05.06 Curric Handbook

Dear Parents The school aims to provide a high quality service where the individual needs of every pupil are met through an appropriate curriculum. We hope that parents will work with us in partnership to achieve our aims. We would wish to keep parents informed of all that is happening in school and encourage them to be fully involved in all aspects of school life. This Curricular Handbook has been prepared to give brief information regarding the work of the school. It is intended as a brief guide to the different subjects taken by Primary and Secondary Pupils at Carrongrange School. The first section describes subjects undertaken in the Primary Department. The second section gives course outlines for the different subjects of the Secondary Department. I hope that you find it helpful and informative. Further information can also be had about the work of the school through School Circulars, the School Development Plan, Departmental Development Plans, Departmental Handbooks and through the School Brochure. Please contact me if you require any further information.

Yours sincerely,

Martha Bogle Acting Headteacher

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Primary Department

4 – 10

English Language Maths Environmental Studies Personal and Social Education Expressive Arts Religious and Moral Education Speech and Language Therapy

5 6 7 7 8 9 10

Secondary Department

11 – 30

English Department Maths Department Information and Communications Technology Science Department Home Economics Department Design and Engineering Technology Religious and Moral Education Personal and Social Education Personal and Lifeskills (P.A.L.S.) Art Department Drama Department PE Department Music Department Social Subjects Social Education Modern Languages Seniors Department

12 13 14 15 16 18 19 20 21 22 23 24 25 26 27 28 26

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The Primary Curriculum in Carrongrange School is planned and organised under the same National Guidelines that apply to all primary schools in Scotland. The 5-14 guidelines determine which subjects are taught and the proportion of the school week given to each. This booklet gives details of the curriculum in the following subject areas, English, Maths, Environmental Studies, Expressive Arts, Religious and Moral Education and Personal and Social Education. At all stages the importance of play is recognised as a medium for learning. Play contributes to the development of language and imagination. It encourages children to interact, co-operate and share. Play allows children to adopt different roles and gives them a vehicle for expressing their feelings. The youngest pupils benefit from Early Intervention initiatives. Readiness for the more formal curriculum is encouraged through the use of stories, songs, games and activities. Interest in early reading, writing and Maths skills is developed in school and parents are encouraged to help at home by sharing the same kind of activities with their children.

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Language and communication skills are taught daily as a discrete subject and also through all other subjects and through less formal activities such as over lunch in the dining hall. The four strands of the 5-14 Language Programme, listening, talking, reading and writing are addressed throughout the Primary Department. Pupils have their own, individual language targets set and reviewed each term. Literacy Links is the reading/language scheme used throughout the primary department. It is a holistic approach to the teaching of Language and includes phonics (sounds), grammar, punctuation and vocabulary work as well as reading. Pupils take home books to read and talk about with parents. The same book may be retained for a while until all the associated language activities have been covered. Early in the scheme pupils learn to recognise a number of key words which will recur frequently. They learn these words by ‘look and say’ rather than the phonic approach. Throughout the primary department, reading and writing skills are reinforced through use of the computer. Pupils learn word-processing skills to aid recording and to give the children the satisfaction of producing well-presented, attractive-looking work.

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Maths is taught in a variety of different ways – through songs and rhymes, through mental activities, by watching Maths TV programmes, by completing practical tasks and by doing sums. Pupils have individual targets set each term in number, money and time. Maths work is normally done in small groups within the class, children of similar ability work together. The Heinemann Maths scheme introduces pupils to all areas of Maths through practical activities followed by practice of new concepts in workbooks. Heinemann Interactive Mental Maths provides daily practice in counting, calculating and working with time, money and shape. Pupils each have a folder of resources – number and shape cards, a clock face and money, which is used in the mental maths sessions. In the early primary stages children first become familiar with the language of Maths, using terms like big, longer than, more, half full, heavy, same as, last, after, earlier. Pupils learn basic concepts such as colour and shape. They learn to sort, match and group objects and pictures. Much of this learning happens through talking with the teacher during structured play activities. Money is introduced by playing shops and time through discussion of the days of the week and of the daily timetable. Enjoyment of numbers and of counting comes first through songs and rhymes. Children learn to count and later to add and subtract. Pupils are also taught to use a calculator. In all areas of Maths pupils use concrete materials –counting aids, actual money, a clock face and measuring equipment so that they can see and understand what they are doing. Later in the primary department pupils learn to work with larger numbers, to multiply and divide, to handle basic fractions, to calculate simple bills and work out change, to read the time on a clock and digital watch and to measure in litres, kilograms and metres. They learn how to collect information by conducting simple surveys, how to record the information on graphs and how to read the graphs. At each stage the computer is used to reinforce Maths learning. Throughout the primary department maths activities are related to real situations to make learning more interesting, useful and relevant.

