Govan High School Handbook

Govan High School Handbook

Govan High School Handbook 2016 Achieving Our Full Potential Respect Responsibility Integrity Perseverance Excellence 2016 Govan Contents Sect...

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Govan High School

Handbook 2016 Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

Excellence

2016

Govan 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 2016-17 Freedom of Information Act Complaints

Achieving Our Full Potential Respect

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2016

Govan

Section 1 The School

Achieving Our Full Potential Respect

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Govan

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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Govan

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 2015-16 is 374 at the time of writing. The roll is made up of:S1 -

76

S2 -

64

S3 -

75

S4 -

72

S5/S5 - 87

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.

Achieving Our Full Potential Respect

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2016

Govan 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 HT: Mrs Jane Arthur

Riverside Primary School 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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2016

Govan The Leadership Team

The Leadership team within Govan High School consists of the Senior Management and Faculty Heads. The Leadership Team provide leadership that encourages and inspires everyone in the Govan High community to ‘Achieve their full potential’ in a school where learning and teaching is of the highest standard.

The Leadership Team Members are: Mrs Nancy Belford

Head Teacher

Mr Andrew Masterson

Formal Depute Head Teacher (Pupil Support)

Mr Kevin Sweeney

Depute Head (Broad General Education)

Mrs Sonja Kerr

Depute Head (Senior Phase)

Mr Vincent McMahon

Depute Head (LCR)

Ms Paula Wlosinski

Faculty Head of Literacy and Expressive Arts

Mr Andrew Holtham

Faculty Head of Numeracy and Technologies

Mr Jim Gallagher

Faculty Head of Health and Wellbeing

Mr Michael McCarron

Faculty Head of Citizenship

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Govan 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 ou 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?articleid=8629

Achieving Our Full Potential Respect

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9 Excellence

2016

Govan 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 Early First Second Third and Fourth

Senior Phase

Stage The pre-school years and P1, or later for some To the end of P4, but earlier or later for some To the end of P7, but earlier or later for some 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 S4 to S6, and college or other means of study

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Govan

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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The Broad General Education in 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 & Wellbeing, 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.

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12 Excellence

2016

Govan

Learner Profile All young people will also compile a Learner Profile as they complete their Broad General Education. 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. Parents will receive a copy of these profiles and will be invited to comment on their child’s learning. 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

Achieving Our Full Potential Respect

Responsibility

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Perseverance

13 Excellence

2016

Govan The Senior Phase

School Captains and Vice-Captains

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.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

14 Excellence

2016

Govan Developing Scotland’s Young Workforce

In Govan High School a considerable amount of time and resources have 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. Skills for Learning, Life and Work 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 so that when they come to complete CVs and application forms or attend interviews they can confidently highlight and talk about their skills set.

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.

Achieving Our Full Potential Respect

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Integrity

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15 Excellence

2016

Govan 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 GTG where pupils can opt to undertake City in Guild qualifications in motor vehicle mechanics Morris and Spottiswood and Luddon Construction who help finance and support our preapprenticeship 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.

S4 pupils successfully completing an employability skills course with our partners DWF Biggart Baillie

Achieving Our Full Potential Respect

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16 Excellence

2016

Govan 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.

2015 Dux Caitlin Evans

Achieving Our Full Potential Respect

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17 Excellence

2016

Govan 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.

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.

Achieving Our Full Potential Respect

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18 Excellence

2016

Govan Extra-Curricular Activities

A number of extra-curricular activities are offered throughout the course of the year. These activities are offered to help widen the experience of all pupils. The table below highlights the wealth of extracurricular clubs currently on offer Day Monday

Tuesday

Wednesday Thursday

Friday

Lunchtime Senior Choir S1-3 Basketball - Gym 3 Eco Group S1-3 Choir S1-3 Benchball - Gym 3 School Band Rehearsal Young Ambassador meeting - PE classroom Senior Choir Rock group practice S4-6 Badminton – Assembly Hall Futsal Club - Gym 3 S1-3 Badminton Club

After School Drama Club Boys Fitness - Fitness Suite Higher Performance Badminton S1 Boys Football (at Toryglen) Swimming Club Senior Football Practice Girls Fitness – Fitness Suite Higher Performance Basketball Basketball Club Senior Basketball Team Practice

In addition to this the school also offers weekly supported study classes in the majority of subject areas.

