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18822-1-200_cover.indd 1 17/9/08 15:59:57 School Handbook 2008/2009 John Paul Academy School Handbook 2008/2009 John Paul Academy John Paul Academy
JOHN PAUL ACADEMY AIMS TO
1. To create an inclusive and Catholic ethos which honours the life, dignity and voice of each person, made in the image of God.
2. To raise standards of educational attainment for all pupils and to support and challenge them in their intellectual, social, physical and spiritual development.
3. To improve the quality of learning and teaching through the effective organisation and management of the school’s resources.
4. To promote equality and help every pupil benefi t from education through a partnership of staff, pupils, parents, external support agencies and the wider community.
5. To equip pupils with the skills, attitudes and expectations necessary to prosper in a changing society and to encourage creativity and ambition.
6. To teach pupils the duties and responsibilities of citizenship.
7. To enhance the learning experience for all pupils through an appropriate programme of continuing professional development for staff.
8. To provide a clean, attractive and secure environment in which to work, and to ensure respect for this environment.
1 School Handbook 2008/2009
CONTENTS
Page Essential Information Introduction 3 School information 4 Enrolment 5 Primary Schools within The John Paul Learning Community 5-6 School year 7 Attendance 8 School dress 9 School meals 10 Health and medical care 11 Transport 11 Information in emergencies 12 The Curriculum Courses 13-16 Religious Education 17-18 Assessment 19 Homework 20 Support for learning 21 Equality of opportunity 22 Extra-curricular activities 23-24 Achievements 24-25 Home, School and Community Parent Forum & Parent Council 26-27 School Examinations 28 School Administration Senior Leadership Team 29 Staff 30 Useful addresses 32 Data protection act 1984 33 Child Protection 33 Appendices 34 Results 35-43
2 John Paul Academy
INTRODUCTION
Dear Parent,
John Paul Academy was opened in 1982 and named in honour of Pope John Paul II who visited Scotland in that year. It celebrated its fi rst 25 years in 2007 with a Mass celebrated by Archbishop Mario Conti in the school hall. In 2004 the John Paul New Learning Community was formed as part of a drive to improve the educational attainment of all children and young people in Glasgow, aged 3 years to 18 years, through shared resources and expertise, and close collaborative working with all children’s services.
Our school motto is “In Scientia Caritas Abundet”. This Latin phrase “May Love and Respect grow through Knowledge” matches the fundamental aim of our school that, through the knowledge, skills and attitudes which we foster, our pupils may grow in love and respect for others.
We aim to provide the best quality of education for all our pupils, taking account of their individual needs, and to offer them a wide range of opportunities for achievement. We consider it important that all members of our community display respect for one another and for their environment. We encourage our pupils to make sensible and healthy choices, and we seek to work in a climate of partnership with our families and with all the support services for young people.
We seek the views of our pupils, our parents and our staff on the ways to make the provision in John Paul Academy stimulating, supportive and motivating. We encourage all members of our community to take a pride in their school, and to celebrate their personal and communal sense of achievement.
We look forward to working with you over the years and encourage you to see John Paul Academy as your school, where you feel welcome to visit, attend liturgical services, take part in social events and contribute your own expertise for the benefi t of the school.
V A Docherty Headteacher September 2008
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SCHOOL INFORMATION
JOHN PAUL ACADEMY
2 Arrochar Street Summerston Glasgow G23 5LY
Telephone: 0141 - 582 0140 Fax: 0141 - 582 0141
Headteacher: Mr Vincent A Docherty
John Paul Academy is a coeducational Catholic comprehensive school covering the stages S1 to S6. It serves the north of Glasgow, as well as Bearsden and Milngavie in East Dunbartonshire.
The school’s capacity has been defi ned as 800, and the intake for S1 is capped at 150.
The current roll for each year group is
S1 S2 S3 S4 S5 S6 133 121 148 137 76 43
And the likely intake over the next three years is
2008 2009 2010 120 120 120
Special features of the school include a multipurpose hall, theatre and social area, an upgraded PE facility, including a new fi tness suite, changing rooms, and all weather pitch, a modern Home Economics department, and a suite of ICT rooms, including a library with full ICT facilities, and high quality ICT equipment across the school.
The school has a lift for use by pupils, staff and visitors with mobility diffi culties. The new PE facility is managed in the evenings and weekends by Culture and Sport Glasgow, and is accessed from a dedicated entrance and reception area at the side of the school. Other facilities in the school are also available for community letting, which is managed by Glasgow City Council Letting Department.
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ENROLMENT
FROM PRIMARY 7
Parents are informed by the Primary School their child attends about the secondary provision within the area. For those children who live within the catchment area of John Paul Academy the choice of this school will be made known to us by the Primary School without any further action on the part of the parents.If the child lives outwith the school catchment area the parents must make application to the Headteacher.
LATER STAGES
Any parent who would like their child to join the school at a later stage should arrange an interview with the Headteacher. Details of the school catchment are available from Glasgow City Council website.