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Through Environmental Studies children develop an understanding of their environment, of their place within it and of the past and present factors that have shaped it. They gain knowledge and learn skills, which will enable them to function effectively within the context of their immediate and wider locality. They develop informed attitudes and values relating to the care of the environment and to the conservation of its resources. They learn the importance of good citizenship. Environmental Studies includes History, Geography, Science and Technology. Each project gives special emphasis to one subject. Projects are chosen so that all subjects are covered across a school session. Environmental Studies is taught via a range of topics each lasting a term. Topics in the early stages include Myself, Road Safety, Growing and Seasons. In the middle primary stages pupils consider Trees and Paper, Transport, The Local Area and The Senses. Older pupils study topics such as Pollution, Space, Scotland, The Victorians and France. The Primary staff liases with the Department of Engineering and Technology to provide technological aspects of environmental projects. A variety of teaching and learning methods are employed: art and craft work, writing, visits, and multimedia experiences. Environmental studies provides opportunities to research information in the library and via the internet. Recording what has been learned gives a context for writing, art and craftwork.

Skills in this subject area are developed directly, through classroom lessons, and indirectly, through the general ethos of the school. All staff share responsibility for PSE. Lessons are learned in the classroom, dining hall, playground and on visits out of school. Pupils are encouraged to be aware of themselves as valued individuals; to be safe, happy, selfconfident people and to be as independent as possible. They learn to recognise and value other people and are taught how to communicate and interact with them. They learn strategies for coping when things go wrong. PSE includes lessons on health and hygiene, advice on diet, relationships and keeping safe and discussion of rights and responsibilities, equal opportunities and citizenship. Each term individual and group targets are set, introducing new skills and extending and developing those already achieved. Targets are shared with parents so that learning can be reinforced at home. Targets for the youngest pupils may be learning to button a coat or to share a toy.

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Expressive Arts covers PE, Art, Music and Drama. It is taught by class teachers and specialist teachers. The pupils also benefit from input from professional musicians and theatre groups. Through the Expressive Arts programme pupils have their main opportunities to participate out with school in events, performances and competitions where they are often successful enough to win prizes. In Art children learn to use and enjoy different materials, tools and techniques. They learn to observe and record. Random scribbling with jumbo crayons gradually develops into recognisable and representational drawing and painting. Free play with dough leads to modelling with clay and other materials. Children are encouraged to express their opinions and to evaluate their own and others’ work. They also look at and learn to appreciate great works of art. Music begins by listening to and singing simple songs. Action songs and circle games combine music and movement. Rhythm is taught through movement and through the use of simple percussion instruments. As they become older pupils learn about pitch. They are encouraged to listen to music, to appreciate and to respond to it. The PE programme offers a wide variety of activities, which incorporate the 5-14 guidelines. These activities include gymnastics, dance, games, swimming and athletics. Some activities are cross curricular. Class teachers teach drama. When children are able to play imaginatively and cooperatively, group activities can begin in drama. They start with the retelling of stories, sometimes using props or puppets. Children may act out simple scenes like a visit to the doctor. Later, drama is used to explore moral and other issues.

