Study
E
English
Chemistry
Administration
& IT
Accounting
Art &
Design
Hospitality
Computing
Science
Biology
Chemistry
Biology
Music
Design &
Manufacture
English
French
Business
PE
Geography
Engineering
Science
Graphics
Chemistry
Photography
Health &
Food
Technology
History
Health & Food
Technology
Hospitality
Drama
Modern
Studies
PE
German
History
Maths
Physics
Philosophy
Maths
Computing
Science
Modern
Studies
Spanish
Physics
Music
Practical
Electronics
People &
Society
Practical
Metalwork
Practical
Woodwork
Physics
Graphics
Art & Design
College
Engineering
Science
French
Human
Biology (H)
Rural Skills
If there is a subject you are unable choose please write it here: _____________________________________
32
Recommended
Level of Study
Dundee & Angus College Courses
N3/4/5 potentially available in the following (please number in order of preference – you will only be able to study one course):
Course
Choice
Construction & Engineering (National 3)
If you intend to leave school at the end of this year, please
complete the following regarding what you will be doing:
Construction Crafts (National 4)
Employment / Apprenticeship
Engineering Skills (National 4)
Name of proposed employer: _______________________
Computer Software & Games Development (National 5)
Job: ________________________
Early Education & Childcare (National 4)
Has this been agreed with the employer? Yes / No
Hairdressing (National 4)
Health Care (National 4)
College
Hospitality (National 4)
Name of proposed course: _______________________
Rural Skills (National 4)
Has an application been discussed with PCS / College? Yes / No
Sport and Recreation (National 4)
Other Destination
Please describe what you intend to do…….
33
S6 Course Choice Option Form 2015-16
Name: ___________________________ Tutor Group: ____________________
Please circle one subject choice per column and enter your recommended level of study. Pupils entering S6 should choose at least four subjects. One
column can be left blank if at least three Highers are being chosen within the four subjects. Higher Psychology through D&A College counts as one
choice. Courses/classes will run dependant on uptake and viability. This Form must be returned to the back office by Friday 20th February. You should
submit your Course Choice Recommendation Form along with this form.
A
Recommend
ed Level of
Study
B
Recommended
Level of Study
C
Recommend
ed Level of
Study
D
Recommende
d Level of
Study
E
English
Chemistry
Administration
& IT
Accounting
Art & Design
Hospitality
Computing
Science
Biology
Chemistry
Biology
Music
Design &
Manufacture
English
French
Business
PE
Geography
Engineering
Science
Graphics
Chemistry
Photography
Health & Food
Technology
Health & Food
Technology
Hospitality
Drama
Engineering
Science
History
Modern
Studies
PE
German
History
Maths
Physics
Philosophy
Maths
Computing
Science
Modern Studies
Spanish
Physics
Music
Practical
Electronics
People &
Society
Practical
Metalwork
Practical
Woodwork
Physics
Design &
Technology
Art & Design
French
Rural Skills
If there is a subject you are unable choose please write it here: _____________________________________
Recommend
ed Level of
Study
Advanced Highers: Please list any AH courses you would like to choose and where teachers have recommended this (please ensure you submit the
Course Choice Recommendation Form along with this form).
AH Course
If you wish to study Psychology through Dundee & Angus College, please tick here:
Note – you will need to have passed Higher English to enter Psychology.
If you intend to leave school at the end of this year, please complete the following regarding what you will be doing:
Employment / Apprenticeship
Name of proposed employer: _______________________
Job: ________________________
Has this been agreed with the employer? Yes / No
College
Name of proposed course: _______________________
Has an application been discussed with PCS / College? Yes / No
Other Destination
Please describe what you intend to do…….
35
Fifth and Sixth Years in 2015 - 2016
Pupils entering Fifth year will prepare for SQA Examinations in up to five subjects or areas.
Pupils may attempt a combination of courses. The Course Choice Sheet, printed on page
34 above, illustrates how these Courses were offered this year. Every year, the varied
needs of those intending to enter S5 and S6 are evaluated in an effort to devise a Course
Sheet which reflects the needs of the majority of pupils.
Subjects Studied
The S5/6 Course structure is in 5 columns which, while still allowing for breadth of choice,
allow additional time to undertake courses.
Christmas Leavers
Pupils who intend to leave S5 at the end of the autumn term will normally undertake Unit
Courses. For a limited number of pupils, full-time Link Courses are available at Angus
College in Arbroath.
S6
Pupils returning to sixth year will, in some cases, have a similar course to that followed in
S5. A number who have achieved good ‘H’ passes in S5 will follow a course of study
leading to presentation in a maximum of three subjects at Advanced Higher level. Such
courses offer an excellent preparation for those intending to go on to Higher Education.
Our aim in S5 and S6 is to assist our pupils to prepare themselves for Further or Higher
Education or the world of work. Some examples of the approaches we will use to help
them develop are:

