Govan High School Handbook€¦ · Govan High School Handbook ... Govan High School is a non-denominational, co-educational, comprehensive school that caters for pupils aged 12-18

Achieving Our Full Potential Respect Responsibility Integrity Perseverance Excellence

Govan High School

Handbook

2017

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Contents

Section 1 – The School

Introduction Visions, Values & Aims General Information Enrolment School Curriculum Assessment & External Qualifications Tracking, Reporting & Parents’ Evenings Homework Developing Scotland’s Young Workforce Extra-Curricular Activities Citizenship

Section 2 – General Information

Pupil Support Pastoral Care Learning Support Child Protection Equal Opportunities Health & Safety and Emergencies Attendance Medical Information Promoting Positive Behaviour School Uniform Clothing Grants and School Meals Transport Parent Council Communication Language Communication Resource (LCR)

Section 3 – Subject Information

Curricular areas and Courses on Offer

Section 4 – Additional Information

School Holidays and INSET Days for session 2017-18 Freedom of Information Act Complaints

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Section 1

The

School

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Introduction by the Head Teacher

It gives me great pleasure to present to you the Govan High School Handbook. I hope that you will find this handbook useful and informative and that it gives you a flavour of what the school is about. In Govan High School we strive to create a caring, inclusive and happy learning environment where every young person is inspired to achieve their full potential. Our school motto ‘Nihil Sine Labore’ , translated as ‘nothing without work’, is the essence of what Govan High School is all about – working hard to achieve the best that you can. There is a dedicated team of staff and partner agencies working within the school to ensure that each young person has the opportunity to do just that. Through our delivery of Curriculum for Excellence we ensure that pupils experience a broad general education which delivers breadth, depth and challenge in learning until the end of their third year. Pupils are then able to build on this as they move into the senior phase with a curriculum that offers progression, the opportunity for academic attainment to the highest level possible as well as opportunities for pupils to follow vocational programmes. No matter the pathway a young person opts for, we are able to support each of our learners on their journey towards a positive and sustained destination. We aim to develop in all young people the skills and values needed to go on to be successful in life. Through a wealth of activities all young people are given the opportunity to build a portfolio of wider achievements, often gaining awards and accreditation for these. Our focus on skills across the curriculum also ensures that all young people gain the skills needed for learning, life and work. Govan High School is a caring and inclusive community and we work hard to ensure that all pupils are safe, healthy and achieving. Through practising our values of respect, responsibility, integrity, perseverance and excellence we hope that every young person will leave school well prepared to go on and lead fulfilling and meaningful lives. I hope that this handbook gives you a glimpse of life at Govan High School. We look forward to having you and your young person with us and hope that this will be the start of a strong partnership. Please do not hesitate to contact the school or check the school website if you need more information.

Nancy Belford

Head Teacher

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Our Vision, Values and Aims

Vision:

To create a caring, inclusive and happy learning community where all of our young people are

inspired to achieve their full potential.

Values:

Integrity Respect Responsibility Perseverance Excellence

Aims:

To develop responsible citizens by creating a positive & welcoming ethos in the school

To develop effective contributors by promoting partnerships between staff, pupils, parents

and the wider school community

To develop successful learners by delivering a curriculum that is relevant, challenging and

meets the needs of all pupils

To create confident individuals with the qualifications and skills needed to achieve a positive

destination beyond school

Motto:

‘Nihil Sine Labore’ translated as ‘nothing without work’

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General Information

Govan High School

12 Ardnish Street

Govan

G51 4NB

Telephone Number: 0141 582 0090

Email: [email protected]

Website: www.govanhigh.glasgow.sch.uk

History

Govan High School is a non-denominational, co-educational, comprehensive school that caters for pupils aged 12-18. The school can trace its history back to 1874, although the name Govan High dates from 1 February

1910. Govan High moved to its present site in 1969 when the present building was opened by Mr Anthony Hepper who was Chairman of Upper Clyde Shipbuilders at that time. The refurbished building was re-opened by Sir Alex Ferguson CBE on 12

September 2002. Sir Alex is a former pupil. The school celebrated its centenary year in 2010.

Roll

The roll for 2017-18 is 431 at the time of writing. The roll is made up of:-

S1 - 88

S2 - 84

S3 - 86

S4 - 66

S5/S6 - 107

The school has a co-located Language and Communication Resource (LCR) for children on the

autistic spectrum, located on the top floor. It has capacity for 40 pupils.

mailto:[email protected]

http://www.govanhigh.glasgow.sch.uk/

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Accommodation

Most teachers presently have a room for their own exclusive use and almost all teaching areas have

an interactive whiteboard and a projector. There are 5 computer suites; Art & Design, Home

Economics, the Sciences and Technical Education all have special practical areas; Physical Education

has 3 gymnasia and a swimming pool; the Pirie Park, adjacent to the school campus has areas for

football, hockey and athletics. The school library also contains an ICT suite

Associated Primary Schools

Govan High School has 2 associated primaries, Pirie Park and Riverside.

Pirie Park Primary School Riverside Primary School HT: Mrs Jane Arthur HT: Mrs Louise Brimelow

337 Langlands Road 635 Govan Road

Glasgow City Council Glasgow City Council

G51 4AW G51 2AQ

0141 445 5884 0141 445 2901

The School Day

Period 1 8.50 – 9.40

Period 2 9.40 – 10.30

Interval 10.30 – 10.45

Period 3 10.45 – 11.35

Period 4 11.35 – 12.25

Lunch 12.25 – 1.10

Period 5 1.10 – 2.00

Period 6 2.00 – 2.50

Period 7 2.50 – 3.40 (Tuesday, Wednesday and Thursday only)

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Senior Management Team

Nancy Belford (Head Teacher)

Kevin Sweeney, DHT Pupil Support

Sonja Kerr, DHT Senior Phase

Paula Wlosinski, Acting DHT BGE

Vincent McMahon, DHT, LCR

Principal Teachers

Michael McCarron, Faculty Head, Citizenship

Angela Nugent - Faculty Head Health & Wellbeing

Andrew Holtham - Faculty Head Technologies

Neil Johnston – Principal Teacher of English

Gillian Molloy – Principal Teacher of Mathematics

Alexis Grant - Principal Teacher of Developing Govan’s Young Workforce

Pauline Dillon - Principal Teacher of Pupil Support – Learning

James Beattie - Principal Teacher of Raising Attainment (BGE)

Elaine Bonner, Principal Teacher of Music

Principal Teachers of Pastoral Care

Gordon Reid – S1

Gavin Ross – S2 & 3

Lucy McNaught – S4

Bernadine Templeman – S5 & 6

Attendance officer – Elaine Lennox

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Enrolment

The majority of pupils enrolling in Govan High School do so from our associated primary schools. Our associated Primary Schools are Pirie Park Primary and Riverside Primary School.

Primary/Secondary Transfer Arrangements Steps are taken to try and ensure the transition from Primary to Secondary is as smooth and trouble free as possible:

1. Regular meetings are held between the head teachers and deputes of both Govan High

School and our associated primaries which allows us to discuss and plan our transition programme, the curriculum and share important information

2. There is a transition programme for all pupils in Primary 7 in October/November where pupils attend one afternoon a week for 6 weeks in various subject areas. A parent information evening is held in the school at the end of this programme.

3. A Deputy Head Teacher, members of the Pastoral Care team and members of the Pupil Support Department visit the associated primaries in April and 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 Govan High.

4. During June all primary 7 pupils intending to come to Govan are invited to attend the High School for a 3 day period. This gives them an opportunity to meet their new teachers and to familiarise themselves with their new surroundings.

We also welcome families from outwith our area. Families living out with the school catchment area

are welcome to make a placing request to attend Govan High School. Prospective parents are

welcome to visit the school and should contact the school office to arrange an appointment. Further

information on how to make a placing request is available at: www.glasgow.gov.uk/index.aspx

http://www.glasgow.gov.uk/index.aspx

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SCHOOL CURRICULUM A Curriculum for Excellence Curriculum for Excellence is designed to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum from 3 to 18. The 3-18 curriculum aims to ensure that all children and young people in Scotland develop the attributes, knowledge and skills they will need to flourish in life, learning and work. The knowledge, skills and attributes learners will develop will allow them to demonstrate four key capacities – to be successful learners, confident individuals, responsible citizens and effective contributors.

Curriculum for Excellence states that every young person should:

experience a traditionally broad Scottish curriculum that develops skills for learning, skills for life and skills for work, with a sustained focus on literacy and numeracy, that encourages an active, healthy and environmentally sustainable lifestyle and that builds an appreciation of Scotland and its place in the world

benefit from learning and teaching that strikes a balance between equipping them with the skills for passing exams and skills for learning, skills for life and skills for work

have their learning and achievements recognised by an assessment system that supports the curriculum rather than leads it and ensures that their transition into qualifications is smooth

produce a Learner Profile, supported by a member of staff who knows them well, which allows them to reflect upon their learning and give a reliable account of their progress and achievements

Stages of Learning within a Curriculum for Excellence

Level Stage

Early The pre-school years and P1, or later for some

First To the end of P4, but earlier or later for some

Second To the end of P7, but earlier or later for some

Third and Fourth S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4 The fourth level experiences and outcomes are intended to provide possibilities for choice and young people’s programmes will not include all of the fourth level outcomes

Senior Phase S4 to S6, and college or other means of study

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With this in mind, in Govan High School we aim to:

Develop the curricular structure in place to meet the demands of Curriculum for Excellence

Offer pupils in S1 to S3 a true Broad General Education across the curricular modes

Offer pupils as they move into the senior phase personalisation and choice to meet a wide range of needs

Maintain the focus on attainment in academic subjects

Continue to meet the needs of those who leave school and go on into apprenticeships and the world of work

Retain pupil ability to achieve across a number of subject areas

Create a parity of esteem between vocational and academic

Put in place a curriculum that meets the needs of all learners

Ensure that there remains a key adult who knows each pupil well and can have conversations with the young person to support their progress

Build time into the curriculum for wider achievement

Ensure that young people develop skills for learning, skills for life and skills for work

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Broad General Education S1 to S3

Breadth within S1-S3 (third and fourth curriculum level) is achieved through learning across

all the experiences and outcomes in the eight curriculum areas (Expressive Arts, Health and

Wellbeing, Languages, Mathematics, Religious and Moral Education, Sciences, Social

Sciences and Technologies) so far as this is consistent with young people's needs and prior

achievements.

Personalisation and an element of choice will be provided in S3, whilst continuing to meet

the requirement of curricular breadth and depth within the broad general education. In S3

young people will continue to study within the eight curricular areas but there is a degree of

personalisation and choice. Subjects studied include: English, Mathematics, Health & Well-

being, Modern Languages (French & Spanish), Geography, History, Modern Studies, ICT,

Physical Education, Home Economics, RE, Technical Education, Science (including Biology,

Chemistry and Physics), Art, Music and Drama.

Wider Achievement & IDL Time has been built into the curriculum for wider achievement

and interdisciplinary learning. This offers pupils a wide range of additional opportunities to

achieve and also offers increased personalisation and choice. For example, Govan High

School is currently the only school in the country to offer the Earl of Wessex course which

leads to the Duke of Edinburgh Award in Senior Phase. Both programmes are supported by

the Govan Weavers.

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Learner Profile

All young people will also compile a Learner Profile as they complete their Broad General

Education. The profile is completed using Focus Point in a timetabled period per week. This

will allow pupils to reflect upon their achievements across all curriculum areas, including

literacy, numeracy and health and well-being. The profile also details learning experiences

outwith the classroom in extra-curricular activities, as well as wider achievements outside of

school. This will help develop in learners’ personal ownership of their own learning and

achievements and promote their understanding of their own skill development.

SFA The SFA programme is offered to pupils S1-S3 within the BGE. The programme is

designed to mould better citizens and develop social and academic abilities through the

vehicle of football.

Football is used as a tool to motivate pupils to enhance social skills, communication and

behaviour.

The programme is funded by the Scottish Government, cash back for the community’s fund.

The school works in partnership with the Scottish Football Association and Rangers Football

Club.

It is a two year programme

Pupils get accreditation and work through dynamic youth awards.

Pupils work through a classroom programme which has many IDL links

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The Senior Phase

Every young person is entitled to experience a Senior Phase which:

Provides specialisation, depth and rigour

Prepares them well for achieving qualifications to the highest level of which they are

capable

Continues to develop skills for learning, skills for life and skills for work

Continues to provide a range of activities which develop the four capacities

Supports them to achieve a positive and sustained destination

In Govan High School as pupils’ progress into the senior phase they will carry out further

personalisation and choice. In S4 pupils will opt to study 7 subjects (including English and Maths).