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There are two sessions of RME each week. RME in the Primary Department concentrates on Christianity, Hinduism and Islam and involves the following programmes of study: P4:

Friendship Light and Dark Growing Up A New Baby Communion

P5:

Journeys Community Food & Festivals Lent & Rammadan Signs & Symbols

P6:

A Caring World Famous Lives Places of Worship Church/Mosque/Temple Signs & Symbols

P7:

Belief and Action Festivals and Celebrations Creation Stories Ceremonies Weddings

Each topic starts with the child’s own experience and subsequent topics progressively build up knowledge, understanding and skills. Moral questions can be explored in circle time. Children and adults give their opinions about a problem or dilemma and think about different solutions. Everyone’s opinion is valued.

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Three speech and language therapists make up one full time post in Carrongrange School. Staff are in the school from Monday to Thursday. Children who have been receiving speech and language therapy at a previous school continue with therapy at Carrongrange. Close liaison with previous therapists ensures continuity. Pupils can be referred at any time by parents, carers, school staff or other professionals. Before a pupil is seen for the first time parents/carers are always contacted.

The department provides a package of care to meet the needs of individual pupils. This may involve a collaborative approach with the class teacher, joint target setting and working in the classroom. It may also involve setting up links between home and school. Pupil’s therapy aims are discussed with parents and carers. Parents are welcome to discuss progress or to see staff working with pupils. Parents/carers are consulted before a pupil is discharged. The aim is to maximise pupils’ communication potential. Assessment and advice are part of the role of the speech and language department. This advice could cover topics such as dyslexia, feeding and swallowing difficulties and hearing impairment as well as communication difficulties.

The department encourages communication between home and school. Consistency between environments is important and difficulties experienced by children are of concern to the service. Home-school books are provided for messages and the service has an answerphone available. Phone 01324 404040 at any time and someone will get back to you.

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S1-S4 – The World of Reading This is an ongoing scheme developed in the English Department in conjunction with the School Library, to encourage pupils to read as much as possible, for enjoyment and information. Pupils have access to their class libraries and to the school library, and are encouraged to read books from home and public libraries. They have to log and review each book that they read, and are awarded prizes at the end of each session according to the amount of effort they have put in to the scheme. Many of the books provided have recorded tapes, which help pupils to access more challenging reading material. S1 and S2 During the first two years in the English Department at Carrongrange, pupils will spend a great deal of time on work to improve their reading and language and communication skills. Reading schemes have been chosen to suit the needs of pupils and to focus on making real progress. Pupils with more complex difficulties focus on Social Sight vocabulary, which is taught in a meaningful context. Pupils are grouped in classes of similar reading ability, and work at a pace that matches their own level. Pupils are encouraged to work on their Writing, Talking and Listening skills. This can be through their ‘Literature Study’, which uses novels, plays, poems and media. These have been chosen carefully to encourage reading progress and to suit the interest levels of the pupils. Pupils with more complex difficulties work on their Social Interaction skills. This encourages pupils to have good eye contact and clear speech/signing when communicating with others. This helps to build up their confidence to interact with a wider circle of peers and adults. Pupils are given good opportunities to access ICT hardware and software to aid their progress in Language and Communication.

S3 and S4 Pupils will work towards Higher Still English and Communication, Access 1 and 2, during these two years. The Units covered are: Basic Communication in a Familiar Setting Literary Study Language Study and Oral Communication These will be covered through the pupils’ talking/signing, listening/signing, reading/signing and writing/signing.

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S1 and S2 Pupils in S1 and S2 are taught Maths in class groups. They follow a course of work at their own level and their own pace. A wide variety of resources are used to fit the needs of individual pupils. Work is aimed to be practical to include the skills pupils will need for everyday life. Work covered includes number, money, time and measurement. Pupils are given good opportunities to access ICT hardware and software to aid their progress in Maths.