JOHN PAUL NEW LEARNING COMMUNITY PRIMARY SCHOOLS
St Agnes’ Primary St Blane’s Primary 5 Tresta Road 23 Arrochar Drive Cadder Summerston G23 5LB G23 5QB Telephone: 946 1458 Telephone: 945 1276 Headteacher: Headteacher: Mrs M McNulty Ms M Robinson
St Charles’s Primary St Gregory’s Primary 13 Kelvinside Gardens 186 Wyndford Road Maryhill Wyndford G20 6BG G20 8HF Telephone: 946 1391 Telephone: 946 6255 Headteacher: Headteacher: Mrs M Breckenridge Mr A Killen
St Joseph’s Primary St Mary’s Primary 39 Raglan Street Kilmun Street Woodside Maryhill G4 9QX G20 0EL Telephone: 332 7836 Telephone: 946 6766 Headteacher: Headteacher: Mrs P Caldwell Ms I Reilly
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PRE 5 SCHOOLS & SEN UNITS
Langa Street Nursery Maryhill Park Nursery 83 Langa Street Kilmun Street Maryhill Maryhill HT Mrs C Guild HT Mrs M Smith
St Charles’ St Joseph’s Speech and Language Unit Hearing Impaired Unit 13 Kelvinside Gardens 39 Raglan Street North Kelvinside Woodside Coordinator Mrs J Ross Coordinator Mrs V O’Hagan
EAST DUNBARTONSHIRE PRIMARY SCHOOLS
St Andrew’s Primary St Joseph’s Primary Duntocher Road North Campbell Avenue Bearsden Milngavie G61 4QL G62 7AA Telephone: 942 5988 Telephone: 956 1600 Headteacher: Headteacher: Mr J Kerr Mrs A Friel
PARISHES
Immaculate Conception St Agnes’s 2049 Maryhill Road 694 Balmore Road Glasgow Glasgow G20 0AA G22 6QS Fr P Currie Fr N Barry
St Gregory’s St Charles’s Kelvindale Road 1 Kelvinside Gdns Glasgow Glasgow G20 6BG G20 8DP Canon R Hill Fr J Mackle St Columba’s St Andrew’s 74 Hopehill Road 29 Roman Road Glasgow G20 7HH Bearsden Fr J O’Connor G61 25N Fr W Donnelly St Joseph’s 3 Buchanan St Milngavie G62 8DZ Fr J McGrorry
6 John Paul Academy
THE SCHOOL YEAR
The holiday dates for session 2008-2009 are shown below
First Term Teachers Return Thursday 14 August 2008 Pupils Return Monday 18 August 2008
Close Thursday 25 September 2008 Re-open Tuesday 30 September 2008 Close Friday 10 October 2008
Second Term Teachers & Pupils Return Monday 20 October 2008 Close Friday 19 December 2008
Third Term Teachers & Pupils Return Monday 5 January 2009 Close Friday 13 February 2009 Re-open Wednesday 18 February 2009 Close Friday 3 April 2009
Fourth Term Teachers & Pupils Return Monday 20 April 2009 Holiday Monday 4 May 2009 Re-open Tuesday 5 May 2009 Close Thursday 21 May 2009 Re-open Tuesday 26 May 2009 Close Friday 26 June 2009
School Session 09/10 Teachers Return Thursday 13 Aug 2009 Pupils Return Monday 17 Aug 2009
In addition there will be three more in-service days when pupils do not attend school.
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ATTENDANCE AT SCHOOL
Section 30 of the 1980 Education Act lays a duty on every parent/carer of a child or young person of ‘school age’ to ensure that their child or young person attends school regularly. Attendance must be recorded twice a day, morning and afternoon.
Regulation 7 of The Education (School and Placing Information) (Scotland) Amendment etc. Regulations 1993 requires each child’s absence from school to be recorded in the school register as authorised: e.g. approved by the authority, or unauthorised: e.g. unexplained by the parent/carer (truancy) or excluded from school.
Parents and carers should be asked to inform the school by letter or phone, if their child is likely to be absent for some time, and to give the child a note on his or her return to school, confi rming the reason for absence.
Parents/Carers do not have an automatic right to take their child out of school without permission during term-time. The Head of Establishment can only authorise time off during term-time in exceptional circumstances.
Exceptional circumstances include:
• short-term parental placement abroad; • family returning to its country of origin for family reasons; • the period immediately after an illness or accident; • a period of serious or critical illness of a close relative; • a domestic crisis which causes serious disruption to the family home, causing temporary relocation.
Time off during term-time for the following reasons is not acceptable and will be recorded as unauthorised absence:
• Availability of cheap holidays or desired accommodation; • Holidays which overlap the beginning or end of term.
Clearly with no explanation from the parent or carer, the absence is unauthorised.
It should be pointed out that the Education Liaison Offi cer investigates unexplained absence, and that the authority has the power to write to, interview or prosecute parents/carers, or to refer children and young people to the reporter of the children’s hearings, if necessary. (See amended procedures in relation to School Boards.)
8 John Paul Academy
SCHOOL DRESS
Since the school opened, surveys of parents have indicated strong support for the wearing of the school uniform which consists of:
Sky blue shirt School tie School sweatshirt or navy/grey pullover Grey/black/navy dress trousers or skirt Black Shoes
The pupil councils and Parent Council have reinforced the importance of smart dress for school and have agreed with the existing emphasis on dress trousers or skirts.