Subjects in S4 will be delivered at National 4 and National 5 level for the majority.

In S5 pupils will carry out further personalisation and choice, selecting 5 subject areas which will be

studied over 6 periods per week. Vocational and wider achievement opportunities have also been

written into the option structure to give pupils increased flexibility, specialisation and choice.

Developing Scotland’s Young Workforce

In Govan High School a considerable amount of time and resources has been devoted to meeting the

demands laid out by the Sir Ian Wood Report and the Scottish Government’s response – Developing

Scotland’s Young Workforce. In Govan High we have been extremely creative in our response, to

ensure that pupils develop the skills for learning, life and work and that our young people have the

opportunity to follow flexible pathways in the senior phase which will lead to positive destinations.

Govan High School has spent a considerable amount of time revising the Future Skills programme

which was previously in place. Six skills sets have been identified and pupils are exposed to these

skills from S1 onwards. Skills and skills development are highlighted each period across curricular

areas and young people quickly become aware of what skills they are using and developing. As part

of our profiling system, we ensure that young people are self-evaluating their skills development in

addition to the formal assessment of skills that takes place within curricular assessments. This

ensures that pupils are able to reflect on their skills set, identifying their strengths and areas for

improvement which they can talk about in CVs and application forms or attend interviews.

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Employability Programme

There is a focus on employment and careers from S1 onwards. Starting in S1, pupils are engaged in a

programme that focuses on the world of work, enterprise and career education and this is built upon

as they progress through the stages of their school career. This involves looking at different careers

and workplaces, with input from different employers at different stages. Pupils take part in different

enterprising activities as they progress through their school career, many of which are delivered by

our partner employers and industries. In the senior phase one of the options open to pupils is the

National Progression Award: Enterprise and Employability.

Work Experience

Almost all pupils will undertake at least one week of work experience at some point during their senior phase. The purpose of this is to allow young people the opportunity to experience the world of work and to perhaps try working in the field they see as their future career. For some young people they may opt to carry out work experience on a weekly basis as part of their timetable.

Career Education

Again, this starts in S1 and is built upon as pupils’ progress through school. Careers information is delivered to pupils by our partners Skills Development Scotland and as pupil progress into their final year in school they can seek one to one support to help them progress into the right career for them. In addition to this pupils complete CVs, personal statements and are supported through applying for jobs and apprenticeships. They also receive interview advice and mock interviews as required. We also host careers information events at our senior parents’ nights where numerous colleges, universities and employers attend to speak to pupils and their parents about future careers.

Partnerships

Govan High School has a wealth of partnerships which we use to support our pathways for young

people in the senior phase. These include:

- Clyde College where pupils can opt to follow vocational subjects

- Foundation Apprenticeships

- Morris and Spottiswood and Luddon Construction who help finance and support our pre-

apprenticeship programme

- Associated primaries and nurseries where work experience can also be arranged

In addition to this, our successful partnerships have led to a number of our pupils securing positive destinations via apprenticeship programmes as a result of school links.

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Assessment

Assessment is an extremely important part of the learning and teaching process. The purposes and

methods of assessment have changed considerably and the one off examination is no longer the

only means of assessment. Continuous assessment is more accurate, helpful to pupils and fairer.

Formative assessment is also used to encourage pupils to think about what they have learned and

how to get better at learning. As a result, pupils will be assessed using a variety of techniques

throughout the course of the session.

External Examinations

Pupils will be presented for National Qualifications normally from the end of their fourth year. Study

for these national qualifications will generally begin in S4, building on prior learning as appropriate.

Pupils can gain qualifications from the Scottish Qualification Authority (SQA) at the following level:

National 3 and 4 – consists entirely of internal assessment of unit-based coursework. The

qualifications are ungraded and if successful pupils receive a pass in this qualification

National 5 – consists of both regular internal coursework assessment and a final external exam.

These qualifications are graded A to D

Higher and Advanced Higher - consists of both regular internal coursework assessment and a final

external exam. These qualifications are graded A to C

The level of presentation: National 4 or 5 in S4 or National 5 or Higher in S5 is decided by the school

having given due consideration to a pupil’s performance during the course.

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2017 Joint Dux Melanie Gilmour and Mohsen Azizikalhori

Tracking & Reporting

Pupil progress is rigorously tracked throughout the course of the session and interventions put in place as and when required. Parents will receive three tracking reports each session which give a quick and easy to read overview of the working level and progress of their young person in each curricular area. In addition to this they will also receive a full written report once per session which will outline the progress and next steps for improvement.

Parents’ Evenings

Parents’ Evenings are held annually for all year groups. All parents/carers are encouraged to come along to the parents’ evening and subject staff and Pastoral Care staff are on hand to advise parents on their child’s progress and behaviour. If however a pupil has a particular difficulty, the school will contact parents as soon as possible to discuss the problem. Any parent wishing a more detailed discussion about their child’s academic progress or behaviour in school is free at any time to contact either the relevant member of the pastoral care staff of the appropriate deputy head teacher to arrange a meeting.

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Homework

Homework is a vital tool in successful learning and is used to: - Raise levels of attainment - Reinforce pupils’ learning and consolidate work done in class - Encourage pupils to take responsibility for their own learning - Enhance the school/home partnership by providing opportunities for parents to play an

active part in their child’s learning The amount of homework will vary across the year groups and subjects. Homework assignments will not always be written exercises but may include reading, fact finding research, practical work or revision of material covered in class.

Homework Diary

S1 pupils have a homework diary

Gives pupils ownership of their own learning

Homework is good discipline for study in the Senior Phase

It is an effective tool for raising attainment

Adviser teachers will check and sign the diary weekly

Parents are asked to encourage the use of homework diaries by ensuring completion of

homework tasks and signing the diary on a weekly basis.

Senior Phase Homework

All that is said above also applies to homework S2 – S6; however senior pupils do not have a

homework diary but instead manage their studies through a web based app called Edmodo or

through Microsoft Teams on GLOW. This is a more interactive approach which allows pupils to take

responsibility and ownership for their learning. The app notifies pupils when homework is due,

allows them to ask questions and provides links to revision materials and exam practice material.

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Extra- Curricular Activities: There is a wide range of opportunities for all young people to become

involved in activities which widen achievement: during and after the school day pupils can

participate in Drama and Dance classes; sports teams and outdoor activities; various musical

activities and clubs; and the school offers the Earl of Wessex and Duke of Edinburgh Award Schemes

as a course which spans both the curriculum and extra-curricular activities.

Citizenship

The school Eco clubs meets regularly to discuss what they can do to improve the environment in and

around Govan High School. Recently they worked with the RSPB to create and area in the garden to

encourage house sparrows to nest there. They also spend time in the local community carrying out

litter picks to help keep our environment and the surrounding community tidy.

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Charity Events

The school and the young people within give generously to local and national charities through a

number of events held throughout the course of the session. Non-uniform days are held to raise

funds for charities such as Children in Need, Yorkhill Sick Kids and Breast Cancer Awareness. Young

people also collect items to make up Christmas hampers for the local women’s shelter.

International Education

Govan High has had a very successful partnership with Mount Gambier High School in Australia for

many years now and we have an exchange programme in place which gives our young people the

opportunity to take part in an international study visit to Australia every second year.

In addition to this our regular international visits include the football trip to Valencia, the Spanish

trip to Spain/Cuba and for the past two sessions we have sent at least 2 pupils as part of the

Holocaust Education Fund to Auschwitz. Last session pupils studying national certificate courses in

History took part in the Battlefields study visit to France.

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Section 2

General

Information

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Pupil Support

In Govan High School we strive to ensure that each of our young people achieves their full potential.

Our Pupil Support Team plays a major role in ensuring that this aim is fulfilled. Our Pupil Support

Team consists of Pastoral Care and Learning Support and is overseen by Depute Head Teacher

Andrew Masterson.

Pastoral Care

The learning needs of pupils are more often met when pupils, teachers and parents work together. It

is important that the school is made aware of any issues in a young person’s life that could impact

on their progress, behaviour or even attendance in school. Likewise, the school will contact parents

to make them aware of any concerns that may arise. Often parents will be invited into the school to

discuss issues arising with their young person’s Pastoral Care Teacher

The Pastoral Care teachers within Govan High School have a responsibility to help and support all

pupils in their journey through school. In Govan High we have two pastoral care teachers, one who

oversees pupils in the BGE (S1-3) and one who oversees pupils in the Senior Phase (S4-6). This allows

them to use their expertise to help guide pupils through the different stages and to best support

them at times of transition.

It is important that parents feel free to contact the Pastoral Care teacher regarding their young

person. This can be done by contacting the school office. Parents should see the Pastoral Care staff

as a source of support and information.

Govan High Pastoral care staff also work with a number of outside agencies to ensure all pupils

achieve their full potential. These include the Social Work Department, Psychological Services, Youth

Services, CAMHS and the NHS.

Depute Heads in Charge of Year Groups and Pastoral Care Staff for Session 2017-18

Depute Head Teachers

S1 to S3 Paula Wlosinski

S4 to S6 Sonja Kerr

Pupil Support Kevin Sweeney

Learning Support Pauline Dillon

Pastoral Care

S1 Gordon Reid

S2 & S3 Gavin Ross

S4 Lucy McNaught

S5 & S6 Bernadine Templeman

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The Named Person GIRFEC stands for ‘Getting It Right For Every Child’. Part of The Children and Young People Act (Scotland) 2014, it is the Scottish Government-led approach to making sure that our children and young people – and their parents or carers – can get all the help and support they need from birth right through to age 18 (or beyond if still in school). The vast majority of Scotland’s children and young people get the love and support they need from within their families and their wider, local communities. But even the most loving and caring families can sometimes need extra support. The GIRFEC approach aims to make it as easy as possible for any child or young person (and their parents) to get that help or support if they need it. To provide that support when needed, every child in Scotland has a named individual, the Named Person, as a single point of contact. This Named Person has a responsibility to provide help and support when asked and can draw together other services if needed, co-ordinating help for the child or parents. Please do not hesitate to contact your child’s Named Person at any time. The Named Person in Govan High School is the Principal Teacher Pastoral Care. Your child will be informed of the name of their individual Named Person.

How will my Child’s Learning be Supported?

Pauline Dillon is Principal Teacher of Learning Support. She is assisted by Edward Grady, Pupil Classroom Assistant. Almost all young people will experience difficulty with some aspect of the learning at some time or another. In certain instances, the difficulty may be short term, e.g. caused by absence through illness. In other cases, the difficulty may be more severe and support may need to be provided over a longer period of time. The school has a duty to ensure that all pupils have access to the curriculum, supported as appropriate to their individual needs. Govan High School seeks to meet the individual learning needs of all our pupils and students. We recognise that young people bring a wide range of experience, skills and knowledge to secondary school. We hope to build on these strengths as the young person progresses through their school career. Govan High School has close working links with our associated primary schools so that we can ensure continuity and progression for all pupils, including those with additional support requirements. Subject areas ensure that all pupils are provided with work which is appropriate to their stage of development and subject staff are responsible for teaching all pupils in their classes. The subject teacher will use a variety of approaches to support learning and help pupils progress, e.g. direct tuition within the classroom setting, grouping particular students together to facilitate learning and teaching etc. The Support for Learning/Pupil Support Team are also available to help support pupils’ learning and behaviour. They may work alongside subject staff as co-operative teachers, or they may provide direct tuition for pupils and this may take place within the subject classroom or within the Pupil Support Base.

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Where pupils have Additional Support Needs the support department will use a variety of strategies and approaches to meet these needs. Advice may be offered to subject teachers regarding how to best meet the specific needs of a young person. Support staff will also work with staff from psychological services, or any other external agencies which are involved with the young person. The school benefits from the input from many specialist external agencies to support pupils with additional needs.

Child Protection

All educational establishments and services must take positive steps to help children protect themselves by ensuring programmes of health and personal safety are central to the curriculum and should have in place a curriculum that ensures that young people have a clear understanding of the difference between appropriate and inappropriate behaviour on the part of another person, no matter who. 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 young people 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 welfare or safety of any child they must report these concerns to the head of the establishment. The head, or 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 worker at the local social work services area office of the circumstances. The school’s Child Protection Officer is Kevin Sweeney, DHT.