Achieving Our Full Potential Respect

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19 Excellence

2016

Govan Citizenship Eco Club & Litter Picks

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.

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.

Achieving Our Full Potential Respect

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20 Excellence

2016

Govan 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. This session pupils studying national certificate level in History will have the opportunity to take part in the Battlefields study visit to France.

Achieving Our Full Potential Respect

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21 Excellence

2016

Govan

Section 2 General Information

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22 Excellence

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Govan 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 2015-16 Depute Head Teachers S1 to S3

Mr Kevin Sweeney

S4 to S6

Mrs Sonja Kerr

Pupil Support

Mr Andrew Masterson

Pastoral Care S1 to S3

Mr Gavin Ross

S4 to S6

Mrs Bernadine Templeman

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Govan 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? 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. 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

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24 Excellence

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Govan 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.

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.

Achieving Our Full Potential Respect

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25 Excellence

2016

Govan 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.

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.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

26 Excellence

2016

Govan 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 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.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

27 Excellence

2016

Govan 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

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

28 Excellence

2016

Govan 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 R E S P E C T

Integrity Responsibility Equipped Success Perseverance Excellence Caring 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.

Achieving Our Full Potential Respect

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Perseverance

29 Excellence

2016

Govan

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:

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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:

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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.

Achieving Our Full Potential Respect

Responsibility

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Perseverance

30 Excellence

2016

Govan 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. 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.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

31 Excellence

2016

Govan Parent Council

(1) 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. Parent Council 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 HMIE • 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. (2) 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.

Achieving Our Full Potential Respect

Responsibility

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Perseverance

32 Excellence

2016

Govan 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. 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

Achieving Our Full Potential Respect

Responsibility

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Perseverance

33 Excellence

2016

Govan

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 2014-2015 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 Support for Learning Workers. A number of staff have been trained in, and deliver, additional services, such as Sleep Counseling and Bereavement Counseling 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.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

34 Excellence

2016

Govan

Section 3 Pupil Information

Achieving Our Full Potential Respect

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35 Excellence

2016

Govan

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

Achieving Our Full Potential Respect

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36 Excellence

2016

Govan

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, 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%). Achieving Our Full Potential Respect

Responsibility

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37 Excellence

2016

Govan

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.

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.

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 on a regular basis as it is an important part of the course as it helps to reinforce learning.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

38 Excellence

2016

Govan

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.

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.

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.

Achieving Our Full Potential Respect

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Perseverance

39 Excellence

2016

Govan Social Subjects Curriculum S1 –

S3: Social Subjects CfE

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. - 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. 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. -

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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 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.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

40 Excellence

2016

Govan 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

Human environments

Global Issues

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

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. 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.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

41 Excellence

2016

Govan 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. At both National 4 and 5 level pupils study the following units of work. Historical Study: Scottish

Historical Study: British

Historical Study: European and the World

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. 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. 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.

Pupils learning at National 4 level will be internally assessed throughout the year and must pass all 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. 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 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 History Progression from National 5 is to Higher, which will follow a similar structure to National 5. But the 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.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

42 Excellence

2016

Govan 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. At both National 4 and 5 level pupils study the following units of work. 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. Pupils learning at National 4 level will be internally assessed throughout the year and must pass all 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.. 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 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 Progression from National 5 is to Higher, which will follow a similar structure to National 5. But the 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.

Achieving Our Full Potential Respect

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43 Excellence

2016

Govan Spanish Curriculum S1 – S3: Spanish BGE 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, 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.

Achieving Our Full Potential Respect

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44 Excellence

2016

Govan

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

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

Achieving Our Full Potential Respect

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45 Excellence

2016

Govan The Faculty of Citizenship – Additional Awards Scottish Studies – SCQF Level 5 and 6

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 2015/16 the following units were offered:Society and Environment

Geography – Physical environments with a Scottish Context Media – Analysing media content with a Scottish Context Travel and Tourism – Scotland

Arts and Culture Business, Industry and Employment

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.

Achieving Our Full Potential Respect

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46 Excellence

2016

Govan 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 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.

Achieving Our Full Potential Respect

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47 Excellence

2016

Govan

RME Curriculum 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.