The wearing of denim, jogging trousers, white training shoes, non-uniform tops and jewellery are specifi cally discouraged.
Given that there is substantial parental and public approval of a dress code, schools in this authority are encouraged to develop a school dress code. In encouraging a dress code policy account must be taken in any proposals to prevent any direct or indirect discrimination on the grounds of race or gender. Any proposals will be the subject of widespread consultation with parents/carers and pupils. Against this background it should be noted that it is the policy of the Education Services Committee to encourage schools to develop an appropriate dress code policy.
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SCHOOL MEALS
FUEL ZONE AND HALL We are fortunate in having an excellent cafeteria which offers a wide selection of hot and cold meals including vegetarian options. Pupils use a swipe card to pay for meals. These can be topped up at any time at the machines in the school. Pupils entitled to free school meals will have the value of a meal credited to their card on a daily basis.
PACKED LUNCHES Pupils who bring packed lunches to school are allowed to eat these in the social area during the lunch break.
FREE MEALS Young people of parents/carers receiving Income Support, Job Seekers Allowance (Income Based) and Child Tax Credit only (where income is less than £14,495*) are entitled to a free midday meal. Information and application forms for free school meals may be obtained from schools and from Grants Section at Education and Social Work Services headquarters.
It is in the interest of schools and parents/carers to maximise the numbers of young people entitled to free school meals as those schools with a high level of young people registered for free school meals attract additional funding benefi ts for the school overall. All parents/carers eligible for free school meals for their child or young person are therefore encouraged to register their entitlement thus assisting the school in gaining additional support. Application forms can be obtained from the Grants Section at Education and Social Work Services headquarters.
N.B. Parents/Carers who are in receipt of Child Tax Credit and Working Tax Credit are not entitled to a free midday meal.
* Income amount effective from 1 April 2007 and may be changed by the Department for Work and Pensions.
SPECIAL DIETS Special diets can be catered for if a doctor’s line is sent to Direct and Care Services via the school.
10 John Paul Academy
HEALTH AND MEDICAL CARE
Medical and dental inspections are carried out by the School Health Service in the course of each year. Parents are given advance notice so that they can attend if they so wish. Parents are requested to complete a consent form for routine medical or dental inspections at the start of the year.
SICKNESS IN SCHOOL
Except in clearly serious cases, pupils who report sick in the course of the school day will be sent to the medical room in the charge of a member of staff. Pupils will be sent home where an assurance can be given that there is an adult at home who can take charge.
A standard form is issued to parents at the beginning of each new session asking for details about emergency contacts and known medical conditions. In serious cases pupils will be taken to the emergency department of the Western Infi rmary, Dumbarton Road, Glasgow.
MEDICATION
Medication of any kind to be taken in the course of the day should be lodged with the member of staff in charge. This will be issued only on the written authority of parents on the appropriate form which is available from the school offi ce. Parents should note that there is no medical expertise in the school. Any action taken with a sick child is a matter of lay judgement. Children, therefore, should not be sent to school in a sick condition, especially if it seems likely to get worse in the course of the day. 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 recognised shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could be reviewed at any time. Parents who consider they are eligible should obtain an application form from the school or Education and Social Work Services. These forms should be completed and returned before the end of February for those pupils beginning the school in August to enable the appropriate arrangements to be made. Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate offi cer has discretion in special circumstances to grant permission for pupils to travel in transport provided by the authority where spare places are available and no additional costs are incurred.
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The authority has an Exceptional Circumstances Policy relating to homelessness, parent/carer disability etc. Details are available from the school. There is also a procedure to request transport on medical grounds. The school can advise on procedures PICK-UP POINTS
Where free transport is provided, it may be necessary for pupils to walk a certain distance to the vehicle pick-up point. Walking distance in total, including the distance from home to the pick-up point and from the drop-off point to the school in any one direction, will not exceed the authority’s limits (see above paragraph). It is the parent’s responsibility to ensure their child arrives at the pick-up point in time. It is also the parent’s responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child losing the right to free transport.
PLACING REQUESTS
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.
FREE TRANSPORT
Pupils entitled to free transport will either receive a travel pass to travel on a special contract bus or a pass to travel free during certain hours on the normal service bus. Special transport arrangements are made for pupils attending other schools, colleges or supported study after school.
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, power failures or diffi culties of fuel supply. In such cases we shall do all we can to let you know about the details of closure or reopening. We shall keep you in touch by using letters, notices in local shops and community centres, announcements in local churches and announcements in the press and on local radio.