Equal Opportunities

Govan High School has made considerable efforts to ensure that it offers, as far as possible, equal opportunity to all staff and pupils. Discrimination in any form will not be tolerated. The school’s Equal Opportunity Policy encourages all staff and pupils to work together to create an atmosphere of tolerance and respect for one another. At Govan we view equality of opportunity in its widest form encompassing equal rights for all pupils, parents and staff irrespective of race, gender, religion, culture or disability. Kevin Sweeney, Depute Head Teacher, has overall responsibility for the promotion of equal opportunities in Govan High.

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Values

The Spiritual, Social, Moral and Cultural needs of pupils in Govan High are attended to formally

through the Health and Wellbeing Programme, religious education courses and acts of religious

observance. All pupils in S1 to S6 attend classes in Health and Wellbeing and Religious Education.

Health and Safety

Health and Safety is a very important in Govan High School. The Education Department of Glasgow

City Council is responsible for the health and safety of all who work in the school and all pupils who

come to the school.

Mr Masterson, Formal Depute, is responsible for making sure that the various regulations and rules

for Health and Safety are observed in the day to day running of the school.

Emergency regulations in the case of fire, rules for movement in the school, in the corridors and on

the stairs have all been drawn up to ensure pupil safety.

For some subjects there are codes of practice, e.g. Art, Science, Technical, Home Economics and

Physical Education. These codes provide safety rules which must be observed by pupils when

attending these subject areas, e.g. wearing of safety glasses in Science, not wearing jewellery in

Technical and having proper kit for PE activities.

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Information in Emergencies

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 or power failures. In such cases we will do what we can to keep you

informed and to make you aware of any closure or reopening. We shall do this mainly through use of

the school website, twitter and by use of text message and letter.

Attendance Section 30 of the 1980 Education Act lays a duty on every parent of children of ‘school age’ to ensure that their children attend school regularly. Attendance must be recorded twice per day, morning and afternoon. Regulation 7 of the Education Regulations (Scotland) 1993 requires each child’s absence from school to be recorded in the school as authorised, that is approved by the authority, or unauthorised that is unexplained by the parent (truancy) or temporarily excluded from school. Good attendance leads to higher pupil attainment. One week’s absence means 3% of learning lost. Parents, pupils and teachers should all work together to achieve better attendance and higher achievement.

Attendance is recorded every period during the school day. If your young person is late then this will also be recorded. This allows us to monitor pupils’ attendance and timekeeping throughout the day. Pupils who are taking part in school activities will be marked accordingly. Authorised absences include illness, medical or dental treatments and extenuating circumstances. Unauthorised absences are unexplained absences and cover truancy or if a parent provides no explanation for the absence. Every effort should be made to avoid family holidays during term time as it both disrupts the young person’s education and reduces learning time. Parents should inform the school by letter if they are going on holiday outlining the dates and this will then be recorded as parental holiday. If your child is absent from school you should:

- Call the Glasgow City Council absence reporting line on 01412870039 to make them aware of the absence, reason and duration if known.

- Give your young person a note on their return to school confirming the reason for the absence and the duration

If we are not notified of an absence from school then you will receive a text from the school to make you aware of this. You will also receive a text to make you aware if your child is late for school. If no communication is provided then a telephone call or a letter will be sent to you asking for an explanation. If there is no response then this will be passed to our Education Liaison Officer. A pupil with a pattern of absence may be referred by the authority either to the Attendance Council or to the Children’s Panel.

Medical Information

Should a young person become ill during the day, a parent or designated person will be contacted and asked to take them home. It is therefore essential that the school has up to date contact numbers for parents/guardians and an emergency contact. If a pupil requires treatment at hospital

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and a parent/designated person cannot be contacted, the pupil will be taken there in the care of a member of staff. Where a pupil has a medical condition which might affect their progress or which requires regular medication, the school should be informed in order to make suitable arrangements. The school does have a member of staff trained in first aid who will advise should a young person be injured or become ill.

Promoting Positive Behaviour

Promoting Positive Behaviour is a whole school policy which aims to promote positive behaviour in all pupils in Govan High School. The policy provides guidelines for staff to create an environment where everyone displays appropriate behaviour. All members of the school community are encouraged to act positively and show respect to one another. Pupils who display such positive behaviour will be recognised by members of staff in a variety of ways irrespective of academic ability and progress. School Rules These school rules create a positive learning environment, encourage responsible citizenship and help to create an environment conducive to learning.

1. Pupils should remove all jackets and non-uniform items of clothing 2. Mobile phones should be off and away (unless being used for learning) 3. No eating, drinking or chewing gum in class

Classroom Rules Expectations have a profound effect on pupil learning. Having classroom rules clearly set out at the beginning of the lesson and on display throughout creates boundaries for pupils’ behaviour. This way everyone is clear on what is appropriate behaviour. In return, pupils will experience consistency from staff when providing praise and discipline. Both staff and pupils were consulted in the creation of these rules. This helped to instil a mutual understanding, respect and ownership between parties.

1. Complete all work to the best of your ability

2. Allow others to speak without interruption

3. Follow instructions first time

4. Respect those around you

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iRESPECT Merit System The merit system is used as a form of positive recognition, where staff will acknowledge positive behaviour shown by pupils. All staff and pupils are familiar with the ‘iRESPECT’ merits as they are in line with the values of the School:

i Integrity R Responsibility E Equipped S Success P Perseverance E Excellence C Caring T Time keeping Teachers identify where pupils display these values and reward them using the SEEMIS merit system. Pupils can then achieve Bronze, Silver and Gold certificates and badges dependent upon the number of Merits that they have received and these are awarded at our termly Achievements Assemblies. Managing Behaviour

Occasionally, some pupils do behave in an unacceptable way and this is dealt with in the most appropriate way using a variety of approaches. Minor difficulties are overcome by counselling which may be done by the class teacher or Pastoral Care staff. Most incidents of indiscipline are recorded by teaching staff and these records are frequently appraised by Pastoral Care and senior staff. When behavioural problems become protracted, parents are informed and discussion takes place to find ways of resolving the difficulties. Where necessary additional support can be offered e.g. learning support where behavioural problems arise through difficulties with learning or psychological support where other problems are causing difficulties. Every effort is made, in partnership with parents or guardians, to resolve behavioural problems. However where a pupil’s behaviour is such that the work of others is continually being disrupted, or their wellbeing is being threatened and measures noted above are not proving to be successful, more serious action is taken. Ultimately, a pupil can be excluded from Govan High and this of course, is the final sanction available to the school.

Dealing with Bullying

Bullying is taken very seriously. When incidents are reported, they are fully investigated by Pastoral Care and /or senior staff and then dealt with swiftly and fairly. Parents are contacted at the earliest possible opportunity to help resolve the situation. There are structured lessons as part of the Health and Wellbeing programme. Pupils openly discuss issues concerning bullying and are given very clear advice on how to deal with it, should they experience or witness such behaviour in school.

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School Uniform

Following extensive consultation, the wearing of school uniform has now been firmly re-established. It is the expectation that each young person will wear the full school uniform each day that they attend school. This sets the tone for the day and we encourage each young person to dress for success. The school uniform is as follows:

- Black trousers or skirt

- White shirt

- School tie

- Black footwear

- Black cardigan or jumper

- School blazer

- Black outer jacket when required

Through our school uniform we endeavour to encourage appropriate and positive attitudes to school as a place of work; create a sense of pride and identity with the school; and increase security within the school building. If uniform is clearly marked with pupil’s name, lost property can be more easily tracked down. Details of purchasing the school tie and blazer as well as the optional school jumper and cardigan can be sought from the school office.

Kit

It is essential from both the hygiene and safety viewpoint for PE kit to be worn whilst taking part in physical activities. The following items are suitable:

- Gym shoes/trainers

- Shorts/gym trousers

- T-shirt/polo shirt (non-football)

- Tracksuit for colder weather

Please note all young people must also come equipped for school and carry a school bag. This includes a pen/pencil, materials needed for their subject areas and PE kit on the days required.

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Grants and Claims

Parents receiving income support, job seekers allowance (income based), working tax credit (with NHS exemption), housing benefit, or council tax rebates will normally be entitled to monetary grants for footwear and clothing for their children. Approval of any requests for such grants made by parents in different circumstances is at the discretion of the director of education. Information and application forms may be obtained from schools and from Education Services. The council is concerned at the level of claims being received regarding the loss of pupils’ clothing and/or personal belongings. Parents are asked to assist in this area by ensuring that valuable items and unnecessarily expensive items of clothing are not brought into school. Parents 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

Our school provides a lunch service which offers a variety of meals and snacks within The Fuel Zone. A breakfast and mid-morning service is also available within The Fuel Zone. Special diets for children with medical requirements can be provided. Please inform the school office. Young people who prefer to bring packed lunches are accommodated in the dining hall. Children and young people of parents/carers receiving Income Support, income-based Job Seekers Allowance, Working Tax Credit (where income is less than £6,420), Child Tax Credit only (where income is less than £15,910) and income-related Employment and Support Allowance are entitled to a free midday meal. Information and application forms for free school meals may be obtained from schools and at www.glasgow.gov.uk/index.aspx?articleid=8629

Education Maintenance Allowances (EMA)

An EMA is a weekly payment worth up to £30 for students who are planning to stay on at school in post-compulsory education and who are willing to participate in an approved learning agreement at school for a minimum of 21 guided learning hours per week. Further information on full eligibility criteria and application forms can be obtained from the school.

Transport

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 shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could be revised at any time. Parents who consider that they are eligible should obtain an application form from the school or education office. These forms should be completed and returned by the end of February for those pupils beginning school in August to enable appropriate arrangements to be made. Applications can be submitted at any point in the session but may be subject to delay whilst arrangements are made. Where transport is provided it may be necessary for pupils to walk a certain distance to the pick up point. It is the parent’s responsibility to ensure that the young person arrives at the pick up point on time. It is also the parent’s responsibility to ensure that the young person behaves in a safe and acceptable manner. Misbehaviour could result in your child losing the right to free transport.

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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.

Parent Council

The Scottish Schools (Parental Involvement) Act 2006 has changed the arrangements for parental representation in all schools. Since August 2007, all parents are automatically members of the Parent Forum for their school and they have a right to establish a Parent Council to represent them. The Parent Council is a group of parents selected to represent all the parents of children at the school. Parent Councils are very flexible groups and the Parent Forum can decide on the type of group it wants to represent their views. The type of things a Parent Council could get involved in include:

• Supporting the work of the school • Gathering and representing parents’ views to the Head Teacher, education authority and Education Scotland • Promoting contact between the school, parents, pupils and the local community • Fundraising • Involvement in the appointment of senior school staff

Parent Councils are recognised in law from August 2007. As a statutory body, the Parent Council has the right to information and advice on matters which affect children’s education. So, the school and the local authority must listen to what the Parent Council says and give it a proper response. Every school’s Parent Council will be different because it will be parents in each school who make the key decisions. The Parent Council is also entitled to support from the education authority in fulfilling its role. Membership of the Parent Council Generally, members of the Parent Council must be parents of children who attend the school and the chairperson must have a child in the school. However, the Parent Council can decide to co-opt other members from teachers and the community who will have knowledge and skills to help them. The Headteacher (or representative) has a right and duty to attend all meetings of the Council, but does not have a right to vote. The chairperson of the Govan High School Parent Council may be contacted via the school. Communication

We aim to assist each young person in achieving their full potential. This can only be achieved when

we work in full partnership with parents. This school handbook is one form of contact between the

school and parents. There are other forms of contact which are also very important:

A first point of contact for most parents will be the Pastoral Care teacher responsible for the young

person. Please make contact with Pastoral Care staff regarding any concerns that you have.

Letters – Letters on different topics are sent home throughout the course of each session. These

may be standard letters about parents’ evenings or personalised letters relating to an individual

pupil. Parents will be kept up to date about pupil progress through the tracking reports issued three

times each session in addition to the full written report issued.

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Formal Parents’ Nights – parents are invited into school to discuss the progress of their young

person at formal parents nights which are scheduled one per year group throughout the course of

the session.

Meetings – if issues or concerns arise then parents may be invited into school to discuss this with

either the Principal Teacher of Pastoral Care of the DHT in charge of the year group. Likewise, if as a

parent there is a problem or an issue that you would like to discuss then please do not hesitate to

contact the school to arrange a meeting at a time of our mutual convenience.

Telephone and Texting – On occasion we have to contact parents quickly – perhaps because of

illness or an accident. We may also use the school’s text messaging service to get a message out to

all parents quickly and effectively. Please ensure that your contact details are up to date with our

office staff so that you do not miss important communications.

Achievements Newsletter – Our newsletter is produced three times each session and celebrates the

achievements of our young people and staff. It also gives important updates to parents on activities

taking place. A copy of this is sent home to all parents and can also be downloaded from the school

website.