S3 and S4 Pupils will work towards SQA Certificates in Mathematics at Access 1, 2, or 3 during these two years. The Units covered are: Using Maths in Everyday Situations – Weight (Access 1) Recognising Time

- (Access 1)

Handling Money

- (Access 1)

Using Maths in Everyday Situations 1 – Time, Money Weight (Access 2) Using Maths in Everyday Situations 2 – Time Money Weight (Access 2) Using Maths in Everyday Situations 3 – Tables &Charts, Basic Maps and Plans (Access 2)

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In Carrongrange school ICT offers an exciting and vital opportunity to enhance learning, being both a subject in its own right and also a cross-curricular tool to support all learning. Within the subject area, pupils learn at their own pace, within the courses which have been carefully created and adapted to suit individual needs. Access to the computer is enhanced with specialist keyboards, monitors, mouse, switches, Interactive whiteboards and Software as required. S1 and S2 During the first two years in Computer Studies at Carrongrange, pupils will build on skills acquired throughout their Primary Education, and will cover the following 5-14 Strands: Using the Technology: learning about the computer interface, using the mouse, keyboard, menus, and windows; learning how to use the computer hardware and software responsibly; learning about computer networks and using the Internet; and saving and printing work. Creating and presenting: Pupils use the above skills to create and present through a variety of practical tasks, using text and graphics. S2 pupils will produce the School Magazine. Searching and Researching: using CD ROMs and the Internet to acquire information. Collecting and Analysing: In S2, some pupils are introduced to databases and spreadsheets. All opportunities for cross-curricular links will be explored, and pupils will be encouraged to use ICT hardware and software in other subject areas. S3 and S4 Some pupils will work towards SQA Certification in Computing, at Access 1 or 2 during these two years, whilst others will continue to enhance the skills involved in 5-14. The Access units available include: Using a Computer, Computer Aided Learning Using Technological Equipment These units extend the Word Processing Skills learned in S1 and S2. Pupils will be supported in using the scanner, digital camera and Internet, during their courses. S5 and S6 Pupils will build on skills and qualifications acquired during S3 and S4. Some students will begin Access 3 units, whilst others will still work on basic 5-14 skills. Work undertaken at school can often be supported by experiences at Falkirk College. Access 3 units available include: Computer Systems, Multimedia, Computer Applications Software. This work can also be cross curricular, for example foreign trips will involve looking up the country to be visited on the internet. Students will have Email addresses through which they will be able to contact a foreign pen pal.

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General Aims and Objectives Science is a core subject for all pupils between S1 and S4 and a choice for pupils in S5 and S6. The department aims to provide, for all pupils, meaningful and stimulating courses, differentiated to challenge the most able and be supportive for the less able. It is our aim that pupils will: • • • • • •

Enjoy, and make the most of their time in the department. Acquire some knowledge and understanding of Science Become aware of the social, ecological and industrial impacts of Science in Our society. Develop work/study habits, both in class and at home. Be able to work individually or co-operatively in small groups.

S1/S2 The course is based on the 5-14 Environmental Studies guidelines: Science; Look alive; Solutions; Science in action; Scale skills; Light thoughts; Small beginnings; Lively places; Substances and Good health. We also use the scheme Understanding Science Books 1 and 2 S3/4 Pupils will work towards SQA Certification in Science, Access 1, 2 or 3 during these two years. The units covered include: Access 1 Developing an Environmental Area Monitoring and Maintaining an Environmental Area Access 2 Managing Environmental Resources Science Access 3 Biology Health and Technology Biotechnological Industries Growing Plants Managing Environmental Resources S5/S6 Pupils who choose Science in S5 and S6 will build on skills and qualifications acquired during S3 and S4.