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COURSES
As part of the 5-14 programme, primary schools within the John Paul New Learning Community work closely with us to ensure a smooth transition from primary to secondary. A number of programmes link the work and activities of the primaries with John Paul Academy. Examples of these in recent years include the literacy and numeracy programmes, the enterprise programme and Eco schools project, the healthy transition programme, and the careers and employability programme. There are a number of sports events through the year which promote the active schools agenda, and pupils from the primary schools take part in a series of visits to John Paul Academy through the session to ensure familiarity with the secondary school. Specifi c events are organised each year. Parents are invited to attend John Paul Academy to see the work of departments, and another meeting is held prior to the start of secondary school. In June primary 7 pupils follow a secondary timetable in John Paul Academy and members of Pastoral Care, Support for Learning, and senior management visit the various primary schools, to help with the preparation for the transition. Staff from all schools in the John Paul New Learning Community work together to deliver the common aims and to ensure a high quality of education throughout each child’s year at school. FIRST AND SECOND YEAR The subjects studied and the number of periods allocated are:
First Year Second Year English 4 4 Modern Language 4 3 Mathematics 4 4 Science 3 4 Social Subjects 3 3 Music 2 1 Art 1 2 Technical 2 2 Home Economics 2 1 Religious Education 2 2 Physical Education 2 2 Personal and Social Education 1 1 Computing 0 1 Total 30 30
13 School Handbook 2008/2009
Pupils in fi rst and second years are in mixed ability classes for most subjects but the departments have the opportunity to form ability groups in English and Mathematics. All pupils follow the same wide variety of subjects. Efforts are made to cut down the number of teachers they see by rotating the social subjects over the year.
In S2 there is an intensive course of preparation for the choice of subjects for S3.
This includes talks and activities in PSE classes as well as special events in and out of school. They receive an information booklet for discussion between themselves and their parents. An information meeting is held in the term after Christmas to guide parents as through the process and allow them the opportunity to discuss any aspects of the S3/4 curriculum.
The option form which was used for pupils entering S3 in June 2007 appears as an appendix to this booklet. This give an indication only as we continually review our options to take account of changing courses and to ensure we meet the needs of the pupils as well as we can.
In addition, changes to the curriculum in S5/6 in line with national developments, or a change in roll, could mean that the same range of courses is not available when a fi rst year pupil reaches S3 or S5.
THIRD AND FOURTH YEAR
In accordance with national guidelines laid down by the Scottish Executive pupils in third and fourth years follow a core of subjects in English, mathematics, a modern language, a science subject, a social subject, a technological subject and a creative and aesthetic subject. All students must also take Religious Education, physical education and personal & social education.
This ensures that there is breadth and balance in the programme of study for every pupil. There is also an opportunity for choice for each pupil as there is a wide range of subjects available. For example, a pupil may choose from geography, history or modern studies for a social studies subject and from physics, chemistry or biology for a science subject.
The timetable is arranged to allow pupils to take up to eight courses either at Standard Grade or National Qualifi cations at Access or Intermediate levels.
14 John Paul Academy
The needs of pupils of different abilities are created for within these subjects by the provision of resources and assessments geared to different levels of ability. Standard Grade certifi cation by the Scottish Qualifi cations Authority is provided at three levels: Foundation, General and Credit. Assessment is carried out throughout the two year course, and pupils sit a fi nal external exam at the end of Fourth Year. There is also a part of some courses which is assessed at school level, called the internal element. This might be an investigation, a folio of work done throughout the course, an assessment of practical work etc. The grade achieved for this work contributes to the overall grade achieved for the subject. National Certifi cate courses are at Access, Intermediate 1 (equivalent to Standard Grade General) and Intermediate 2 (equivalent to Standard Grade Credit).
EDUCATION FOR WORK AND ENTERPRISE
Pupils in S3 and S4 engage in a number of preparations for work experiences and events. Prevocational courses are offered as one of the subject options, in a number of employment related fi elds. These take place out of school and lead to a national qualifi cation. Course offers and uptake can change from year to year. Construction, Care, Hospitality, Sport and Leisure, Administration and Engineering have been undertaken in recent years. Fourth year pupils go out of school for a week of work experience in November, and prepare for this through the selection of a job from a job shop, and learning about safe working practices. They complete an evaluation of the experience and the school receives a report from the employer of each pupil. We also run a number of courses targeted at pupils who intend to leave school at the end of S4 and go into employment. We work in partnership with Careers Scotland and Scottish Business in the Community to deliver these. Some pupils have the opportunity for further workplace visits and visits to events related to specifi c careers eg in business, science, health. The number of such activities develops every year.
COURSE OPTIONS
As at the end of S2 there is a full programme of guidance to help pupils make the best choices at the end of S4. This includes the options programme for courses in S5, and the possibilities for employment, for training and for FE courses, if pupils choose to leave school. There are also opportunities for mock interviews and for real job interviews in school.
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FIFTH AND SIXTH YEAR
The system of National Qualifi cations aims to provide opportunities for all students to continue their studies after fourth year at a level appropriate to them.
All departments offer courses in S5/6 at various levels.
We aim to help our senior students to make informed and appropriate decisions with regard to their choice of courses and we will therefore keep them and their parents fully informed of the full range of options available and developments in these. An information evening for parents is held before Easter. Information booklets are provided for students and their parents and all students are fully prepared for the choice by talks from school staff and careers staff, and by personal interview.
The option form, which was used for pupils moving into S5 and S6 in June 2007, appears as an appendix to this booklet.