careers education, social education

work shadowing/work experience/community service

enrichment activities

appointment as prefects

promoting good study skills

taking more responsibility for own learning

peer support programme

ethical and moral development

a range of vocational courses (Maritime Skills; Refereeing Skills etc.)
Social Education and Health and Wellbeing
The programme followed by pupils from S1 - S6 is designed to cover topics which are
either not included in subject department programmes or give a different slant on topics
taught elsewhere. The main areas of discussion are personal development, careers
education, health education and moral issues. Throughout the course, such attributes as
36
responsibility, tolerance and self-discipline are emphasised. In most cases PSE is taught by
house staff who use videos, role play, taped materials and visiting speakers to stimulate
interest and discussion.
Parental Rights
Under the terms of the Education (Scotland) Act 1980. "Any pupil may be withdrawn by
his/her parents from any instruction in religious subjects and from religious observance".
Any parent who wishes to exercise this right must first discuss the matter with the Head
Teacher.
The school holds regular assemblies which provide opportunities for pupils to share
together and celebrate as a school community those things which we value. They also
provide opportunities for our pupils to reflect on spiritual and moral concerns and for the
pupil voice expressed through meetings and discussion with teachers to be heard by all.
Through this pupils can increase their understanding of religious practices and the
experience which underlies them as well as inform and shape the life and work of the
Academy.
Local clergy act as Chaplains to particular year groups and they are involved periodically
in taking Assemblies. Currently the Chaplains are Rev Dr McLean (Old and St Andrews
Kirk), Father High (St Margaret’s RC Church) and Rev Samantha Ferguson (St Mary & St
Peters Church)
At Christmas, pupils attend a service in the Old and St Andrews Kirk. The main Christian
festivals and events are marked with appropriate assemblies led by the School Chaplains.
Children or their parents, who desire to do so, may contact the School Chaplain in school
through Depute Head Teachers or directly in their churches.
Parents who wish their children to be excused school religious services must make a
written request to the Head Teacher.
37
SCHOOL IMPROVEMENT
We have four improvement priorities which have been our focus over the past two years and will remain our
focus for session 2015-16. We have identified key actions for the coming year to ensure we continue on our
path to improvement. These key actions will be the focus for all staff, pupils and partners.
Raising Attainment
Key Actions:
1. BGE tracking model developed.
2. Enhance vocational education in school, ensuring
a number of vocational pathways for young
people alongside academic pathways
3. Enhanced levels of moderation within and across
curriculum groups to develop shared
understanding of standards in BGE and NQs
Building Capacity for Improvement
Key Actions:
The school community develops an understanding of Growth Mindset
and all individuals are supported to adopt this way of thinking in their
learning.
Pupils are well known by their Form Tutor who supports their
development, attainment and achievement, including helping them to
track their progress, coaching them to develop their potential and
helping them to record their successes.
Staff Wellbeing is a focus for the year, with an emphasis on
professionally supporting one another, supporting staff development
and opportunities to enhance healthy working lives.
High Quality Learning & Teaching
Ethos
Key Actions:
Key Actions:
Development and consistency of AIFL approaches
through the application of ‘The Montrose Way’
Further develop and embed restorative approaches to relationship
management with clear systems for supporting staff and pupils.
Increase initial development and understanding of
‘Visible Learning’
Further enhance the development of Pupil and Parent Voice.
38
School Improvement Groups
Our school improvement groups play a pivotal role in taking forward our key priorities.
Every member of staff is on a school improvement group and these groups meet regularly
leading school improvement. Pupils, parents and other agencies also work in partnership
with each school improvement group ensuring we continue on our journey to excellence.
Raising Attainment Groups
-
Monitoring, Tracking & Reporting
Review of tracking, monitoring and reporting BGE and Senior Phase,
development of most effective models for staff, pupils and parents.
Development of support for effective use of standardised assessment.
-
Literacy Development
Reviewing and supporting development of literacy within and across the
curriculum, developing support for staff on delivery and assessment/moderation
of literacy.
-
Numeracy Development
Reviewing and supporting development of literacy within and across the
curriculum, developing support for staff on delivery and assessment/moderation
of literacy.
Building Capacity Groups
-
Health & Wellbeing
Development of HWB within, across and beyond the curriculum,
implementation of the Health Promoting Schools improvement plan.
-
Staff Development
Developing the QI calendar alongside EMT, creating an aligned CPD
programme, supporting development of PRD and Professional Update.