Govan High School Archive

A very large collection of school photos, magazines, information about many recent and past events

have been collected into a School Archives.

Enquiries/visits are welcomed by Volunteer Archivist Ian McCracken 0141-582-0090

[email protected]

Ian is also keen to connect with former pupils and collect their memories and any photos or other

information they wish to share

Information is also available on the school website and Twitter

Govan High Language & Communication Resource (LCR)

Govan High Language & Communication Resource (LCR) is co-located within Govan High. The LCR was formerly known as Govan High Autism Unit. The unit was opened in 2003. It caters for pupils who have an Autistic Spectrum Disorder diagnosis and are able to access the Broad General Education and Senior Phase secondary curriculum, with support, but who are unable to cope with this in a mainstream setting. The LCR occupies half of the top floor of Govan High and comprises a suite of 14 rooms, including specialist ICT and Home Economic rooms. The catchment area is the whole of the city of Glasgow. Most students have transport provided. The roll is capped at 40.

The Staff

The teaching staff allocation for 2017-18 is 12 FTE. The LCR leadership team consists of the DHT and the PT. The majority of teaching staff have undergone postgraduate qualifications in Support for Learning and/or Autism. Two of the teachers have full Chartered Teacher status. The work of the teaching staff is ably complemented by a number of support staff. All support staff undertake regular autism awareness training. The LCR has a part-time Clerical Assistant and 7 FTE

mailto:[email protected]

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Support for Learning Workers. A number of staff have been trained in, and deliver, additional services, such as Sleep Counselling and Bereavement Counselling for pupils and their families.

Nurture

The LCR is a very nurturing environment, and, while the emphasis is on Learning & Teaching, the additional support needs for our pupils will be a priority – the pupils will experience more successful learning if they feel comfortable, cared for and secure in their classrooms.

The LCR follow Glasgow’s ‘Towards a Nurturing City’ guidelines and we incorporate the 6 Nurturing

Principles in our ethos:

1. Children and young people’s learning is understood developmentally

2. The classroom / school offers a safe base

3. The importance of nurture for the development of self esteem

4. Language is a vital means of communication

5. All behaviour is communication

6. The importance of transition in young people’s lives

Partnerships

The partnership between home and school is regarded as an essential part of the education of our pupils. Staff work closely with Psychological Services and allied health professionals to meet the needs of our pupils. There are close links with Govan High to facilitate inclusion as well as to promote collaborative working between staff. There are also strong links with FE colleges in the city. Our pupils also make good use of community facilities such as the Glasgow Club gym at Pirie Park Primary, Bellahouston Allotments and Pollok Park. We strive to enrich our pupils by making the most of environments beyond the classroom. We also work closely with our Active Schools Coordinator and run a wide variety of sport related (and sport free) lunch clubs.

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Section 3

Pupil

Information

English

Welcome to the English Department. Our Course Outlines are as follows:

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S1 - S3 – Curriculum for Excellence English

English in S1-S3 follows a Broad General Education. Pupils will be given the scope to enhance their skills in the four key elements of Literacy, Reading, Writing, Talking and Listening. Assessment will be internal and this will determine whether they progress to National 4 or National 5 in S4. Class work will be a wide mix of personal reading, studying a variety of texts, writing in a variety of styles and solo, group and class presentations and discussions. Homework will be as and when needed, this include formal written exercises, reading, carrying out research, revising for examinations or thinking and acting activities such as learning vocabulary.

Visiting author Cathy McPhail with S1 pupils

S4/5 – National 4 and National 5 English

At the end of S3 pupils are selected to progress either to National 4, or National 5 English,

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depending on their performance over the course of S1-3. Pupils sitting National 4 will be internally assessed throughout the year and must pass all four Units in order to pass the course. These Units are: Creation and Production, which involves pupils creating and producing straightforward written texts and taking part in straightforward spoken interactions; Analysis and Evaluation, which involves the pupils studying and analysing written, visual and spoken texts; the Added Value Unit, which involves researching a topic and producing either a written report or a five minute presentation. Finally they will need to have passed the Literacy Unit. Class work will be a wide mix of personal reading, studying a variety of texts (poetry, novels, short stories, media and drama) writing in a variety of styles and solo, group and class presentations and discussions. Homework will be as and when needed, this include formal written exercises, reading, carrying out research, revising for examinations or thinking and acting activities. Pupils sitting National 5 will complete 3 units plus sit a final exam and submit a written folio. National 5 is significantly more demanding than National 4 and pupils must be prepared to commit to self-directed study and revision throughout the year. In the Analysis and Evaluation Unit pupils will study a variety of texts – including, at National 5, set Scottish texts - to further develop analysis, reading and listening skills. In the Creation and Production Unit pupils will further develop their speaking and writing skills and produce detailed texts in these forms. They may also be entered for a Literacy unit, which assesses their Reading, Writing, talking and Listening skills. The Course Assessment is split in to two components: a reading question paper, worth 70% of the marks, split in two again: 30% on Close Reading and 40% on analysing two previously studied texts (one of which must be a Scottish text). The final 30% is gained through submission of a portfolio of two written pieces: one creative and one discursive. Pupils must pass the Course Assessment and both Units to gain a National 5 qualification.

Higher

Progression from National 5 is to Higher, which will follow a similar structure to National 5, but the level is more difficult. In the Analysis and Evaluation Unit pupils will study a variety of texts – including set Scottish texts - to further develop analysis, reading and listening skills. In the Creation and Production Unit pupils will further develop their speaking and writing skills and produce detailed texts in these forms. They will also study Reading for Understanding, Analysis and Evaluation. They must submit a writing folio of 2 essays (30%) and the external exam (70%).

Drama is currently offered to pupils in S1 and S2, and this will be extended to S3 and Senior

Phase next session. In Drama, pupils will learn about specific drama skills, including voice,

movement and characterisation, as well as being introduced to lighting, sound and other

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theatre arts. They will be expected to learn and use associated drama and theatre

terminology when describing and evaluating their work. Pupils will explore a variety of

themes, issues, topics, contexts and situations in a creative and imaginative manner and will

be required to apply their knowledge and creativity to both practical and theoretical tasks.

Using new and existing skills in a variety of different contexts, pupils will create, develop and

rehearse pieces of work where they have ownership, having selected appropriate ideas,

concepts and dramatic techniques to enhance the performance, before using presentation

skills and performing their work to an audience.

Art & Design

S1 - S3

During the first, second and third year Art and Design course, all Learners become familiar with a wide range of materials and techniques in both two and three dimensions. They will also become familiar with visual elements such as line, colour, texture, shape and form. Learners are given the opportunity to follow and understand the design process and to solve simple design problems.

S4/5 – National 4 and National 5 Art

At the end of S3 pupils can chose to progress in Art. They will then progress either to National 4, or National 5 Art, depending on their performance over the course of S1-3. Pupils sitting National 4 will be internally assessed throughout the year and must pass all three Units in order to pass the course. These Units are: Design in which learners will describe the things that have inspired and influenced designers and their work and Produce creative design ideas and development work in response to a given design brief.

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Expressive in which learners will describe the things that have influenced and inspired artists and their work and produce creative ideas for expressive art work, and the Added Value Unit, in which they should produce a piece of expressive art in response to stimuli and produce a piece of design work in response to a design brief. Pupils sitting National 5 will complete 2 units plus sit a final exam. The 2 units are Design in which learners will analyse the factors influencing designers and design practice, and produce creative design ideas and development work for a design brief; and Expressive in which learners will analyse the factors influencing artists and practice and produce creative development ideas for expressive artwork. In the final written exam leaners must give their thoughts and opinions about the work of various artists and designers. This element is externally assessed by a written examination.

Higher

The Higher course, followed by pupils in S5 and S6, is arranged in two units plus a written examination. In the Expressive unit - Learners will analyse the factors influencing artists and art practice as well as produce creative development ideas for expressive artwork. In the Design unit - Learners will analyse the factors influencing designers and design practice and produce creative design ideas and development work for a design brief. There will also be a 2 hour written exam.

Advanced Higher

Candidates are required to produce an extensive portfolio of work (DESIGN or EXPRESSIVE) based on their selected theme, as well as writing a Critical Analysis (1,700 words) plus an evaluation.

Music

Teachers Mrs E. Bonner (P.T.) Mr S. Rodger Instructors Mr W. Shaw woodwind Mr J. Lang brass Mr C. Reilly guitar Mr A. Cowie drum-kit

S1 - S3 BGE Pupils enjoy making music by performing, listening and creating music. At S1 and S2 pupils learn to play and develop skills on keyboard, recorder, drum-kit, voice, tuned percussion and ukulele/guitar. Listening and literacy are integrated within each unit of work. Pupils also compose in a variety of styles e.g. melody for an orchestral instrument, a Scottish dance, reggae. National 4 - The National 4 Music Course enables pupils to perform music, create original music and develop knowledge and understanding of music and musical literacy. Pupils also develop an understanding of the external factors that influence composers and their works.

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Pupils must pass units in Performing, Composing, Understanding Music and The Added Value Unit in which they must perform music in a range of musical styles on another instrument. National 5 - The National 5 Music Course enables pupils to perform challenging music, create original music and broaden their knowledge and understanding of music and musical literacy. The Course also enables pupils to develop knowledge of the social and cultural factors that influence music. Pupils must pass units in Performing, Composing and Understanding Music. There is also a written exam. Higher - The Higher Music Course provides a broad practical experience of performing, creating music and develops related knowledge and understanding of music. Pupils develop their skills and creative capabilities as musicians and gain the skills they need to perform, create music and to confidently discriminate between music concepts and styles. Pupils must pass units in Performing, Composing and Understanding Music. There is also a written exam worth 40%. Advanced Higher - The Advanced Higher Music Course develops pupils’ skills in performing, creating, understanding and analysing music. Pupils develop the skills they need to perform challenging music with musical, technical accuracy and fluency, while realising composers’ intentions, and develop their own composing skills in sophisticated and creative ways. Pupils must pass units in Performing, Composing and Understanding Music. As with National 5 and Higher, there is a written exam worth 40%.

Extra-curricular activities provide opportunities for wider achievement, building confidence and self-

esteem. Pupils are given choices of musical activities to attend where they develop the skills and

attributes which they will need for learning, life and work. These include a vocal group, a band and a

pipe band.

Mathematics Mathematics – S1 S1 maths consists of a wide range of topics that build on previously learned knowledge from Primary school. Pupils will work at their appropriate level in broad general education (BGE) up to 4th Level. Teaching is done through varying learning activities including the whole class, group and individual lessons. Throughout the first year pupils are encouraged to develop their numeracy skills whilst also learning new information. Topics that are covered in S1 include: time, decimals, fractions, percentages, measurement, information handling, money, coordinates, 2D & 3D shapes and symmetry. A weekly homework will be issued to consolidate learning. Mathematics - S2 Pupils will continue to further develop skills and knowledge that have been taught in first year. Teaching is done through varying learning activities including the whole class, group and individual lessons. Pupils will continue to work on their numeracy skills through lesson starters, classwork and homework. They will also cover new topics that include: equations, angles, enlargement / reduction diagrams, scales and patterns. A weekly homework will be issued to consolidate learning.

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Mathematics – S3 BGE is further developed in S3 in order to prepare pupils for National qualifications in S4 at either National 4 or National 5. Teaching is done through varying learning activities including the whole class, group and individual lessons. Topics previously taught during S1 and S2 will be further investigated and extended in order to challenge pupils and help them to achieve their best. Topics in S3 will include: Pythagoras, further equations and basic trigonometry. Throughout S1-S3 pupils will be encouraged to problem solve when they are faced with challenging questions. They will be presented with a mixture of calculator and non-calculator questions. Tasks should be completed either individually or as part of a pair/group. Homework will also be given weekly as it is an important part of the course which reinforces learning.

National 3 Lifeskills Maths National 3 Maths consists of three units: Numeracy; Manage Money and Data; and Shape, Space and Measure. Numeracy covers basic Mathematical skills such as working with fractions, decimals and percentages; making calculations using time; measurement; and reading information from charts and graphs. Manage Money and Data covers financial maths such as reading payslips, calculating wages, budgeting, comparing costs as well as constructing and interpreting charts and graphs. Shape, Space and Measure covers calculating the area of 2d shapes and the volume of 3d shapes, working with patterns and formulae, and using the scale factor. National 4 Maths National 4 Maths consists of three units: Numeracy, Expressions and Formula and Relationships. The Numeracy unit covers working with fractions, decimals and percentages; making calculations using time, speed, distance, ratios and money; measurement; and reading information from charts and graphs. Expressions and Formulae covers topics in Algebra, symmetry, gradient calculations and constructing and interpreting charts and graphs. Relationships covers solving equations, changing the subject of a formula, scale factor, Pythagoras, angles and trigonometry. There is a focus on solving real life problems in all three units. A weekly homework will be issued to consolidate learning.

