Learning and Teaching

 Our aim is to have pupils take increasing responsibility for their own learning by encouraging good private study habits, and greater confidence in identifying strengths and weaknesses, and being prepared to discuss these. At the same time we do not forget the powerful influence which a good, effective teacher can have on a pupil. What we strive to achieve therefore is the appropriate balance between learning, involving a variety of methods, and teaching.

During session 1998-99 we negotiated with Angus Education Authority a set of attainment targets which we shall try to meet over the next three sessions. At the same time we also negotiated attendance targets. This process occurred throughout Scotland. It is clearly too early to say if we shall be able to meet every target, but we shall strive to continue to improve the quality of the service we deliver, and the paragraphs which follow set out some of the ways in which we believe this can be achieved.

Class Organisation

Great care is taken in placing youngsters in register classes in S1, for instance, making use of information from parents and primary schools. Nearly every S1 class is "mixed-ability", but we do make use of attainment information from the primary schools to "set" children in English and Mathematics, i.e. to place them in broad terms (rather than rigidly) according to their ability. We do however monitor progress very closely and are prepared to move any pupil whom we believe has been misplaced. This setting arrangement is currently extended in S2 to Modern Languages and Science but all other subjects remain mixed-ability. Apart from English, Mathematics and Modern Languages opportunities to set pupils are extremely limited from S3 onwards owing to the relatively small number of pupils taking each subject.

Homework

We believe that homework is an integral part of the learning process and seek the assistance of parents in ensuring that it is done on time and to the best of the pupil's ability. As well as aiding the acquisition of the good study habits referred to above, it is also a good way of revising at the end of each day the work done in class, and then being prepared to seek advice from the class teacher if and when something has not been understood. Homework is seen as a necessary adjunct to the work of all years and is a feature of nearly every school subject. A new homework policy has come into effect this session.

Student Planner

This was introduced for the first time this session. Its purpose is to assist pupils to manage workload, to make forward plans, to set individual targets, to identify strengths and weaknesses, to note key dates and homework, to record the results of assessments, and to remind pupils of important aspects of the school's organisation : in short, to enable pupils to take responsibility for their own learning. Equally it is a means of strengthening the partnership between school and home, and all teachers and parents are urged to comment if appropriate. Guidance staff regularly devote time with pupils to overseeing and monitoring the use of the planner.

Assessment and Reporting

Assessment in class is an important part of learning and will be an ongoing process. A variety of methods will also be used ranging from observation by the teacher, to discussion, review of written work, class tests and examinations. In order to prepare pupils fully for the external examinations which lie ahead we organise a formal diet of examinations once a year, as follows : S1 in April, S2 in February, S3 in April, S4 in December and S5/S6 in January.

The school communicates formally with parents through two distinct kinds of reports, Interim or Settling-In, and Full. Only pupils in S1, S3, S5 and S6 receive the first of these, around October/November. This is a single-sheet report which indicates how well the pupil has settled into school or into new courses. Every pupil in the school receives a Full Report on academic progress and attitude in each subject, and, in the case of S2, S4 and S5, a recommendation on subjects or courses which might be taken the following year. This report is issued after the formal diet of examinations but also takes into account day-to-day work in the classroom.

With both kinds of report the Guidance teacher will also comment on progress, and parents are also encouraged to pass comment and are invited to contact the school if necessary following receipt of the report.