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Aims of Home Economics 1. Health Promotion • To develop knowledge and skills through practical experiences which are related to everyday life in the home. • To be aware of the need for a safe, hygienic working environment. • To promote healthy eating patterns and practices. 2. Personal and Social Development • To experience personal satisfaction and a sense of achievement in the successful execution of a task. • To develop awareness of similarities and differences in lifestyles and cultures. • To develop a sense of responsibility for actions and behaviour. 3. Technology • To encourage technological thinking and methodology. • To select materials, equipment and procedures for some everyday tasks. • To use selected materials, equipment and procedures correctly with due attention to safety and hygiene. 4. Creative and Aesthetic • To develop creative, sensory and manipulative skills of learning associated with the home. • To study ways in which human beings have interacted with the environment in providing shelter, food and clothing. • To develop economic, environmental, social and aesthetic awareness. 5. Vocational Insights. • To increase focus on the world of work and the relevance of home economics. • To develop a secure foundation in life skills for all pupils. • To assist in the preparation of young people for vocational training, careers and lifelong leisure pursuits. S1-S2 These courses are based on the 5-14 Environmental Studies and Health Education. Get started in Home Economics: Practising safe food preparation. Get ready for Christmas: Developing practical & organisational skills. Get tested for Home Economics: Knowledge & understanding assessed. Go away with Home Economics: Planning & preparing. Go Green: Recycling issues in school and at home Taste of Nutrition: Develop knowledge and understanding of food in relation to health. Encourage healthy choices. Try a Takeaway: Convenience foods Test the Gadgets: Technology in the home, costs, functions and suitability.

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Tour of the World: involves appreciating other food, cultures & customs.

S3-S6 SQA Units include Living safely at Home Access 1 & 2 Organisation in the Home Access 1 & 2 Healthy Basic Cooking Access 1 & 2 Organisation of practical skills Access 3 S5-S6 Home economics is an option subject for seniors. SQA units on offer are: Introduction to Craft Baking, Introduction to Cake Decoration Intermediate 1 Pre-school child, food, clothing & play. Intermediate 1.

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The RME courses in Carrongrange School are designed to enable pupils to develop a knowledge and understanding of Christianity and other world religions with recognition and respect for religion as an important expression of human experience. The courses also aim to help pupils appreciate moral values such as honesty, liberty, justice, fairness and concern for others. Pupils are helped in their development of personal beliefs and attitudes. RME is a core subject for pupils in S1 – S4, and a choice for those in S5 and S6. RME in the Secondary Department involves the following programmes of study: S1:

Introduction to Religious Education Talking about God Jesus and his Teachings Moses The Ten Commandments The Passover and the Last Supper Rules and Regulations

S2:

Life Stories A Jewish Family A Christian Family Stories of People with Faith Being Happy

S3 – S6

SQA Units at Access 1, 2 or 3 include: Questioning Belief Questioning the World Questioning Morality

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PSE is at the heart of the education of the whole child. All aspects of a child’s experience at home, in school and out with school contribute to the personal and social development of that child. All staff and pupils have a part to play in PSE which above all should be an enjoyable way of helping pupils to develop, mature and become all that they can be as adults in our society. Aims Within Carrongrange the aims of PSE are to help pupils to: • have a positive regard for themselves, others and their needs • develop life skills to enable them to participate effectively and safely in society • identify, review and evaluate the values they and society hold and recognise their effect • take increasing responsibility for their own lives. More specifically the school aims to assist pupils to • look after their personal needs • work independently • participate effectively in groups • make their own informed decisions • assess their own abilities and capabilities • clarify personal values in relation to those held by others • secure personal safety. Contexts PSE is delivered both informally and formally in many contexts throughout the school. As well as formal PSE classes delivered by the core teacher for each class, PSE is delivered informally through cross-curricular approaches, for example, sex education in Biology. Content The wide-ranging content of the PSE classes helps pupils deal with changes in their lives and bodies. Examples of areas studied include personal relationships; personal hygiene; the dangers of drugs, alcohol and tobacco, bullying and future choices. Assessment, Recording and Reporting Pupils are assessed through individual targets set in their Individualised Education Programme. Pupils are fully involved in these targets and are encouraged to see assessment as a positive way of reviewing progress, setting targets and celebrating their achievements. This is reinforced through each pupil’s Progress File.