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National 5 Maths National 5 Maths consists of three units: Expressions and Formulae, Relationships and Applications. Expressions and Formulae covers powers, roots and surds; volume; factorising and expanding algebraic expressions and gradient. Relationships covers solving equations and inequations, quadratics, trigonometry and scale factor. Applications covers fractions, percentages, vectors, further trigonometry and statistics. National 5 is a challenging, fast-paced course with an emphasis on problem solving. A weekly homework will be issued to consolidate learning. Higher Maths Higher Maths consists of three units: Expressions and Functions, Relationships and Calculus and Applications. Expressions and Formulae builds on the algebra learnt in National 5 to cover topics such as polynomials, transformations of graphs and logarithmic functions. Relationships and Calculus teaches the basics of integration and differentiation and builds on the trigonometry from National 5. The Applications unit focuses on applying the Mathematical skills from the rest of the course in real life and abstract situations. Higher Maths teaches exceptional problem solving and reasoning skills and is highly sought after by employers.

Social Subjects Social Subjects in S1 – S3 follows a Broad General Education. In S1 to S2 pupils will have the opportunity to learn about Geography, History and Modern Studies. In S3 pupils must choose which Social Subject to carry on into S3. This session in S1 – S2 pupils will study topics such as the Ancient Egyptians, Slavery, The Scottish Wars of Independence, Scotland in 21st Century and The Developing World to name a few. In S3 pupils follow a curriculum that allows for a natural progression into the Senior phase, that equips our young people with the knowledge and understanding and skills to succeed at National 4/5 level. Learning in Social Subjects at BGE level will allow our young people to develop an understanding of...

- History, heritage and the culture of Scotland and to appreciate local and national heritage within the world;

- How people live today and in the past; - Economic, social and environmental issues on a local and global scale.

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- Democracy and the importance of active citizenship in a school and local community As well as learning about the social subjects, all units of work allow our young people to develop their skills in important curricular areas such as literacy, numeracy and health and well-being.

Pupil Parliament Elections

Due to the diverse nature of the Social Subjects, especially in S1-S3, independent study at home will take on a variety of exercises and tasks. The classroom teacher will provide homework when they feel it is appropriate and fits in with the work of the class and the needs of the pupils but will be issued at least once per week to all pupils.

- Traditional “ink exercise” homework tasks based on exam-style questions - ‘Tweet Sheet’ Summary: Pupils have to sum up the main points of the lesson in 140

characters. - ‘Sum it Up’: Pupils should summarise key learning concepts in 20 words. - ‘Question Time’: Pupils should prepare a question and answer for a recap as a starter

activity for the previous lesson. - ‘WWW and EBI: What Went Well and Even Better If’: Pupils are asked to write and

review their progress at the end of the week including what they have done well this week and what they think they need to improve upon.

- ‘I Want to Know’: Pupils have to write down a question that they want to find out from the next lesson or a question that they are struggling with.

- Pupils may be also issued with more formal homework during topics as and when necessary and will be given deadlines for submission, e.g. relevant worksheets, investigation/project

Essential to all the Social Subjects is the need for pupils to learn about the world they live in by

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Pupils learning at National 4 level will be internally assessed throughout the year and must pass all

four units of work in order to pass the course and progress to National 5 level. The National 4 and 5

courses develop a range of geographical skills and techniques. Pupils gain a straightforward

understanding of the ways in which people and the environment interact in response to physical and

human processes at local, national, international and global scales.

At National 5 level the course assessment has two components; a question paper and an

assignment. The question paper will require the learner to demonstrate breadth of skills, knowledge

and understanding drawn from the mandatory content of the Course. The assignment will require

our young people to demonstrate challenge and application related to an appropriate geographical

topic or issue. This will account for 25% of their final mark.

watching, listening and reading about their world. This should involve:

reading quality newspapers e.g. The Herald and researching the internet: e.g. BBC

watching news, documentaries and current affairs on TV e.g. Channel 4 News

Listening to the radio. E.g. Radio 4 The Today Programme

Having a conversation with friends, family and relatives about current affairs, history or business. It’s amazing what you can learn from your parents!

Assessment is internal; pupils will complete a minimum of two assessments per unit of work.

These assessments will help determine whether they progress to National 4 or 5 by the end of S3.

National 4 and 5 Geography

At the end of a Broad General Education (end of S3), pupils advance to the Senior phase where

they will study Geography at National 4 or 5 level depending on their performance and progress

over the course of S1 –S3.

At both National 4 and 5 level pupils study the following units of work.

Physical Environments Key topics include: location of landscape type; formation of key landscape features; land use management and sustainability; and weather. Landscape types will be chosen from: glaciated upland; upland limestone; coastal landscapes; and rivers and valleys.

Human environments Key topics include: contrasts in development; world population distribution and change; and issues in changing urban and rural landscapes.

Global Issues Key topics include climate change; the impact of human activity on the natural environment; environmental hazards; trade and globalisation; tourism and health. Pupils must study two of the topics mentioned.

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Higher Geography

Progression from National 5 is to Higher, which will follow a similar structure to National 5. But the

level is more difficult. The Higher Geography Course develops learners’ understanding of our

changing world and its human and physical processes in local, national, international and global

study contexts. Opportunities for practical activities including fieldwork are incorporated into the

course, so that pupils interact with their environment. Similar to the National 5 course, the course

assessment has two components; a question paper and an assignment. The question paper accounts

for 60 marks of the 90 on offer. The assignment accounts for the remaining 30 marks.

National 4 and 5 History

At the end of a Broad General Education (end of S3), pupils advance to the Senior phase where they

will study History at National 4 or 5 level depending on their performance and progress over the

course of S1 –S3.


Historical Study: Scottish

In this Unit, pupils will develop techniques to comment on historical sources. Events and themes of Scottish history may be studied from the Medieval, Early Modern or Later Modern period. Learners will develop knowledge and understanding of an area of historical study.

Historical Study: British

In this Unit, learners will develop techniques to comment on the impact of a historical development. Events and themes of British history may be studied from the Medieval, Early Modern or Later Modern period. Learners will develop knowledge and understanding of an area of historical study.

Historical Study: European and the World

In this Unit, pupils will develop techniques to comment on the factors contributing towards a historical development. Events and themes of European and world history may be studied from the Medieval, Early Modern or Later Modern period. Pupils will develop knowledge and understanding of an area of historical study.


four units of work (one of which is the Added Value Unit) in order to pass the course and progress to

National 5 level. The National 4 and 5 courses allow our young people to gain a straightforward

knowledge and understanding of the factors contributing to, and the impact of, historical events.

They also develop the skills of investigating historical events and forming views, and of explaining

historical events and drawing straightforward conclusions.




the learner to demonstrate challenge and application related to an appropriate historical question or

issue. This will account for 25% of their final mark.

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Higher History


level is more difficult. The Higher History Course allows our young people to acquire breadth and

depth in their knowledge and understanding of the past through the study of Scottish, British,

European and world contexts in a variety of time periods. Options cover topics from the medieval,

early modern and later modern periods, and include elements of political, social, economic and

cultural history. Similar to the National 5 course, the course assessment has two components; a

question paper and an assignment. The question paper accounts for 60 marks of the 90 on offer. The

assignment accounts for the remaining 30 marks.

National 4 and 5 Modern Studies

At the end of a Broad General Education (end of S3), pupils advance to the Senior phase where they

will study Modern Studies at National 4 or 5 level depending on their performance and progress over

the course of S1 –S3.


Democracy in Scotland and the UK

Pupils will develop a detailed knowledge and understanding of... - democracy in Scotland and the United Kingdom - UK political structure including the place of Scotland within this and the debates around this arrangement - the main institutions and organisations which make up political life in their chosen context (either Scottish or UK political system). - the ways in which society is informed about the political system, and able to participate in, and influence, the political system. - their rights and responsibilities in contemporary democratic political society.

Social Issues in the UK Pupils will develop a detailed knowledge and understanding of... - social issues in the United Kingdom, either Social Inequality OR Crime and Law. - Social inequalities: the causes and consequences of social inequality - Crime and Law: the causes of crime, the impact of crime on individuals and society and the role of individuals, the police, the legal system and the state in tackling crime.

International Issues Pupils have a choice of contexts for study, either a socio/economic and political study of a significant world power or a contemporary world issue.


four units of work (one of which is the Added Value Unit) in order to pass the course and progress to

National 5 level. The National 4 and 5 courses gives pupils a detailed understanding of the democratic

process and of social and economic issues at local, Scottish, national and international levels..

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the learner to demonstrate challenge and application related to an appropriate historical question or

issue. This will account for 25% of their final mark.

Higher Modern Studies


level is more difficult. The Higher Modern Studies Course develops learners’ knowledge and

understanding of contemporary political and social issues in local, Scottish, United Kingdom and

international contexts. In these contexts, learners develop an awareness of the social and political issues

they will meet in their lives. Similar to the National 5 course, the course assessment has two

components; a question paper and an assignment. The question paper accounts for 60 marks of the

90 on offer. The assignment accounts for the remaining 30 marks.

Spanish Curriculum

Our BGE Spanish Course is an exciting course which aims to prepare our young people to become responsible citizens in a global world, fostering an awareness and appreciation of the Spanish culture. Throughout this course, pupils have the opportunity to develop the four skills of Listening, Reading, Talking and Writing in a variety of different contexts, while also developing core Skills for Learning Life and Work such as ICT and collaborative working skills. Our curriculum allows pupils to access the experiences and outcomes at CFE Levels 3 and 4. Each topic is progressive and builds upon prior learning. Learning is interactive, accessible, challenging and uses the most up to date and engaging resources to give our young people real purpose to their learning. Our learning environment provides challenge for all but at the same time takes into consideration the values, needs and abilities of all learners. As such, all pupils are challenged to produce work of the highest standard at an appropriate level. Skills development is on-going and is supported by formative and summative assessment to evaluate learning. By the end of S1 in Spanish, pupils should be able to speak and write about themselves, their family and their school in a basic way. They should also be able to access appropriate Reading and Listening activities on these topics. By the end of S2 in Spanish, pupils should be able to speak and write about their hobbies, where they live, food and holiday plans in an extensive way. They should also be able to access appropriate Reading and Listening activities on these topics. The Spanish S3 course is engaging, purposeful, experiential and challenging. Pupils are exposed to more mature topics with more breadth and depth than those in S1 and S2. Pupils are also given some experience of National level coursework to prepare them for the Senior Phase. Through film, pupils are exposed to cultural issues and as such develop their analytical skills both in English and in Spanish. By the end of S3 in Spanish, pupils should be able to speak and write about their school, family,

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area and hobbies. The Faculty of Citizenship recognises the importance of homework as an integral part of the BGE Curriculum. Homework issued in Spanish relates directly to the topic/skill currently being developed in class. All homework, whether learning or written, is designed to underpin and reinforce understanding of learning. Homework may take the form of learning/memorising/revising (vocabulary and grammar), Reading/Writing tasks or preparation for Listening and Talking activities. Homework will be issued at least once a week and will be marked through a combination of Teacher and Peer Marking. National 4 and 5 Spanish At the end of a Broad General Education (end of S3), pupils advance to the Senior phase where

they will study Spanish at National 4 or 5 level depending on their performance and progress

over the course of S1 –S3.

At both National 4 and 5 level pupils study the following units of work. Pupils will also be

required to complete an Added Value Unit at National 4 Level.

Understanding Language

The purpose of this Unit is to provide pupils with the opportunity to develop reading and listening skills in the modern language and to develop their knowledge of straightforward language in the contexts of society, learning, employability, and culture.

Using Language The purpose of this Unit is to provide pupils with the opportunity to develop talking and writing skills in the modern language, and to develop their knowledge of straightforward language in the contexts of society, learning, employability, and culture.

Pupils learning at National 4 level will be internally assessed throughout the year and must pass

all units of work in order to pass the course and progress to National 5 level. The National 4

and 5 courses develop literacy skills by giving learners opportunities to read, listen, talk and

write in Spanish. This course enables our young people to understand and use a modern

language, to apply their knowledge of a modern language, and to develop planning, research

and language skills.