-
Tutor Time / Profiling and Skills Development
Continuing development/evaluation of Tutor Group Time and programmes.
Developing approaches to profiling and recording/recognising
development (including personal achievement beyond school).
skill
Learning & Teaching Group
-
Developing models for enhancing and supporting teaching practice across the
school.
Ethos Groups
-
Restorative Approaches
Reviewing/rewriting behaviour policy and developing restorative approaches.
-
Pupil & Parent Voice
Developing effective models for engaging with and responding to pupil and
parent voice.
Please contact the school office if you wish more information on our School Improvement
Plan.
HEALTH AND MEDICAL CARE
You Can Contact Your School Health Staff at:School Nurse
Phone:
Mrs Lillianne Aitken
Public Health Staff Nurse
Links Health Centre
MONTROSE
01674 675115
e-mail:
[email protected]
PERSONAL PROPERTY
Pupils must learn to be responsible for their own property at all times. There are some key
points that we will regularly emphasise.
Do not bring large sums of money or expensive items to school. Always keep money,
watch etc on your person; do not leave valuables in coats hanging in cloakrooms. If you
lose anything report it immediately to the School Office. Always use a locker in the
changing rooms at the Sports Centre.
LOCKERS
Over 400 individual lockers at present are available for rental in the school. For details of
how to apply for a locker and the rental charges, contact the school office. New S1
pupils and their parents will be given this information in June.
SPORTS FACILITIES
These comprise two small gymnasia in the Main Building, the Sports Centre, a ‘skills area’
and Sports field adjacent to the school.
40
BICYCLES
Many of our pupils use their bicycles to travel to and from school. We stress the need for
them to use their road safety training at all times and especially in the dark winter months.
It is absolutely essential that pupils have lights for bikes from November to February. We
urge parents to make this a high priority. Cyclists must also wear helmets if they cycle to
school.
Above all, be safe and additionally be very security conscious. Equip the bicycle with a
good quality lock or chain, and insist your son/daughter always use it. Thefts from our
bicycle park can and do occur. The Authority has no liability so 'protection' against theft
lies in your own hands.
41
42
USEFUL LINKS & CONTACT DETAILS
Education Scotland’s Communication Toolkit for engaging with parents –
http://www.educationscotland.gov.uk/learningteachingandassessment/partnerships/eng
agingparents/toolkit/index.asp
The Scottish Government guide Principles of Inclusive Communications provides
information on communications and a self-assessment tool for public authorities –
http://www.scotland.gov.uk/Publications/2011/09/14082209/0
Choosing a School: A Guide for Parents - information on choosing a school and the
placing request system –
http://www.scotland.gov.uk/Publications/2010/11/10093528/0
A guide for parents about school attendance explains parental responsibilities with regard
to children’s attendance at school –
http://www.scotland.gov.uk/Publications/2009/12/04134640/0
Parental Involvement
Guidance on the Scottish Schools (Parental Involvement) Act 2006 provides guidance on
the act for education authorities, Parent Councils and others –
http://www.scotland.gov.uk/Publications/2006/09/08094112/0
Parentzone provide information and resource for parents and Parent Councils –
http://www.educationscotland.gov.uk/parentzone/index.asp
School Ethos
Supporting Learners - guidance on the identification, planning and provision of support –
http://www.educationscotland.gov.uk/supportinglearners/
Journey to Excellence - provides guidance and advice about culture and ethos –
http://www.journeytoexcellence.org.uk/cultureandethos/index.asp
Health and wellbeing guidance on healthy living for local authorities and schools http://www.scotland.gov.uk/Topics/Education/Schools/HLivi
Building Curriculum for Excellence Through Positive Behaviour and Relationships outlines
the Scottish Government’s priority actions around positive behaviour in schools and is also
a source of support –
http://www.scotland.gov.uk/Publications/2010/06/25112828/0
Scottish Catholic Education Service’s resource ‘This is Our Faith’ which supports the
teaching and learning of Catholic religious education –
http://www.sces.uk.com/this-is-our-faith.html
Curriculum
Information about how the curriculum is structured and curriculum planning –
http://www.educationscotland.gov.uk/thecurriculum/
Information about the outcomes a learner can expect to experience and achieve across
literacy, numeracy and health and wellbeing, as well as the 8 curricular areas –
http://www.educationscotland.gov.uk/thecurriculum/howisthecurriculumorganised/exper
iencesandoutcomes/index.asp
Advice, practice and resources to support the experiences and outcomes on literary,
numeracy and health and wellbeing –
http://www.educationscotland.gov.uk/learningteachingandassessment/learningacrossth
ecurriculum/responsibilityofall/index.asp
Broad General Education in the Secondary School – A Guide for Parents and Carers –
http://www.educationscotland.gov.uk/resources/b/genericresource_tcm4725663.asp?strR
eferringChannel=parentzone&strReferringPageID=tcm:4-634353-64
Information on the Senior Phase –
http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/seniorphas