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P.A.L.S. is a two-year course that is offered to pupils in S3 and S4, who are working at Access 2/3 level. Pupils attend P.A.L. S. for 3 periods per week. This two-year course consists of five Higher Still Personal and Social Education Units at Access 2 and 3 level. The course focuses on the personal, social and vocational development of the pupil. The themes running throughout many of the learning outcomes are: organising and target setting skills, also planning, evaluating and team-working skills. There is an emphasis on task management, and selforganisation. Much of the course work is cross-curricular and practical. The skills developed include: finding out information, carrying out instructions, planning and organising events, using leisure time, making a variety of items and living away from home. Over the course of two years the pupils will take part in five SQA Units. 1. 2. 3. 4. 5.

Personal Presentation for Everyday Living. Access 2 Using Work-Related Skills Access 2 Participating in Leisure Time Activities. Access 2 Participating in a Community Event. Access 2 Residential Experience. Access 3

Assessment Each unit has a number of learning outcomes which pupils must pass to gain the complete unit. Successful completion of the five units gains a PSE Course Award at Access 2 level.

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The Art Department of Carrongrange School aims to create an atmosphere, which is relaxed, enjoyable and constructive. Although the approach is always supportive and understanding of individual needs, pupils are generally encouraged to develop independence and find their individual strengths. They are given the opportunity to express their own ideas and interests in a wide range of art materials. Art is a core subject in S1 and S2, and a choice for pupils who are in S3 – S6.

S1 and S2 In S1 and S2 the curriculum follows the 5-14 guidelines. Pupils develop drawing skills in a wide range of media, looking particularly at line and tone, the colour wheel and colour mixing and the use of colour harmonies. Artwork in the second year builds on the work offered in the first year. Generally a period of skill learning is followed by a period of ‘choice’ where pupils can use what they have learned to express their individual ideas. Pupils in all years progressively learn the basic techniques of clay modelling and plaster casting. Other craft techniques such as working with fabric dyes, collage, candle making, constructing with polystyrene, printing, marbling and puppets, vary from year to year. Pupils are also given the opportunity to examine and comment on famous artists’ works of art. S3 – S6 SQA Units include: Working with Materials Exploring Visual Images Developing Personal Ideas

Access 1 Access 1 Access 1

Working with Materials Developing Personal Ideas Exploring Visual Images

Access 2 Access 2 Access 2

Art and Design Studies Expressive Activity Design Activity

Access 3 Access 3 Access 3

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Drama contributes in many different ways to pupil learning and to their personal and social development. At all stages, drama at Carrongrange offers pupils opportunities to enter imaginatively into other worlds, to consider issues and to explore relationships from different viewpoints. Drama allows pupils to explore relationships in a safe environment, develop their self-confidence and work co-operatively with others. Drama is a core subject in S1 and S2, and a choice for pupils who are in S3 – S6. S1 and S2 S1 and S2 pupils receive 1 period per week of drama. Pupils are encouraged to use movement and language to communicate feelings and emotions in a range of contexts. S3 – S6 SQA Units include: Drama at Access 1 Developing Drama Skills Using Drama Skills Presenting Drama

Access 2 Access 2 Access 2

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All Primary and Secondary pupils have a minimum of one session per week in the PE Department.

S1 to S4 S1 and S2 follow a common programme which helps develop basic skills and techniques in a range of activities including swimming, fitness, basketball, football, trampolining, carpet bowling, uni-hoc and athletics. S3 and S4 continue to develop skills in these areas, but are also introduced to new activities such as table tennis, volleyball and badminton. S5 and S6 S5/6 pupils undertake SQA course work. The Units taught within the department are entitled “P.E. Participating in Leisure Time Activities” and/or “P.E. - An Activity Approach”. Lessons are structured to meet the learning outcomes required to complete the courses. There is an element of activity choice within each course. As well as school based programmes, all pupils are encouraged to participate in some of the many extra-curricular activities on offer. There are regular lunchtime and after school clubs in a variety of sports. Out of school there are various fun days and “Come and Try”’ days as well as opportunities to compete at Regional, National and International level. Pupils do not need outstanding ability to compete. It is more important that they show enthusiasm, commitment and effort in their chosen sport.