There is a host of opportunities for students in S5/6 linked to future careers. There is a programme of careers related talks throughout the year, there is a carousel of employers and college/university representatives, and numerous opportunities for visits to workplace and events related to careers. Aspects of the fi nance and business worlds are presented to all students as well as those interested in specifi c careers. Potential university students have the opportunity to attend Open Days. Additional courses at college, leadership projects, and community placements all enhance these experiences.
ATTAINMENT
The school runs a number of conferences aimed at enhancing motivation to attain well in school and beyond. Some pupils engage in mentoring with a mentor from the teaching staff or the business world.
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RELIGIOUS EDUCATION
By what we teach and in our practices we aim to create in the school a truly Christian community whose values and beliefs are quite distinctive. We recognise the responsibility of parents as the prime educators of their children and in our partnership with you as parents we seek to help you fulfi l that role.
We are proud of the responsibility we carry in being a Catholic school and we seek to provide a specifi cally and overtly Catholic education through the fostering of a strong Catholic ethos in the school community and through the teaching of the RE programmes from fi rst year to sixth year as approved by the Catholic Education Commission of Scotland.
We aim to enable the pupils to become knowledgeable about the beliefs, values, attitudes and practices of their faith and to help them confi rm and deepen their prayer life, sacramental life and commitment by providing:
✦ formal periods of religious education ✦ an emphasis throughout the school on Christian values of tolerance, respect, equality and understanding ✦ class Masses and morning Mass ✦ spiritual retreats ✦ liturgical services throughout the year ✦ conferences and speakers on a variety of topics including vocations, parenthood, right to life, community involvement ✦ parish links
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SCHOOL CHAPLAINCY
We have a school chaplaincy team which works closely with the RE department in providing the religious education programme for the school and leads the liturgical life of the school. The chaplain is available throughout the week for personal discussion with pupils and all members of the school community.
SCHOOL - PARISH LINKS
We work closely with the local parishes through the school pastoral group in mutually supporting liturgical events in school and in the parishes. Priests from the parishes visit the school to talk to staff and pupils both formally and informally.
Parents do have the right to withdraw their children from religious instruction and observance. Any parent wishing to exercise this right should contact the Headteacher.
Parents from ethnic minority religious communities may request that their children be permitted to be absent from school in order to celebrate recognised religious events. Only written requests detailing the proposed arrangements will be considered. Appropriate requests will be granted on not more than three occasions (days) in any one school session and the young person noted in the register using code REL on these days.
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ASSESSMENT
The aims of our assessment practices within the school are to acknowledge strengths and identify areas for development. This enables us to inform pupils and their parents what knowledge and skills pupils have acquired and where they should concentrate their future efforts.
Assessment is carried out in a variety of ways including short tests at the end of a unit of work, assessment of pieces of work produced in class, special assignments and homework exercises. More formal tests take place as pupils progress through the school to allow them to prepare for external examinations.
Formal school reports on each subject are sent out once per year, and in addition there are shorter interim reports which come from subject tracking of pupil progress. A progress meeting for parents is held once per year for each yeargroup to allow parents to discuss their child’s progress with individual subject teachers.
Parents may also make an appointment with the Pastoral Care teacher at any stage to discuss their child’s progress. A copy of a school report is attached as an appendix to this booklet.
NATIONAL TESTING
Pupils in S1 and S2 are involved in National Tests in line with the national programme. The tests will only be taken by those pupils whose school assessments indicate they have reached the standard the tests are designed to measure. The results will be communicated to the parents of those involved only.
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HOMEWORK
Homework is given to:
✦ consolidate work done in class ✦ encourage habits of independent study ✦ provide preparation for new lessons
The amount of homework expected of pupils varies according to the age of the pupils and the subjects they are studying. In general the amount of homework pupils may expect in a week is:
S1 and S2 3-4 hours S3 and S4 5-7 hours S5 and S6 6-8 hours
School diaries are provided to encourage pupils to plan their weekly activities and allow home and school to monitor the homework being done. In third year and beyond some of the work done at home will be in the form of directed study and investigations rather than set assignments. This helps the pupils to develop the techniques of individual study and research.
Pupils have been given the opportunity to participate in homework classes and supported study: a chance to work on homework, personal study, investigations, folios etc. at the end of the school day, with the help of subject teachers. This has been shown to have a very benefi cial effect on exam performance. Parents are strongly encouraged to support this initiative. There are also a number of after school classes which concentrate on ICT and problem solving activities.
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SUPPORT FOR LEARNING
Many pupils experience some diffi culties in learning at some stage in their school careers.
Our policy to support pupils at these stages is to work closely with primary schools to help us identify diffi culties before pupils arrive in secondary, and to design resources and use teaching methods to cater for the wide spread of abilities and diffi culties in each class.
Specialist Support for Learning staff work in classrooms alongside subject teachers to help individual pupils without disrupting the normal timetable of the pupils, and advise and assist teachers in providing appropriate programmes of work for pupils with learning diffi culties.
There are a number of computer based programmes used to improve the literacy and numeracy skills of pupils which are available both during and after the school day.
In S3 and S4 there is an additional class known as Core Skills which supports the literacy, numeracy, and self confi dence of a group of pupils. This class uses a variety of ICT resources, and participates in a number of activities out of school. Currently the S3 group works with the Celtic Learning Programme. Pupil Support Assistants work with groups of pupils and individual pupils to help them progress.