The BGE course consists of the following units:-

Homework  

At the end of each unit pupils will complete a homework task Homework may also involve completion of work begun in class; discussions at home; research tasks; wider reading and writing tasks etc. as appropriate, to complement learning and teaching covered in class.

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 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 provide our young people of additional SCQF credit points.

Achieving Our Full Potential Respect

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48 Excellence

2016

Govan 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. 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.

Achieving Our Full Potential Respect

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49 Excellence

2016

Govan Music Teachers Mrs E. Bonner (P.T.) Mr S. Rodger Instructors Mr W. Shaw Mr J. Lang Mr C. Reilly Mr A. Cowie

woodwind brass guitar 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. 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 selfesteem. 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.

Achieving Our Full Potential Respect

Responsibility

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50 Excellence

2016

Govan

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 Administration - This course allows learners to build on skills attained in S1. Learners will further develop skills in Word Processing, spreadsheets, databases and presentations. S2 Admin 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

Achieving Our Full Potential Respect

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51 Excellence

2016

Govan

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.

Higher Business Studies pupils visit Sandilands Farm to explore the promotion of farming products

Achieving Our Full Potential Respect

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52 Excellence

2016

Govan 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 child’s toy, coat hook and a photo frame 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. S2 Technologies Course 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 a trinket box; 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. S3 Technologies Course In S3 pupils continue to receive a broad general education in Graphic Design, Woodwork and Electronics working on experiences and outcomes at third or fourth level. However they do choose which subject they would like to specialise in, either Graphic Communication, Practical Woodwork or Practical electronics. 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. 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

Achieving Our Full Potential Respect

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53 Excellence

2016

Govan 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 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.

Achieving Our Full Potential Respect

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54 Excellence

2016

Govan

Science – The Broad General Education phase (BGE) S1/2 courses; the science topics within the BGE are skills based courses encouraging you to discover, investigate and develop your knowledge and skills to become a confident young scientist. Literacy and numeracy tasks are included to help you to understand the wider scientific and technological world we are living in. We will look at what everything in the world around is made of? How do we know chemical reactions have occurred. How do microrganisms affect our health ? What are the advantages of parallel electrical circuits and so much more. You will have many opportunities to try the experiments out for yourself to come up with your own conclusions. There will be variety of group work tasks, presentations and practical activities. All of these opportunities will allow you to develop your communication skills and understand the importance of team work within a scientific environment. Progression routes in the sciences

First Year Science Second Year science

Level 3

Personalisation choices for third year ( level 3 and onto level 4 )

Biology

Nat 4

Chemistry

Nat 4

Physics

Nat 4

Nat 5

Nat 5

Nat 5

Higher

Higher

Higher

Advanced Higher

Advanced Higher

Advanced Higher

….. inThird Year

In the senior phase fourth, fifth and sixth year

Practical electronics at national 4

There is also the opportunity to widen your experience in the sciences by taking a second science subject as part of your personalisation choices at the start of third year. As you enter the senior phase you can continue your study of two sciences if you wish do so. Achieving Our Full Potential Respect