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Music is a core subject in s1 and S2, and a choice for pupils in S5 – S6. S1 and S2 Pupils build on their basic knowledge and skills during first year. A topic is taught which encompasses singing, keyboard and practical music skills. They are taught basic music reading skills, and learn the meaning of various important musical ‘terms’. Tuned and untuned percussion instruments are used both in improvised and more structured performances. Pupils are introduced to the orchestra and gain a basic knowledge of the different groups of instruments. Second year pupils study a topic involving more advanced theory. They develop visual and aural recognition of instruments in the orchestra and develop listening skills with short musical extracts. Pupils further develop their keyboard skills with an emphasis on individual work. Percussion work in groups gives pupils an opportunity to follow a musical score. S3 and S4: SQA Units include: Performing and Creating at Access 1 or Access2. Pupils’ study involves discussion, listening and researching information. Percussion, including drum machine, singing and keyboard skills are developed with more advanced pieces of music and more emphasis on individual performance. Pupils are able to listen to and comment on their recorded performance. Pupils also learn about the lives and works of famous composers, through listening and performing. S5 and S6: Pupils who choose music in S5 and S6 build on the skills they have developed in previous years. Topics are studied where pupils can develop an understanding of how different musical styles have developed. There is flexibility to study areas in greater detail according to interest or aptitude. Opportunities are available to use technology in a variety of ways. Pupils are encouraged to listen to and discuss different kinds of music, and to listen to the observations and opinions of others in the group.

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General Aims S1 and S2 Social Subjects brings together the main ways in which pupils learn about the world. Therefore, a range of measures will be in place to meet pupils’ needs, including the use of differentiated materials, coursework, and direct support from the teacher. Understanding the environment is important to every pupil and to the community, and it is the aim of the school to structure this learning. History, Geography and Modern Studies are covered by a broad range of topics in S1 and S2, enabling the pupils to: • • • • •

Develop and understanding of their environment, their place within it and the factors, past and present, that have shaped it. Acquire knowledge and skills that will enable them to interact effectively with the environment. Recognise the knowledge, understanding and skills associated with Social Subjects. Develop informed attitudes and values relating to the care and conservation of the environment. Become aware of the importance of active citizenship in a democratic society.

S3 and S4 Social Subjects cover the syllabus areas of History, Geography and Modern Studies in S3 and S4. Through the study of Social Subjects, students explore and work to understand the historical, physical, social and political forces that shape society and the world we live in. A broad range of topics are covered and students work through these, enabling them to: -

Decide, contrast, organise and present information. Develop social and practical skills such as teamwork, participation, handling and evaluating information, and an ability to arrive at informed opinions. Become more confident and informed decision-makers. Develop the capacity to organise and use information they have acquired Take an interest in their local community, as well as national and international.

New S.Q.A. Units of work at appropriate levels, currently being developed, will provide opportunities to enhance core skills. The courses are based on challenging material with suitable problem solving activities.

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The Social Education Programme within Carrongrange includes the lunch time Social Education classes, the after schools clubs and the summer school. The programme’s main aim is to contribute to the pupil’s personal and social development. Pupils are given the opportunity to work in a less formal setting, and with other pupils from outwith their usual year groups. There is inclusion at all levels and there is also a degree of pupil choice. This promotes good relationships between the pupils themselves, and between staff and pupils, while enhancing co-operation and teamwork within different social groups. Lunch time social education clubs run in 6 – 8 week blocks, and there is a variety of activities, including a range of sports, ICT, board games and paired reading. Pupils have a balance of activities throughout the week. After school clubs are optional for S2 – S6 pupils. The activities are organised and run mainly by teaching staff, and there is also a community sports coach who makes a very valuable contribution to the sporting activities. Summer School is offered to Carrongrange P7 pupils and incoming S1 pupils: current S1 pupils are also invited. This enables new pupils to meet with staff in an informal setting, and become familiar with the school building. They make new friends before the start of the new session, and therefore find the primary/secondary transition much easier. Summer school runs for a week, offering a variety of activities, including a day-trip organised for everyone.