ADDITIONAL SUPPORT NEEDS/ACCESSIBILITY STRATEGY
The additional support needs catered for in the school cover a wide range, and include physical disabilities of various kinds, and both specifi c and general learning diffi culties. Where possible these are supported by the help of a specialist teacher within the classroom. From time to time it is felt necessary to withdraw a pupil from class to allow for individual tuition.
All such arrangements are made after consultation with parents.
The school has a duty to ensure that all our young people have equal access to the curriculum, supported as appropriate to their individual needs. This covers not only the content of lessons and teaching strategies but also minor adaptations to the physical environment of our buildings to address the needs of young people with physical or sensory impairments, including the relocation of classes to the ground fl oor where feasible. We also need to ensure that parents and carers who have a disability have equal access to information about their child. This will involve, for example, relocating the venue for parents/carers meetings to facilitate physical access, provision of an interpreter for people who have a hearing 21 School Handbook 2008/2009
impairment, agreeing a phone contact system to provide direct feedback to parents and carers. There are ramps at the various entrances to the school, to allow for easy wheelchair access, and a lift. On the ground fl oor there is a special toilet and shower facility, and in each area of the school doorways have been widened to provide access for wider wheelchairs. Staff are aware of disability issues and make provision in terms of interviews, reports etc for special needs.
RESOURCE LIBRARY
All pupils have access to the school library as individual members of the library, as well as through class groups being taught library skills. The library houses a wide variety of books, magazines, and electronic reference material for the various subjects taught. It has a fully equipped computer suite which allows pupils access to word processing and to international communication systems and databases. It operates through the Glasgow Education Network, an intranet facility which is carefully screened to ensure pupils only access appropriate material. The library hosts a school book group, and organises visits of children’s authors. Visits to Glasgow’s Book Festival are also organised through the school library, and participation in writing competitions are promoted.
EQUALITY OF OPPORTUNITY
At John Paul Academy we are committed to pursuing the values of equality, tolerance and understanding and to enhancing the educational provision of all pupils in our care. In particular, we seek to remove barriers to learning and to self esteem caused by practices and attitudes which discriminate in terms of race, gender, ability or disability, or any other factor considered to cause inequality in our educational provision.
All courses on offer in school are available to both boys and girls and efforts are made through our programme of Options and Careers Information to breakdown stereotypical images of subjects and careers.
Pupils take part in programmes designed to counter gender imbalance in certain careers, and to heighten awareness of opportunities across a range of abilities. Science and technology are particular examples of this. Specifi c careers advice is provided for pupils with additional learning needs.
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EXTRA CURRICULAR ACTIVITIES
SPORT AND OUTDOOR
The number of sport and outdoor activities over the years has been expanding. In the last few years we have offered boys’ and girls’ football, basketball, athletics, cross-country, netball, volleyball, aerobics, badminton, skiing, dance and golf. Further sporting activities are available through the Community Sports Club. All pupils in S1 are given the opportunity to go on a four day hostelling trip, as part of their activities programme and S2 and S3 are offered a four- day trip to the Blairvadach Outdoor Centre. In 2008 a group is heading to France in June.
MUSIC, DRAMA, ART AND CRAFT
Most years, the school produces a show in the summer term. A large number of pupils take part in the production as actors, singers, dancers, musicians, stage hands, stage designers and painters, lighting and sound technicians, costume makers, make up artists and many other roles. We also have a carol service and in some years a talent concert which looks to a wide variety of volunteers. The music department takes part in musical competitions and concerts outwith the school, the PE department in competitions and events for sport and dance, the art department in competitive events and community projects, the technical department in technology competitions; the home economics department in both craft and cookery competitions, while many other departments and individuals contribute to the wide range of activities in the school. Included in this list are the Bums’ night, the public speaking competition and the production of the yearbook.
CLUBS AND CLASSES
In addition to the above there are a number of other activities to suit the interests of pupils. In recent years there has been the school website working group, the plasma screen group, science club, chess club, enterprise activities, eco-committee, drama and fi lm club.
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CHARITIES AND FUNDRAISING
The major charity drive in the school year is the Lenten fundraising campaign. The proceeds go to SCIAF and two charities elected by the pupils.
Pupils also help with local charities, provide Christmas parcels for the elderly in the neighbourhood, and visit a local hospital to sing Christmas carols.
Other fundraising such as the annual raffl e and the Christmas Fayre are for school funds to help provide for additional activities.
The school has adopted a special relationship with a school in Kenya called “Seed of Hope”. Pupils from John Paul Academy communicate with pupils from “Seed of Hope” and some fundraising is directly aimed at helping the young people at this school.
In the last few years there has been additional fundraising to support the Seed of Hope schools in Kenya, with which we have a link. Last year we raised money to bring a group of the students to Glasgow, and we continue to support the next phase of this association. The school also assists pupils undertaking special projects such as the Fulcrum Challenge and the Mark Scott Leadership for Life Project through supportive fundraising. ACHIEVEMENTS
ACADEMIC
We acknowledge the success of our pupils’ work in school and in national exams in our School Awards Ceremonies. We publish the achievements of former pupils in our school newsletter to parents.