At National 5 level the course assessment has three components; a question paper for ‘Reading and

Writing’. A second question paper for ‘Listening’ and the third component is performance and

requires pupils to talk in Spanish.

Higher Spanish


level is more difficult. The Higher Spanish Course enables pupils to read, listen, talk and write in

Spanish, and to understand and use a modern language in relevant situations. Learners also develop

language skills of translation, and apply knowledge and understanding of the modern language.

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Similar to the National 5 course, there are three components; question paper 1 is ‘Reading and

Directed Writing’. The second question paper is ‘Listening and Writing’. The final component is

performance and requires pupils to talk in Spanish.

The Faculty of Citizenship – Additional Awards

Scottish Studies

The purpose of this Award is to allow learners to broaden their knowledge of Scotland whilst developing and applying the skills, knowledge and understanding relevant to their chosen subject areas. Learners will have a choice of Units, from a range of subject areas, which they can study in a Scottish context. The main aims of the Award are to give learners the opportunity to:

develop and apply skills, knowledge and understanding in their chosen subject areas

make connections across these areas by studying them in a Scottish context

develop an understanding of the contribution that Scotland and its people, past and/or present, have made and continue to make in these areas

reflect on the place of Scotland within the wider context of the United Kingdom, Europe and/or the rest of the world

explore an aspect of Scottish Studies that is of particular interest to them

develop the skills of planning, researching, selecting and using information, and skills of reflection

develop, with minimum support, their abilities to become independent learners Our young people must complete the mandatory Scottish Studies: Scotland in Focus unit. They will also complete three Units from at least two of the following groups: Group 1 Language and Literature Group 2 Society and Environment Group 3 Arts and Culture Group 4 Business, Industry and Employment There are a number of subject areas within each of these groups. Learners can select only one Unit from any individual subject area within a group. These must be delivered and assessed in a Scottish context. In session 2016/17 the following units were offered:-

Society and Environment Geography – Physical environments with a Scottish Context

Arts and Culture Media – Analysing media content with a Scottish Context

Business, Industry and Employment Travel and Tourism – Scotland

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Assessment

There is no final exam; all pupils are assessed internally by completing assessment outcomes for each unit of work undertaken. To achieve the Course award the candidate must successfully achieve all the Units which make up the Course. Travel and Tourism – National 4 and 5

The National 4 and 5 Skills for Work: Travel and Tourism Courses are an introductory qualification in travel and tourism. It develops the skills, knowledge and attitudes, needed for work in the travel and tourism industry.

Pupils will develop:

skills to become effective job-seekers and employees

skills to deal effectively with all aspects of customer care and customer service in travel and tourism

the product knowledge and skills to deal effectively with customer enquiries in relation to travel and tourism in Scotland, the rest of the United Kingdom and worldwide

The Course will enable our young people to experience, develop and reflect on general and specific practical skills, knowledge and understanding, together with employability skills and attitudes needed to work in the travel and tourism industry. The general aims of this Course are to:

Provide pupils with a broad introduction to the travel and tourism industry

Allow pupils to experience a range of work related activities in relation to Travel and Tourism industry

Encourage pupils to develop skills for learning and life as well as work

Build pupils’ confidence

Encourage pupils to take greater responsibility for their own learning and development

Prepare pupils for progression to further education, training or employment In this way it is hoped that our young people who undertake the Course will develop a wide range of skills which will add to their overall broad general education. Specifically it is hoped that they will gain an awareness and capability to become an effective employee in the Travel and Tourism Industry and also gain a broader range of transferrable skills. Successful completion of the Course will enable our young people to:

Progress to other SQA Travel and Tourism Courses or to Scottish Vocational Qualifications (SVQs) in Travel and Tourism

Further Education

Employment in the Travel and Tourism industry Assessment

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There is no final exam; all pupils are assessed internally by completing assessment outcomes for each unit of work undertaken. To achieve the Course award the candidate must successfully achieve all the Units which make up the Course. Religious and Moral Education

RME CfE

All pupils have one period of RME a week.

RE in S1 offers a challenging, enjoyable and enriching experience for our youngest pupils. Our Broad General Education syllabus is designed to stimulate an interest – everything from Reading and Listening to Talking and Writing. From S1, pupils are encouraged to be open-minded, creative and confident in working with others. Independent learning is developed through meaningful and purposeful class work and homework tasks. Progress is assessed formatively, using Third Level Experiences & Outcomes, and success criteria shared with pupils to maximise ownership of learning. Assessment evidence is recorded, and held in a portfolio which follows each young person till the end of S3, by which time progress, areas of strength and areas for further development are very much in evidence. RME in the Senior Phase: All pupils will receive one period of RME a week. As pupils enter the Senior phase they will have the opportunity to complete individual units of the National 4 and 5 RME course. Completion of these units will provide our young people of additional SCQF credit points. How can parents help? You can get involved in your child’s Religious and Moral development in any number of the following ways:

Read, Write, Discuss and Listen at home as much as possible to the issues covered in RE.

Take an interest in your child’s Religious and Moral Development.

RME and the law: the law is covered in the Education (Scotland) Act 1980. The Scottish Executive's policy on the provision of religious observance in Scottish schools in contained in Circular 1/2005. Also relevant is the Scottish Executive's 2011 letter to the headteachers of all schools which includes reminding them of the right to withdraw and schools' responsibility to facilitate this. On the subject Citizens Advice (Scotland) notes: "If you do withdraw your child from religious observation or education, the school must make suitable arrangements for your child to take part in a worthwhile alternative activity. In no circumstances should a child be disadvantaged as a result of withdrawing from religious observation or education."

http://www.legislation.gov.uk/ukpga/1980/44

http://scotland.gov.uk/Resource/Doc/37428/0023554.pdf

http://www.educationscotland.gov.uk/Images/rmerercletter_tcm4-650439.pdf

https://www.citizensadvice.org.uk/scotland/education/school-and-pre-school-education-s/problems-at-school-s/

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Information Technology

S1 ICT - This course allows learners to improve Internet Research skills, understand the role of Social

Networking on our daily lives, experiences some of the simple skills used in Games Design as well an

introduction to word processing, database and spreadsheets.

S2 ICT - This course allows learners to build on skills attained in S1. Learners will further develop

skills in Word Processing, spreadsheets, databases and presentations. S2 ICT also allows users to

undertake projects which will involve the use all of the above disciplines.

S3 Business Course - The general aim of this course is to enable our young people to gain a basic

understanding of why and how individuals set up in business. Learners will develop an

understanding of simple facts and ideas of the functional activities of small businesses and the

actions needed to take to satisfy customers’ needs and wants. The course will also enable learners

to demonstrate simple business planning and decision making while encouraging enterprising skills

and attributes through practical activates.

S3 – Administration and IT - The general aim of Administration and IT course is to develop learners’

Administrative and IT skills and, ultimately, to enable them to contribute to the effective functioning

of organisations. This course enables learners to develop basic skills in Word Processing, spread

sheets, databases, presentations and desk top publishing. The course will also enable learners to

develop skills in using technology and the internet for electronic communications and investigation.

Learners will develop a basic understanding of administration in the workplace and key legislation

affecting employees, duties and skills and qualities required by an Administrative Assistant, and

develop an appreciation of good customer care.

National 4 Administration - This course allows learners to build on skills attained in S3. Learners will

further develop skills in Word Processing, spread sheets, databases, presentations and desk top

publishing. Learners will acquire organisational skills and will develop skills in supporting small scale

events.

Skills are developed further in using technology including the internet for electronic communications

and investigation. Learners will develop a basic understanding of administration in the workplace

and key legislation affecting employees, duties and skills and qualities required by an Administrative

Assistant, and develop an appreciation of good customer care.

National 4/5 Business - This is natural step from the S3 Business courses whereby our young people

build on the skills attained in S3. Learners will look at developing enterprising skills and

employability skills. They will make use of business information to report and analysis business

performance in a range of contexts. The courses explores the important impact businesses have on

everyday life and gives learners experiences of the business environment, managing people, finance

and marketing and operations. Learners will carry out activates that enable them to grasp business

concepts and solve business problems

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Higher Business Management - Higher Business Management is a natural progression from National

5 Business Management. The Higher course is designed to combine the theoretical and practical

aspects of learning through the use of real-life business contexts. This will help students understand

and make use of business information to interpret and report on a range of large organisations in

the private, public and third sectors. The course looks at the way large organisations operate and

examines the objectives of these organisations and the way they are structured. It looks at the

external environment and the influence of stakeholders. Students will also look at the management

of people, finance, marketing and operations.

Higher Administration and IT - Higher Administration and IT is a natural progression from National 5

Administration and IT. The Higher course is designed to develop a range of skills to communicate

complex information effectively, develop a range of advanced IT skills for processing and managing

information, looks at administration in the workplace and its importance and looks at acquiring skills

in managing the organisation of events.

Technology

S1 Technologies Course

Pupils will undertake a broad range of work including practical projects in wood, plastic and metal

where they will manufacture a variety of products out of wood, plastic and metal to develop

practical workshop skills and a knowledge and understanding of materials and sustainability. Pupils

will also develop manual graphic skills in 2D and 3D sketching, rendering and orthographic projection

along with ICT skills in using software to produce 2D and 3D drawings as well Desk Top Publishing

software to design and produce promotional displays and adverts.


Pupils will build upon the experience gained in S1 and are exposed to deeper learning within the

technologies area. Pupils will cover various units of work including designing and manufacturing;

further study in manual graphic techniques; further development of ICT skills to produce 2D and 3D

drawings and using Desktop Publishing software to design and produce promotional displays and

adverts.


In S3 pupils continue to receive a broad general education in Graphic Design and Woodwork

expanding on experiences and outcomes at third or fourth level. However they do choose which

subject they would like to specialise in, either Graphic Communication or Practical Woodwork. Pupils

will be able to select 1 or 2 of these courses. The S3 courses for these subjects are designed to allow

progression to the National 4 and 5 qualifications.

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S4 Practical Wood work (National 4 and 5)

This course enables learners to gain skills in woodworking techniques and in measuring and marking

out timber sections and sheet materials. Learners develop safe working practices in workshop

environments, practical creativity and problem solving skills and knowledge of sustainability issues in

a practical woodworking context

S4 Graphic Communication (National 4 and 5)

This course enables leaners to develop skills in Graphic Communication techniques, including the use

of equipment, graphics materials and software. Learners extend and apply knowledge and

understanding of graphic communication standards, protocols and conventions, and develop an

understanding of the impact of graphic communication in our environment and society.

S4 Pre-Apprentice Programme - Construction (National 5)

This course prepares young people considering a career in the construction industry. In this course

they will complete units in: Bricklaying; Painting and Decorating; Plumbing; Bench Carpentry; and

Employability Skills. There will also be a spell of work experience with a construction company. By

participating in this course our pupils will be better placed should they decide to leave school at the

end of S4 and intend applying for an apprenticeship. It is also a good lead in to the construction

course offered in S5/6 for pupils wanting to further develop their skills and experience in

construction.

S5/S6 Graphic Communication (Higher)

This course provides opportunities for learners to initiate and develop their own ideas graphically. It

allows them to develop skills in reading and interpreting graphics produced by others and to

continue to develop awareness in often complex graphical situations, expanding their visual literacy.

S5/S6 Practical Metalwork (National 4 and 5)

This course enables leaners to gain skills in metalworking techniques and in measuring and marking

out metal sections and sheet materials. Leaners develop safe working practices in workshop

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environments, practical creativity and problem-solving skills, and knowledge of sustainability issues

in a practical metalworking context.

S5/6 Pre-Apprentice Programme – Construction National Progression Award (Level 5)

This course prepares young people considering a career in the construction industry and focuses on

Painting and Decorating; Employability Skills; and Health and Safety issues. There will also be a spell

of work experience with a construction company. In addition pupils will put their practical skills to

test around the school by carrying out “real” situation work based activities. The qualification

achieved in this course is in line with the vocational qualifications of the first year of an

apprenticeship.

Science is an engaging practical based subject where pupils learn through experimentation and

problem solving. Pupils study all 3 Sciences over 6 week blocks to give them an opportunity to

experience all fields of Science.

Within S1 and S2 you will cover the following topics whilst completing experiments, research tasks

and outdoor learning. Each topic will include homework exercises and an end of unit assessment.

S1:

Body Systems Chemical Reactions Heat and Energy

Cells and Reproduction Matter Light and Radiation

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S2:

Microbiology Acids and Alkalis Electricity

Biodiversity Earth’s Materials Forces

Pupils are interested in Biology as it answers questions

about the human body, its complex make up and

functions. This genuine interest in how the body works

means that pupils are automatically engaged and ask great questions. Pupils investigate concepts via

experimentation, which overall leads to great attainment opportunities in the subject. The focus on

general Biology also allows exploration of other avenues of life including plants and animals.