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55 Excellence

2016

Govan

Biology – The Science of Life What can be more relevant to us as human beings than learning about what is going on inside us? Biology gives you the knowledge, to make decisions which can improve your lifestyle. From genetics to physiology, what we eat and where we live, this subject explains how simple human beings can survive in an ever-changing world. If you choose to study Biology it opens a wide range of career options. The obvious include biomedical sciences, genetics and nursing, but the subject is also advantageous in sports therapy, nutrition and forensics (to name a few!). The BGE Science course allows individuals to experience the range of topics Science has on offer. This allows pupils to study Physics, Chemistry and Biology and develop personal interests which can map their future path in Science. The Biology topics include Body Systems, where pupils take a journey through the digestive and breathing systems and research how smoking and bad diet can affect the performance of these systems. They also learn about the basic unit of life… Cells. Using microscopes their complex structure can be explored and compared to plants. This is scaled up to look at how new cells are produced in growth, repair and reproduction. Pupils also have the opportunity to explore how cells can be damaged by disease or infection and how to prevent or combat infection. The importance of plants for human survival is stressed throughout the Biology course, and this is explored further in Biodiversity topics where the world and the circle of life is unravelled. National 4 and 5 Biology have similar concepts, the only difference being National 5 takes these concepts a step further and involves an external assessment. The BGE course provides pupils with the basic science skills and buds of knowledge that can flourish in the National courses. Pupils study cell biology looking at the interlinked processes of respiration and photosynthesis. A popular topic is the structure of DNA and its role in the body. The second unit is multi-cellular organisms, which is largely human focused, looking at body systems, reproduction and inheritance. This unit also allows pupils to explore topical issues such as stem cell therapy and effects of lifestyle choices. The third unit is Biodiversity and interdependence and highlights how humans would be unable to survive and thrive without the plants, climate and world that we live in. Progression from the National courses can take various routes. A National 5 pass in Biology can allow access to many college courses even if these are not directly linked to Science. This is because studying Biology gives you skills in problem solving, experimental procedure, planning, report writing and number work. The other route is to study Biology at Higher level and is often the step for pupils who want to carry the subject on at university ultimately, or simply enjoy and do well in the subject. The Higher course builds upon the knowledge gained at National level and success is dependent on the application of knowledge to new situations. Assessment for the National 4 is internal through homework, assessments and unit tests. Pupils also complete an added value assignment on a topic of their choice. For National 5 and Higher pupils carry out a research assignment which they write up in class. This is marked externally and contributes to their overall mark in Biology. They are assessed at the end of each unit to ensure they are ready for the final exam and if so progress to this stage in May. The final exam comprises of multiple choice, short questions and an extended response question, assessing content, problem solving skills and experimental analysis.

Achieving Our Full Potential Respect

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56 Excellence

2016

Govan

Chemistry Chemistry is a fun and exciting subject which is 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 maybe you would prefer to go to college to study hairdressing, beauty therapy 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. In S3 BGE leading to National 4 and 5 Chemistry you will experience an experimental and investigative approach to develop your knowledge and understanding of Chemistry. You will look at the impact Chemistry makes on developing sustainability and its effects on the environment, on society and on the lives of yourself and others. E.g. you will spend time looking at the harmful causes of pollution and how we can prevent these. There are internal assessments which you will also complete throughout the courses. These will give you an opportunity to complete research tasks, practical work and give you experience with writing lab reports. The CfE Higher qualification in Chemistry will extend your knowledge and understanding that you may have developed at National 5 level. You will develop your understanding of Chemical changes and structure through a wide range of topics including reactions rates, enthalpy and patterns in the periodic table. Unit 2 will allow you to realise the importance of organic chemistry in understanding how chemical reactions occur and how these are used 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 focuses on 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. In terms of 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. So, are you planning a scientific career or is Chemistry a subject that is required for a particular job that you are interested in either way Chemistry will be the subject for you!

Achieving Our Full Potential Respect

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57 Excellence

2016

Govan

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 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. Employers are finding it difficult to recruit people with scientific skills and are paying a premium for them 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 . A Curriculum for Excellence approach will permeate all topics, giving you opportunities to learn by discovery, take ownership of tasks, make decisions for yourself and relate physics to your everyday life. You will acquire transferable thinking skills such as: remembering, understanding, applying, analysing, planning and evaluating. These skills will help you to cope in all aspects of your studies and enable you to take responsibility for your own learning. Assessment of work will take various forms: • • •

Key area assessments, covering recall of facts and application of problem solving skills. Skills may be assessed through the formal reports or by presentations. Self and peer assessments will be utilised.

To gain N4 you will complete an Added Value Unit which requires you to produce an assignment, a lab report and a mini research task. There is no external assessment To gain N5 you will complete a more detailed lab report, an Added Value Unit which requires you to produce an assignment in school and you will also sit an external exam. The weekly homework contains numeracy, literacy and problem solving tasks. It may also include revision of class work, completion of unfinished work and opportunities to complete small projects at home on selected areas of the curriculum.