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Language is a central element of the curriculum and is at the heart of pupils’ learning. Through language they receive much of their knowledge and development and express their own personal understandings. Language enables them to communicate with others and to express their feelings, thoughts and ideas. Language learning enhances the pupils’ ability to communicate and contribute to their interpersonal skills. Learning to communicate in a foreign language also helps pupils to develop intercultural awareness and to understand the need to act with empathy and responsibility towards others. Pupils have the opportunity to learn about language and culture in a practical and meaningful context. S1 and S2 In S1 and S2 the topics covered by pupils include the following: • • • • • • • • • • •

Introduction to France (the country) Please /Thank you Introduce colours and numbers Introduce date-days of week/months of year Introduce classroom language Festivals/Celebrations Days of week, months of year Information/personal Introduction of pets/animals Introduce favourite subject/sport Introduction to ‘All About Me’

S3 and S4 Pupils follow coursework as appropriate, based on the SQA Unit ‘Life in Another Country’. Topics covered include: • • • • •

Introduce ‘school day’ in French Introduce basic foods Compare French/British meals Looking at French food Menus (café)

Some pupils will achieve certification in this Unit at Access 2 Level. S5 and S6 Pupils build on achievements from S3 and S4, and have the opportunity, if appropriate, to complete Access 2 Units, “Personal Language” and “Transactional Language”, leading to certification in a complete Access 2 Course. Senior Pupils also have the opportunity to take Spanish, learning about the culture and the language.

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! In the Seniors’ department we have a two year rolling programme which gives students in S5 and S6 an opportunity to build on previous learning and to develop independent life and work skills. Students display a wide range of skills and abilities and this is reflected in the curriculum we offer. Some students may participate in the A.S.D.A.N. ‘Towards Independence’ programme of work which consists of various practical life skills modules which can be completed with varying degrees of teacher/adult support. Some of the modules attempted in the ‘Towards Independence’ programme include: Everyday Living, Independent Living, Knowing About Myself, Money, Recognising Everyday Signs and Work Awareness. We also offer Language, Maths and Personal and Social Education (PSE) units at Access 3 level. These units focus on independent life skills and vocational skills. Some units focus on enterprise and teamwork while all encourage active participation. In addition to the core subjects, students have opportunities to choose specialist subjects. Where appropriate students have the opportunity to have a college link course during S5 and S6. Students attend either Falkirk College or its Stirling campus one day per week. This two year Link Course provides a smooth transition for the students who go on to take up a place at college at the end of S6. For those students who may go on to access Day Care Centre provision we are piloting an induction to Day Care Services with the aim of providing a lengthy planned transition to Day Care Centre. We are working closely with parents, Social Work Services and Bainsford Day Care Centre to offer some students a one day placement at the centre. On Friday afternoons most senior students choose from various games and activities ranging from skittles, bowls, quoits, football, keep-fit, swimming, grooming. These activities promote constructive use of leisure time whilst developing sporting interests, social skills and personal presentation skills. Some students have the opportunity of work experience in S5 and S6. Others will experience the world of work through visits and guided tours of the work place. This can be certificated with the following Units: A.D.A.N.

Access 2/3

Work Awareness

Work Experience Finding and Keeping a Job or Job Seeking Skills

Life Skills are taught and certificated in the Seniors through a variety of PSE (Personal and Social Education) Units, including: Residential Experience Using Support Services in the Local Community Enterprise Activity

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Some students have the opportunity to take part in residential stays and the many planning activities involved encourage organisational skills, communication skills and teamwork. Fund raising is required for residential stays and this encourages enterprise skills. At the end of our two-year programme we hope that our students leave school well prepared for further education, day care provision, training or work. The students will leave with their skills and abilities recorded in either their A.S.D.A.N. course books or their Progress Files.

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