MUSIC
Some of the notable achievements in recent years have been in the Glasgow Music Festival, where our woodwind and brass players have been particularly successful.
SPORT
Each year pupils are entered for a wide range of competitive events. Our pupils have done well in Glasgow Schools and Scottish Schools events in athletics, badminton, judo, and girls’ and boys’ football. Last year we were particularly successful 24 John Paul Academy
in the new Blairvadach challenge which tested the skills and stamina of pupils in a range of outdoor activities. We have a school sports week which involves both sport and track events. The winners are rewarded with medals and certifi cates at special awards ceremonies.
ENTERPRISE AND TECHNOLOGY
The school has been awarded the highest level of award for Enterprise, under the Determined to Succeed scheme for class, group and school enterprise activities, for successful business links, for the Eco project and for successful international links. This has been as a result of participation at every stage in the school. The school also contributed to the awards for Enterprise in the New Learning Community. The technology department have been award winners in competitions requiring design and building skills and the business department in competition related to the design of a business game. Departments across the school enter for events and competitions and awards are celebrated on the school plasma screens, assemblies, and at the school award ceremony. Information is also relayed to parents through the school newsletter.
INDIVIDUALS
Each year individual pupils bring credit to themselves and the school through a whole range of activities. These can be enterprise activities, local community ventures, competitive events, performance in theatrical or music productions, selection for national teams, and many other such activities in and out of school. We acknowledge all of these achievements and encourage pupils and parents to keep us informed of any personal achievements of our pupils outside of school.
We are always delighted to receive information about the excellent degree awards achieved by many of our former pupils from many different universities.
OTHER ACHIEVEMENTS
We are particularly proud of the achievement of the pupils each year in the fundraising campaign for SCIAF in Lent. All pupils who contribute signifi cantly to the life of the school and who represent the school community with pride are acknowledged in the Awards Ceremonies.
25 School Handbook 2008/2009
THE PARENTS FORUM AND THE 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/carers are automatically members of the Parent Forum for their school and they have a right to establish a Parent Council to represent them.
Parents Forum The membership of the Parents Forum is made up of all parents/carers who have a child or young person at an education authority school. Membership of the Parent Forum allows parents/carers to have a say in the local arrangements to enable their collective view to be represented on matters such as the quality and standards of education at the school and other matters of interest to parents/ carers. One of the ways parents/carers in the Parent Forum will be able to express their views will be through the Parent Council. Parent Council The Parent Council is a group of parents/carers selected by members of the Parent Forum to represent all the parents/carers of young people at the school. Parent Councils are very fl exible 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’/carers’ views to the Headteacher, education authority and HMIe; • Promoting contact between the school, parents/carers, young people 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 young people’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/carers in each school who make the key decisions. The Parent Council is also entitled to support from the education authority in fulfi lling its role.
2. Membership of the Parent Council Generally, members of the Parent Council must be parents/carers of children and young people who attend the school and the chairperson must have a child or young person 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.
26 John Paul Academy
In denominational schools, the Parent Council must invite the relevant church or denominational body to nominate a representative to be a co-opted member.
Further information will be provided to all parents about the membership of the Council, the constitution and the arrangements for meetings. Parents will be consulted about topics for discussion by the Council. The headteacher has a right and duty to attend all meetings of the Council but not a right to vote.
Pupil Councils Each yeargroup has a pupil council with representatives from each class. The council discusses matters of importance to the school and matters related to the particular yeargroup. Topics at recent meetings have included pupil health and the way it is promoted in the school, learning and teaching, activities in school and in the community, citizenship, homework, supported study, motivation, timekeeping, litter, recycling, and yeargroup social activities. Councils raise topics as a result of consultation with classes, and outcomes from meetings are highlighted at yeargroup assemblies. Representatives from the senior council sit on Glasgow’s student council, which meets with the director of education and social work services, and representatives from various departments. Meetings are formally conducted with a pupil chair and secretary, and minutes are kept. A staff adviser attends the meeting. This adviser is the head of year or Pastoral Care representative for the yeargroup.
27 School Handbook 2008/2009
SCHOOL EXAMINATIONS AND 5-14
POLICY WITH REGARD TO ENTERING PUPILS FOR PUBLIC EXAMINATIONS
Schools in consultation with pupils and parents normally decide on presentations for examinations. However in the fi nal analysis, the school will accede to the wishes of the parents.
SCOTTISH CERTIFICATE OF EDUCATION (SCE) AWARDS AND NATIONAL QUALIFICATIONS
The Scottish Qualifi cations Authority has provided the following information on the SCE Awards system which it operates. For Standard grade, awards are made on a 7-point scale with grade 1 the highest and grade 7 the lowest.
Higher grade passes continue to be reported in terms of 3 bands, A to C, and National Qualifi cations at Access, Intermediate I and II, Higher and Advanced Higher.
PUBLIC EXAMINATION RESULTS: ANALYSIS
The authority’s and Scotland’s fi gures include all education authority and grant- aided secondary schools.
