|
|
|
|
|
5-14 Curriculum, Raising Standards and Promoting Positive Behaviour.
|
5-14 CURRICULUM
All pupils follow what is known as the 5-14 programme, which focuses on the following areas:
• English language
• Mathematics
• Environmental Studies (Science, Social Subjects, Health Education, Information Technology and Technology)
• Expressive Arts (Art & Design, Drama, Music, PE)
• Personal & Social Development
• Religious & Moral Education
• Modern Foreign Language (where appropriate)
Information on what your child is learning will be provided to you throughout the year.
SCHOOL TARGETS - RAISING STANDARDS
The Scottish Office has asked all Councils to give parents information on:
• how their child’s school has been performing in certain key areas over the past three years
• the targets which have been set for the school which everyone would work together to achieve.
The information looks at targets for attainment in 5-14 for:
• Reading
• Writing
• Mathematics
In addition targets for minimising absence must also be published.
Schools will be working towards achieving the targets which have been set and parents will be kept informed each year about how things are progressing. The idea of the targets is to provide a focus for planning in areas which are known to affect how well pupils perform.
Targets can be influenced by a number of factors - the ethos of the school, attendance, homework, the quality of education and teaching, the self esteem of pupils and maintaining high expectations of pupils. For schools to achieve these new targets, we are depending on parents, pupils and teachers working together in partnership.
PROMOTING POSITIVE BEHAVIOUR
It is very important that parents and children understand the positive benefits that follow from maintaining a pleasant atmosphere and good sense of discipline and mutual respect in school.
Children are expected to behave with consideration and courtesy towards others, adults or children, and have the right to expect others to treat them in the same way. Each class has its own class rules that are created by the children working with their teacher. The school rules are a common sense set of regulations developed through consultation aimed at making the whole school a pleasant working environment.
It is the responsibility of senior staff within the school to ensure that staff, School Board members, parents and pupils are involved in the creation of a positive school ethos that encourages good behaviour. Equally, the school whilst trying to promote the anti-bullying message must support young people should bullying occur. Parents have a significant role to play in working with the school so that teachers, parents and pupils know what is expected of them in trying to change the behaviour and attitudes that contribute to bullying behaviour.
Our approach is to create an environment where better behaviour will encourage better learning. The school, along with the support of parents, can work together to create a learning environment which young people can enjoy and feel safe.
Incidents of bullying should be reported to the school immediately so that each alleged incident can be looked at. Together we can work towards creating a safer school for our pupils and staff.
In addition a guideline (Management of Challenging Behaviour) has been produced to support all teaching and support staff and inform them of their roles and responsibilities in respect of dealings with the small number of children and young people who display challenging behaviour. Early indentification is crucial so that intervention can be provided to support children and young people to help them address their issues and concerns. Staff training is provided to help develop the skills needed to respond to and manage challenging behaviour. A wider range of appropriate staff development opportunities has been developed for this purpose.
Due to the design of the building we can comfortably accommodate all children indoors in wet and inclement weather at intervals and lunchtimes. For this to be a practical alternative the children’s co-operation and support is needed. Older children learn to take responsibility for younger ones under supervision and children of all ages learn to act in a responsible way. This is just one of the advantages of our new, open plan building.
|
|
|
|
|
|
|
|