National 3/4 National 5 Higher

Unit 1: Cell Biology Unit 2: Multicellular Organisms

Unit 3: Life on Earth

Unit 1: Life on Earth Unit 2: Multicellular Organisms

Unit 3: Life on Earth

Unit 1: DNA and Genome Unit 2: Metabolism and

Survival Unit 3: Sustainability and

Interdependence

3 periods a week Homework issued on

fortnightly basis End of Unit Assessments

4 periods a week Homework exercise on weekly

basis Mid Unit and End of Unit

Assessments

6 periods a week Homework exercise on weekly

basis Mid Unit and End of Unit

Assessments

Added Value Unit (AVU) researching a key area of Biology and producing a

written report

Exam: 20 MCQ and 60 marks Short Answer Questions

Assignment 20 Marks TOTAL = 100 Marks

Exam: 20 MCQ, 80 marks Short Answer Questions

Assignment 20 Marks Total = 120 Marks

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Biology is extremely content heavy so emphasis is on creating memorable learning experiences

which pupils can rely on come exam time. Where applicable, experiments are used as the main

teaching method and active learning is used to teach difficult concepts for which experiments are

unavailable for. Biology lends itself to outdoor learning and this is taken further attending University

labs, Science centre, Zoo Projects etc. Personalisation and choice is available for pupils during

research projects and assignments, so pupils can explore topics of interest. Pupils also build on

interdisciplinary skills such as literacy (report writing) and numeracy (problem solving).

The aim is to create a love for Biology which pupils carry with them through school and on to

University, College or potential career opportunities.

Chemistry is a fun and exciting subject, full of interesting

concepts that will allow you to challenge yourself and develop a

large variety of skills. Studying Chemistry will open many

opportunities for you beyond your school years. Whether you

want to go to University to study medicine, veterinary, nursing,

forensics or you would like to go to college to study hairdressing,

beauty or a cooking course, either way Chemistry is the Science

that will stand you in good stead for your future career.

As you progress through the levels in Chemistry you will cover a

variety of topics which you can relate to from your everyday

experiences. Through studying Chemistry you will be able to

enhance your knowledge and understanding of the world around

you and develop your problem solving, investigative and

practical skills.

S3 BGE Personalisation: You will experience an experimental and investigative approach to

develop your knowledge and understanding of Chemistry. You will begin to develop the skills you

will require to study Chemistry in your senior years e.g. applying, understanding, decision making

and many more.

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National 4 and 5 Chemistry: From understanding the periodic table to how perfumes have

their smell, the courses offer you a wide variety of knowledge which you will find extremely

interesting. On top of the course work you will complete research tasks, practical work and

write an assignment which will count for your final qualification.

Higher Chemistry: At Higher level you will extend your knowledge and understanding that you

will have developed at National 5. Unit 1 (Chemical Changes and Structure) focus’ on reactions

rates, enthalpy and patterns in the periodic table. Unit 2 (Nature’s Chemistry) will allow you to

realise the importance of organic chemistry in our everyday lives e.g. why do certain foods go

off quicker than others? Why does a substance have a distinct flavour? Unit 3 (Chemistry in

Society) looks at a variety of calculations which allows you to develop your numeracy and

problem solving skills. You will also look at the large variety of practical techniques that can be

used within laboratory environments which is particularly useful if you plan to study Chemistry

at University.

Assessment: At all levels you will complete short class tests throughout the year as well as

completing SQA required assessment components. All courses will involve homework tasks, which

are used to promote a positive work ethic and support your revision in preparation for exams.

Physics Do you want to investigate the limits of space, the beginning

of time and everything in between? How about

understanding how the technology around you works? Want

to save the planet , become an engineer or maybe just help

people get better when they are ill by developing nanobots

to target cancer cells , Physics has revolutionised the

diagnosis and treatment of illness and is at the forefront of medical technology. Or maybe

you are not particularly interested in any of this well it doesn't really matter. Whatever you

do the knowledge and skills you gain by studying physics will be useful. Physics is more than

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a subject - it trains your brain to think beyond boundaries. Physics provides such a broad

training that whatever career you have in mind, physics will stand you in good stead.

All employers value the skills that physics develops: an ability to grasp things quickly, a

determination to find coherent answers, along with problem-solving, analytical,

mathematical and IT skills.

Studying physics is an excellent way of keeping your options open. Whether you want to

pursue a career in games design (software engineering), in the world of finance modelling

the trends in stocks and shares, or sports design - understanding physics is important.

National 3/4 National 5 Higher

Unit 1: Dynamics & Space Unit 2: Waves & Radiation Unit 3: Electricity & Energy

Unit 1: Dynamics & Space Unit 2: Waves & Radiation Unit 3: Electricity & Energy

Unit 1: Our Dynamic Universe

Unit 2: Electricity Unit 3: Particles & Waves

3 periods a week Homework issued on

fortnightly basis End of Unit Assessments

4 periods a week Homework exercise on

weekly basis Mid Unit and End of Unit

Assessments

6 periods a week Homework exercise on

weekly basis Mid Unit and End of Unit

Assessments

Added Value Unit (AVU) researching a key area of Physics and producing a

written report

Exam: 20 MCQ and 60 marks Short Answer

Questions Assignment 20 Marks TOTAL = 100 Marks

Exam: 20 MCQ, 80 marks Short Answer Questions

Assignment 20 Marks Total = 120 Marks

Physics is an incredibly hands on subject where pupils have numerous opportunities to take

part in active learning and experimental work which will deepen their knowledge and

understanding of the topics being covered. Pupils are given control of their own learning by

devising their own experiments, research tasks and assignments. This allows for them to

develop not only literacy and numeracy skills but also learn to work as part of a team.

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Home Economics not only provide our young people with vital skills for living, but it also offers many transferable skills when choosing a career path. Listed below are a few examples of career opportunities where Home Economics or Hospitality has an important part to play:

Hospitality and Tourism (one of the largest industries in Scotland)

Health, Nutrition & Dietetics

Food Product Development

Education / Teaching

Social Care

Consumer & Trading Standards

Health Promotion

Nursery Nurse

Food Safety

S1 & 2 Broad General Education (BGE) Each year group undertake a number of units. ● Ready Steady Cook – Cooker & Kitchen Safety. ● Ready Steady Eat – Eatwell Plate and Healthy Cooking. ● Design and Make a Pizza – Product Development. ● Foods around the World – Tasting & Creating. ● Design and Make a Cushion – Personalised Designing. ● Nutrient Know How – Healthy Choices & Lifestyles.

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjJ_4KJ48XPAhVEcBoKHToKBiUQjRwIBw&url=https://www.pinterest.com/explore/home-economics/&psig=AFQjCNEYIfjvvAnCvyof46x0-bvv4OhN2Q&ust=1475829384925703

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3rd year BGE Personalisation (Hospitality) During this busy year we concentrate on building on our practical skills and increasing our knowledge further in all aspects of Hospitality, the units are ● Smart Cooking – Preparation Techniques and Cookery Processes. ● REHIS Elementary Food Hygiene - Certificate for the Food / Hospitality Employment. ● Getting It Right For All – Nutritional Needs of All & Dietary Diseases Senior Phase a number of courses are offered… Here are the Progression Routes within the department. In Nat 5 Hospitality all food preparation techniques are developed, extended and refined. The cookery processes are examined and many garnishing styles explored. Knowledge of ingredients, their functionality, seasonality and sustainability of these is studied in depth. All assessment involves practical elements within a set time. The National 5 level Exam is to plan, prepare, cook and present a full 3-course meal for 4 people. The various courses in Home Economics prepare our young people for the world of work. Some of this year pupils are undertaking the Culinary Excellence Training with the Village Hotel. Next year will see the reintroduction of Nat 5 Cake Craft.

National 4 / 5 Hospitality Practical Cookery

BGE - Home Economics / Hospitality Includes REHIS Food Hygiene Certificate

National 5 Practical Cake Craft

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Skills for Work Hairdressing Qualification National 4 (SCQF level)

National 4 Skills for Work: Hairdressing is an introductory qualification. It develops the

skills, knowledge and attitudes, needed for work in the industry. These skills are also

transferable to other careers.

The Course provides a broad, experiential introduction to hairdressing where you will gain

experience of general salon duties to support stylists and assisting with customer care. You

will learn about the different roles and responsibilities in hairdressing, and begin to develop

vocational skills and knowledge. You will develop their skills in shampooing, conditioning

and blow-drying hair as well as exploring the creative side of hairdressing, with the

opportunity to experiment with style ideas. This course places emphasis throughout all Units

on employability skills and attitudes. The specific aims of the course in Hairdressing are to:

Prepare candidates for work within the hairdressing industry

Develop hairdressing skills

Develop good working practises

Develop an understanding of relevant health and safety issue.

Develop self-presentation skills.

Develop a positive and responsible working attitude.

Develop communication and customer care skills.

Develop organisational, interpersonal and teamwork skills.

Encourage skills in setting personal goals, reviewing and evaluating.

Encourage creativity

Develop specific and generic employability skills.

Build candidates’ confidence

Prepare candidates for further learning opportunities, study and training opportunities

in hairdressing

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The Intermediate 2 Hairdressing course may therefore provide a variety of progression

opportunities. These include: Scottish Vocational Qualification (SVQs) Nat 5 in hairdressing.

Further education

Training/ employment.

Physical Education – Broad General Education phase (BGE)

S1/2 courses: At the start of first year there is an option to apply for the SFA School of football programme.

This programme using the medium of football seeks to develop the wider aspects of football

such cooperation and teamwork as well as the physical aspects of PE. To accommodate this

comprehensive programme the pupils will participate in a restricted core PE programme.

Out with the SFA programme in core PE we are fortunate to have a swimming pool in the

school so swimming will feature in both first and second year core PE courses. Core PE in

first and second year also consists of blocks of work in the fitness suite, gymnastics,

badminton and a range of indoor and outdoor games.

In third year there is an opportunity to choose Physical Education Studies as an option in

addition to the core PE periods. The option of taking physical education studies allows the

young person to develop in both self-confidence and in physical skill acquisition in a number

of areas such as swimming and a variety of sports and activities. A physical education study

also develops the knowledge and ability to analyse and develop techniques in several of areas

of physical performance.

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Sports Leadership course

Progression routes in physical education

First Year PE SFA school of football

Second Year PE programme

Core PE Dance Leadership PE studies Personalisation choice for

third year

(level 3 and onto level 4 )

Nat 4

Nat 5

Higher

Advanced Higher

(performance unit) PE Studies.

All courses in Physical Education Studies consist of three elements or units practical performance,

factors impacting performance and an added value unit. There are criteria for performance at National

3, 4, 5 and Higher.

Practical Performance you will be taking part in:

Badminton Swimming

Basketball Volleyball

In the course component Factors Impacting Performance you

will investigate your performance in all activities and

complete course workbooks. In the Added Value unit you

will submit a portfolio to SQA (40% overall grade) and the

Level 3

In the senior phase (fourth, fifth

and sixth year)

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portfolio will contain information on how factors have impacted your performance and how

you have developed your performance. You will also be assessed in an activity of your choice

in a one off high pressure performance (60% overall grade).

Sports Leadership.

This course is for pupils in the senior phase who are

keen to have a career in PE or Sports Coaching and

at the end of the year you will receive a SCQF level

4 or 5. This course is ideal if you want to learn to be

a coach and lead a sports session. You will also

help with primary visits and lower school PE, run

PE clubs and help out with teams as well as plan

and help run events in the PE department.

Dance Leadership. This course is for pupils who have very good participation and effort in Dance. You will keep

a diary of what you do in dance and think about how to run a dance session as well as work

on your choreography skills. You become a qualified dance coach!

.