Achieving Our Full Potential Respect

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58 Excellence

2016

Govan

Home Economics In the first and second year of the broad general education (BGE) the course comprises each year of two components. One component covers working in the kitchen and learning about food, healthy choices, practical cooking , food hygiene, health and safety. The second component comprises of fabric technology designing and then making a bookmark by hand sewing. In second year the pupils are asked to design and make a cushion cover using a sewing machine. In third year we concentrate on the different processes for cooking food and how and when we use each technique. In addition we look in more depth at healthy eating in relation to the various cooking techniques. In the senior phase a number of courses are offered…

Progression in Home Economics

Broad general education - Home economics S1,2,3

includes (Basic) Food Hygiene Certificate

National 4 Hospitality Practical cookery

Senior phase: fourth , fifth & sixth year

National 5 Hospitality Practical cookery

In Hospitality Practical Cookery National 4 the basic cooking techniques are developed, extended and refined. The assessment of these courses involves a practical examination in which you will have to devise a menu for a two course meal and then cook the meal from the raw ingredients within a set time. At National 5 the assessment is to cook a full 3 course meal. The various courses in Home Economics are designed to prepare you for the world of commercial catering or a job in the hospitality sector. As part of the National 4 course you will gain the basic food hygiene certificate which is essential if you are to work handling food. During the Hospitality Practical Cookery at National 5 level there will be an opportunity to undertake the culinary excellence course.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

59 Excellence

2016

Govan

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 can also be transferable towards 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

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. Sign language (BSL)

In the senior phase there is an opportunity to study and learn sign language . The course “Introduction to British Sign Language “ (BSL) is certified by the SQA at level 3.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

60 Excellence

2016

Govan

Physical Education – The 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. Physical education studies also develops the knowledge and ability to analyse and develop techniques in a several of areas of physical performance.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

61 Excellence

2016

Govan

Progression routes in physical education .

First Year PE Second Year PE

Core PE

SFA school of football programme

Level 3

Dance Leadership

PE studies

Personalisation choice for third year ( level 3 and onto level 4 )

In the senior phase (fourth, fifth and sixth year)

Nat 4 Sports Leadership course Nat 5 Note

Higher

Dance leadership can also be taken in fourth year through the schools wider achievement programme.

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 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). Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

62 Excellence

2016

Govan

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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Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

63 Excellence

2016

Govan

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

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

64 Excellence

2016

Govan

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 Skills for Work: Laboratory Science Fashion Design Higher Jewellery Design Higher

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

65 Excellence

2016

Govan

Govan High exclusive courses British Sign Language: an Anniesland College outreach course taught in the school leading to qualifications in British Sign Language level 1 and 2.

Hairdressing: a course taught in the school’s Hairdressing salon, including practical hairdressing and salon management, leading to SQA qualifications at National 4 and National 5

Motor Vehicle Mechanics (GTG): a one year pre-apprenticeship course taught at GTG Training School, covering several units in motor vehicle repair and maintenance, leading to a City & Guilds qualification.

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.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

66 Excellence

2016

Govan

Section 4 Additional Information

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

67 Excellence

2016

Govan

SCHOOL HOLIDAYS FOR 2016-2017 Return Date for Teachers Thursday 11 August 2016 Return Date for Pupils Monday 15 August 2016 September Weekend Friday 23 and Monday 26 September 2016 First Mid-Term Monday 17 to Friday 21 October 2016 (inclusive) Christmas/New Year Wednesday 21 December 2016 to Wednesday 4 January 2017 (inclusive) * Please note that schools will close at 2.30pm on the last school day before the holiday 2017 2017 Return to School Thursday 5 January 2017 Second Mid-Term Friday 10, Monday 13 and Tuesday 14 February 2017 Good Friday Monday 3 to Friday 14 April 2017 Spring Holiday (Easter) (inclusive) * Please note that schools will close at 2.30pm on the last school day before the holiday Good Friday 14 April 2017 and Easter Monday 17 April 2017 May Day Monday 1 May 2017 May Weekend Friday 26 and Monday 29 May 2017 School Close Tuesday 27 June 2017 * Please note that schools will close at 1pm on the last school day before the holiday SCHOOL HOLIDAYS 2016-17 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 Thursday 11 August 2016 All Schools Day 2 Friday 12 August 2016 All Schools Day 3 Friday 14 October 2016 All Schools Day 4 Wednesday 15 February 2017 All Schools Day 5 Thursday 4 May 2017 All Schools (To coincide with Election)

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

68 Excellence

2016

Govan 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. 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

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

69 Excellence

2016

Govan

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.

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.

Although this information is correct at time of printing, there could be changes affecting any of the matters dealt with in the document a) before the commencement or during the course of the school year in question; b) in relation to subsequent school years.

Achieving Our Full Potential Respect

Responsibility

Integrity

Perseverance

70 Excellence