e.asp
Information on Skills for learning, life and work –
http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlear
ning.asp
Information around the Scottish Government’s ‘Opportunities for All’ programme –
http://www.skillsdevelopmentscotland.co.uk/our-services/services-forindividuals/opportunities-for-all.aspx
Information for organisations responsible for the planning, management and delivery of
career information, advice and guidance services –
http://www.skillsdevelopmentscotland.co.uk/our-story/key-publications/careermanagement-skills-framework.aspx
The Skills Development Scotland website ‘My World of Work’ offers a number of tools to
support career planning –
http://www.skillsdevelopmentscotland.co.uk/
Assessment and Reporting
Building the Curriculum 5: a framework for assessment provides guidance around the
assessment framework –
http://www.educationscotland.gov.uk/Images/BtC5Framework_tcm4-653230.pdf
Information about Curriculum for Excellence levels and how progress is assessed –
http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/inde
x.asp
Curriculum for Excellence factfile - Assessment and qualifications –
http://www.educationscotland.gov.uk/publications/c/publication_tcm4624968.asp
Information on recognising achievement, reporting and profiling –
http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/achi
evement/index.asp
Transitions
Curriculum for Excellence factfile - 3-18 Transitions - provides information on the transitions
children and young people will face throughout their education and beyond –
http://www.educationscotland.gov.uk/publications/c/publication_tcm4660285.asp
Career Information, Advice and Guidance in Scotland - A Framework for Service Redesign
and Improvement provides guidance on career information, advice and guidance
strategy –
http://www.scotland.gov.uk/Publications/2011/03/11110615/0
Choices and changes provides information about choices made at various stages of
learning –
http://www.educationscotland.gov.uk/supportinglearners/choicesandchanges/index.asp
The Additional support for learning page provides links to relevant legislation and
guidance, including the arrangements that should be in place to support pupils with
additional support needs –
http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL
Supporting Children's Learning Code of Practice includes specific requirements on
education authorities and others under the new legislation in relation to transition –
http://www.scotland.gov.uk/Publications/2011/04/04090720/21
Enquire is the Scottish advice service for additional support for learning –
http://enquire.org.uk/
Parenting Across Scotland offers support to children and families in Scotland –
http://www.parentingacrossscotland.org/
Support for Pupils
The Additional support for learning page provides links to relevant legislation and
guidance, including the arrangements that should be in place to support pupils with
additional support needs –
http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL
Information about the universal entitlement to support that underpins Curriculum for
Excellence –
http://www.educationscotland.gov.uk/supportinglearners/whatissupport/universalsupport
/roleofkeyadult.asp
Supporting Children's Learning Code of Practice (Revised edition) - provides Statutory
guidance relating to the Education (Additional Support for Learning) (Scotland) Act 2004
as amended –
http://www.scotland.gov.uk/Publications/2011/04/04090720/21
Getting It Right For Every Child and Young Person, is essential reading for anyone involved
or working with children and young people, including practitioners working in adult
services with parents and carers –
http://www.scotland.gov.uk/Topics/People/Young-People/gettingitright
School Improvement
Scottish Schools Online - provides a range of school information, including contact details,
school roll, facilities, website, inspection reports –
http://www.educationscotland.gov.uk/scottishschoolsonline/
Education Scotland’s Inspection and review page provides information on the inspection
process –
http://www.educationscotland.gov.uk/inspectionandreview/index.asp
The Scottish Survey of Literacy and Numeracy (SSLN) is an annual sample survey which will
monitor national performance in literacy and numeracy –
http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/SSLN
Scottish Credit and Qualifications Framework (SCQF) –
http://www.scqf.org.uk/
Scottish Qualifications Authority provides information for teachers, parents, employers and
young people on qualifications –
http://www.sqa.org.uk/
Amazing Things - information about youth awards in Scotland –
http://www.awardsnetwork.org/index.php
Information on how to access statistics relating to School Education –
http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education
School Policies and Practical Information
Schools and local authorities should consider the most relevant school, local and national
policies and include details or links for parents to sources of further information.
National policies, information and guidance can be accessed through the following sites http://www.scotland.gov.uk/Topics/Education
http://www.scotland.gov.uk/Topics/Health
http://www.scotland.gov.uk/Topics/People/Young-People
Children (Scotland) Act 1995 –
http://www.legislation.gov.uk/ukpga/1995/36/contents
Standards in Scotland's Schools (Scotland) Act 2000 –
http://www.legislation.gov.uk/asp/2000/6/contents