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Clubs Information

Monday Lunch: Senior Group in Music R. 1; Woodwind Group in Music R. 2; Football Pitch

Open; S1-3 Basketball - Gym 3; Trampolining - Gym 1

Monday after School: Boys Fitness - Fitness Suite; Girls Mini Tennis Club – Assembly Hall

Tuesday Lunch: S1-3 Choir in Music R. 1; S1-3 Bench ball - Gym 3

Tuesday After School: S1 Boys Football (at Toryglen); Girls Football (at Toryglen); Swimming

Club; Senior Boys Football

Wednesday Lunch: School Band in Music R.2; S1-3 Badminton - Assembly Hall; Young

Ambassador meeting - PE classroom

Wednesday after school: Govan Schools’ Pipes and Drums Association - School Assembly

Hall; Girls Fitness – Fitness Suite

Thursday Lunch: S1 Library Homework Club - Senior Group in Music R.1

Thursday After School: S1 Cupcake Club Home Ec. - S1-3 Basketball Club - S1-4 Dance Club -

Senior Performance Badminton - Senior Basketball Team Practice

Friday Lunch: S2 Library Homework Club - S1-3 Choir in Music R.1 - Percussion Group in

Music R. 2 - S1 Futsal Club - Gym 3

Friday after School: Higher PE Supported Study

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Govan High School offers levels Bronze and Silver of the Award Scheme:

The Duke of Edinbirgh’s Award Scheme is sponsored by the Govan Weavers Society. All pupils are

strongly encouraged to partake in the Bronze level, with the Silver following a successful Bronze

award. It offers a constructive individual challenge, enjoyable activities and encourages personal

development. It also helps to develop initiative and organisation, and always includes an Expedition.

The Award is a four section programme with three progressive levels: Bronze, Silver and Gold.

Bronze Award

This involves:

• Volunteering, for 15 hours over three months (helping the community)

• Skills, for three months (a hobby, skill or interest);

• Physical Recreation, for six months (sporting);

• Expedition (on foot) where pupils plan, prepare and undertake a two day and one night venture in

the Abefoyle area, supervised by staff. Pupils will also undertake a practice expedition in the

previous week. Pupils are required to have completed their Skill, Volunteering and Physical in order

to take part in the Expedition, which takes place in the June.

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Silver Award

At this level the participants follow a similar format to the Bronze section of the Award. However,

the commitment to each section is a further three months. The Expedition section is a three day and

two night venture on foot. The expeditions take place in June. Participants who do not hold their

Bronze Award must undertake a further three months in either Volunteering or the longer of the

Skills/Physical Section. The Silver Award attracts a large proportion of the Fifth Year.

Wider Achievement

The Wider Achievement programme for S1 & S2 is timetabled for one period a week. Wider

Achievement activities offer our young people the opportunity to learn team building,

communication and life skills, and prepare them for future life challenges. We also regularly

celebrate success of our pupils, which helps to develop young people’s self-esteem,

confidence and build resilience.

S1 Programme: The S1 wider achievement programme covers many topics that include

looking after animals, learning about social media, drama and eco awareness and

community projects. The programme also works in partnership with Virgin Money, which

involves giving our young people the experience of starting up their own business. Pupils are

given £5 each and their task is to make a much profit as possible. These activities lead to the

SQA Personal achievement Award

S2 Programme: The S2 wider achievement programme has been designed for our young

people to have a mix of wider achievement opportunities and achieve some recognised

awards. Pupils in S2 will participate in the Youth Philanthropy Initiative (YPI) which involves

our young people identifying a social issue in their local area, researching charities that

address the identified social issue and then preparing and delivering a presentation for the

local charity. The winning presentation wins £3000 for a local charity; however the process

allows our young people to engage in their local community. In S2 pupils will also have the

opportunity for personalisation and choice and will be able to choose an activity of interest

leading to one of the following awards: Heartstart Award, Playmaker Award, Navigation

Award (bronze)

School of Football At Govan High School pupils in primary 7 can apply to be part of the SFA

School of Football. The SoF runs in partnership with the Scottish Football Association and

Rangers Football club and is funded by Cashback government funding. Pupils involved in the

SoF will have five allocated periods, where pupils will develop their football skills as well as

life skills. The classroom programme covers topics including numeracy, literacy, nutrition

and psychology and leads to the Dynamic Youth Award.

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S3 Programme and Senior Phase At the end of S2 pupils will have the opportunity to select

a wider achievement opportunity that interests them.

Earl of Wessex The Earl of Wessex Award is a one year award course for 13 year olds. It will

lead to the Duke of Edinburgh Award the following year. Pupils will be involved in

volunteering, learning a skill, physical exercise and will take part in an expedition. Pupils will

have many opportunities to learn outdoors and will be involved in weekend walks. The

course leads to the Earl of Wessex certificate / saltire award.

Cadets Govan High School has its own Army Cadet Force which is linked with the local ACF

Detachment in Govan. The Army Cadet Force (ACF) is a national youth organisation

sponsored by the Ministry of Defence. It offers training and experience based around

adventurous sports, promoting achievement, discipline and good citizenship. As one of the

UK's oldest, largest and most successful youth organisations, it has a long history of

preparing youngsters for all walks of life and encouraging active involvement in local

communities. At school level cadets are awarded their Basic stars: 1 star followed by 2 star.

Uniform and Emergency services The Uniform and Emergency Services course allows pupils

to study the Services and their importance in the community. Pupils will also look at healthy

life style. The course also covers Diversity, Risk assessments healthy living and teamwork.

Pupils will visit the Fire Station and Police HQ and meet people who work in the services.

The award is SQA National 4.

Dance Leadership The dance leadership programme is designed for pupils who would like to

develop their dance skills as well as learning how to lead small groups. Pupils involved in the

programme are encouraged to run extra-curricular dance clubs for our younger year groups.

This programme leads to the award of Dance leadership level 1 / Saltire Award.

Hairdressing Govan High School has a purpose build hair salon. Pupils who choose

hairdressing will learn practical hairdressing and salon management including people skills

and financial skills. The course leads to SQA awards at National 4 followed by National 5.

XL Club The XL club works in partnership with The Princes Trust and Glasgow life. Pupils

involved in the programme will complete units in the following areas, personal and social

development, life skills, community project, enterprise project and preparation for work.

Success in XL leads to the award of SCQF Level 3.

Playmaker Award / Practical Performance The Playmaker Award is designed for pupils who

would like to develop their own practical performance in sport as well as learning to lead

others. The Playmaker award is a good introduction to sports leadership and leads to the

Playmaker Award / Saltire Awards.

Sports Leadership The sports leadership programme is for pupils who are keen to have a

career in PE or Sports Coaching. Pupils will learn how to be a coach, plan and organise PE

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sessions, lead sport sessions and help with primary visits. The course leads to the SQA

Sports leadership Level 1 / Well-being Award / Saltire Award.

Pre Apprenticeship The course provides a broad experience of a selection of the main

trades in the construction industry. The aims of the course are to enable students to

develop skills in: LIFE – As well as learning practical skills that can be used and developed

throughout your life you will develop other skills such as: Safety in a variety of situations;

Teamwork; Organisation; Time Management and much more. LEARNING – which includes

literacy, numeracy health & wellbeing, employability, enterprise, citizenship and thinking

skills. WORK - Practical experience in trades such as: painting and decorating, joinery,

plumbing, bricklaying, tiling and employability skills. A period of work experience related to

career choice is also part of the programme. The award is SQA National 4 / 5.

Social Enterprise / Leadership Award Social enterprise will give our pupils an opportunity to

identify a social issue and participate in an enterprise project that will support the identified

social issue. Pupils will work in teams to research and set up their own social enterprise.

SQA Leadership Award level 5 / 6.

Pupil Buddy Pupils in S6 will have the opportunity to be a pupil buddy, which will involve

helping S1 pupils with their learning. This is acknowledged by the award of SCQF level 4

volunteering / Saltire Award.

Clyde College Schools Prospectus

In addition to the mainstream curriculum, Govan High School offers the opportunity for senior pupils

to attend college courses, work experience and other learning experiences offered by partner

organisations. Pupils choosing any course in this wider achievement option (Tuesday & Thursday

afternoons) also have to do 2 periods a week overtaking the learning outcomes for the National

Progression Award: Enterprise and Employability.

Courses offered by Clyde College are as follows:

National Progression Award: Computer Networks and Systems

National Progression Award: Legal Studies

Higher Psychology

Photography SQA Higher

Photography Digital Imaging N5

National Progression Award

Skills for Work: Early Education and Childcare

Skills for Work: Health Sector

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Skills for Work: Laboratory Science

Fashion Design Higher

Jewellery Design Higher

Work Experience: Pupils can choose to do work experience on Tuesday and/or Thursday afternoons

instead of picking a class. Work experience placements can be self-found, arranged with partner

organisations (e.g. GTG, local nurseries and primary schools) or allocated through Glasgow City

Council’s Workit database. Examples of how work experience can be used to enhance learning might

range from hairdressing students gaining practical experience through a placement in a salon to

science students being placed in the NHS work experience programme. This choice is intended to

complement the learner’s other curricular choices and can be highly individualised.

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Section 4

Additional

Information

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SCHOOL HOLIDAYS FOR 2017-18 Return Date for Teachers Thursday 11 August 2017 Return Date for Pupils Tuesday 15 August 2017 September Weekend Friday 22 and Monday 25 September 2017 First Mid-Term Monday 16 to Friday 20 October 2017 (inclusive) Christmas/New Year Wednesday 21 December 2017 to Wednesday 3 January 2018 (inclusive) * Please note that schools will close at 2.30pm on the last school day before the holiday

2018 Return to School Thursday 4 January 2018 Second Mid-Term Monday 12 and Tuesday 13 February 2018 Good Friday Monday 2 to Friday 13 April 2018 Spring Holiday (Easter) (inclusive) * Please note that schools will close at 2.30pm on the last school day before the holiday May Day Monday 7 May 2018 May Weekend Friday 25 and Monday 28 May 2018 School Close Tuesday 26 June 2018 * Please note that schools will close at 1pm on the last school day before the holiday

SCHOOL HOLIDAYS 2017-18

Details of holiday dates are available on the Glasgow City Council website: www.glasgow.gov.uk/index.aspx?articleid=9418 IN-SERVICE DAYS Day 1 Friday 11 August 2017 All Schools Day 2 Monday 14 August 2017 All Schools Day 3 Friday 13 October 2017 All Schools Day 4 Wednesday 14 February 2018 All Schools Day 5 Tuesday 84 May 2018 All Schools

THE FREEDOM OF INFORMATION (SCOTLAND) ACT 2002 The Freedom of Information (Scotland) Act 2002 enables any person to obtain information from Scottish public authorities. The Act applies to all Scottish public authorities including: Scottish Executive and its agencies; Scottish Parliament; Local Authorities; NHS Scotland; Universities and further education colleges; and the Police. Public authorities have to allow access to the following information: • The provision, cost and standard of its service; • Factual information or decision-making • The reason for decisions made by it.

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The legal right of access includes all type of ‘recorded’ information of any data held by the Scottish public authorities. From 1 January 2005, any person who makes a request for information must be provided with it, subject to certain conditions. Further information is provided on the Glasgow City Council web-site: www.glasgow.gov.uk Internet facilities are provided at all Glasgow City Council Public Libraries and Real Learning Centres.

COMMENTS AND COMPLAINTS

If you have a comment or complaint please approach the Head of Establishment in the first instance. If the Head of Establishment does not resolve the issue to your satisfaction, you should contact our Customer Liaison Unit who will: • Take a totally neutral stance in fully investigating your complaint • Acknowledge receipt of your complaint within five working days. • Give a full written response within a further 10 working days, unless another timescale has been

agreed55 The Customer Liaison Unit can be contacted by phone or e-mail: Phone 0141 287 5384 Customer Liaison Unit City Chambers East 40 John Street Glasgow G1 1JL Address and Contacts Maureen McKenna, Executive Director of Education At: Education Services City Chambers East 40 John Street Glasgow G1 1JL Data Protection – use of information about children and young people and parents/carers We collect information about children and young people attending school (and also about parents/carers, emergency contacts etc. provided in the annual data check) to allow us to carry out the Council’s functions as the education authority for the City of Glasgow. This may sometimes involve releasing personal information to other agencies and other parts of the Council, particularly in relation to child protection issues or criminal investigations, and it may also be used for research purposes (see the link below for more details regarding this). Information held by the school is, in legal terms, processed by Glasgow City Council. The Council is registered as a data controller under the Data Protection Act 1998 (number Z4871657) and all personal data is treated as confidential and used only in accordance with the Data Protection Act and the Information Use and Privacy Policy approved by the City Council. For more information on how we use personal information, or to see a copy of the Information Use and Privacy Policy, see www.glasgow.gov.uk/privacy. Although this information is correct at time of printing, there could be changes affecting any of the matters dealt with in the document

http://www.glasgow.gov.uk/

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a) before the commencement or during the course of the school year in question b) in relation to subsequent school years.

Documents

Govan High School Handbook€¦ · Govan High School Handbook ... Govan High School is a non-denominational, co-educational, comprehensive school that caters for pupils aged 12-18