For fourth year SQA results the percentage of pupils achieving under any heading is calculated by expressing the number of pupils achieving as a percentage of the S4 roll in September, at the start of the school year.
The percentage shown under the fi fth and sixth year headings is calculated by expressing the number of pupils achieving in S5 and S6 as a percentage of the original S4 roll.
The S4 to S5 staying on rate is calculated by expressing the S5 roll at the start of the second term (January), as a percentage of the roll of the same group of pupils, when they were in S4 at September of the previous school year.
Where a pupil is presented for an examination at Standard grade in the same subject at more than one level, account is taken only of the highest grade attained.
Where fi gures or percentages based on a number of pupils attaining certifi cates under any particular heading is between 1 and 4 no information is given and *** is inserted in place of the fi gures.
28 John Paul Academy
SENIOR LEADERSHIP TEAM REMITS 2008/09
VA Docherty (HT) Overall responsibility for the curriculum Staffi ng and related matters Health and Safety Parent Council Links with parents and parishes Legal matters School Improvement Plan Monitoring progress of the school New Learning Community Performance analysis (SQA) Handbook
Charles Docherty Year group responsibility for S5+S6 (Formal DHT) SQA Coordinator CPD Coordinator Student and probationer teacher coordinator Links with Technology, Art, Computing RE, Home Economics, Business Studies and Library School Calendar Awards ceremony Liaison with campus offi cer, Time-table
Brian Brady Year group responsibility for S1+S2. (Acting DHT) Links with Social Subjects and PE. Transition programme Supported Study Teaching assigned classes, Time-table (Other, reasonable HT assigned duties)
Vincent Collins (DHT) Year group responsibility for S3+S4 Cover for absent teachers Links with English and Music Prevocational coordinator Enterprise Teaching assigned classes (Other, reasonable HT assigned duties)
Jim Doyle (DHT) Responsibility for structuring of Pupil Support Child Protection Whole school target setting/tracking ICT, registration and tutor programme Health promotion Assessment and Reporting Teaching assigned classes (Other, reasonable HT assigned duties)
29 School Handbook 2008/2009
TEACHING STAFF 2008-2009 (20/08/08)
English Mathematics Modern Languages Mr M Hendry Act PTS Mr D McClure PTS Mrs M Andrew PTS Mr V Collins DHT Mr B Kerr Mr J Doyle DHT Mrs C Muir Mr M McQuade Miss P Gray Mr I Murdoch Mrs C McQuade Miss A Walsh Mrs J Ritchie Mr J Gilespie Mrs C n Beltran (0.6) T Miss C Kelly T Mr L Kerr PTPC Miss E Kemp T Miss C Mullen T Miss E Stevenson T
Biology Chemistry Physics Miss S Stobie T Mr J Dempster Mr P McGorry PTS Mr H Alzuherri T Mr D Fotheringham (0.6) T Mr J Bebbington
Geography History Modern Studies Mr C Docherty DHT Miss J Allan T Mr M Connolly Act PTS Miss S O’Connor T Mr B Brady DHT Mrs Y Cawley (0.6) Miss M Kirkwood (0.4) T
SfL Religious Education Mrs M Charrier Act PTS Mr P Kierney PTS Miss J Beacher (0.6) T Mr A Fitzhenry Act PTPC
Art Music Physical Education Mr J McGuinness Mrs C Taylor PTS Mr C Coogans PTS Miss M Watt Mr M O’Reilly Mrs K Boyce Mr D Owen PTPC Miss L Robb
Home Economics Technical Headteacher Mrs E Waugh PTF Mr D Allan Mr V A Docherty Mrs E Ibell Mr F Bannon Mr J Breen (0.6) T
Business Studies Computing School Chaplain Miss K Gildea Mrs Y Collins PTS Vacancy Mrs J McGoldrick Mrs E Cox
HT Headteacher PTPC Principal Teacher Pastoral Care DHT Depute Headteacher T Temporary Teacher PTS Principal Teacher Subject P Probationer Teacher PTF Principal Teacher Faculty
30 John Paul Academy
SUPPORT STAFF
School Business Manager Technicians Mrs K McShane Mr T Sproull Vacancy Admin and Finance Assistant Mr M Smith Ms S Morrison Mr G Thomlinson
Education Liaison Offi cer Janitors Mrs B McGuire Mr R McKenzie Mr R Reid
Librarian Catering Manager Miss S Morton Mrs A Hayes
Clerical Staff Cleaning Staff Mrs M Ross Mrs C McGrath Mrs J Bredin Mrs C McLaughlin Mrs F Brown Mrs L Carson Miss J McKerron
Special Needs Pupil Support Assistants Ms L Glenn Ms E Johnstone Mrs P McCann Ms A McElroy Ms C Sweeney Mrs M O’Donnell
Instrumentalist Staff Mrs L Duffi n Mr J Stark
31 School Handbook 2008/2009
USEFUL ADDRESSES AND TELEPHONE NUMBERS
Executive Director: Education and Social Work Services Margaret Doran Local Councillor Baillie Robert Winter, Lord Provost Education and Social Work Services Glasgow City Council Wheatley House 25 Cochrane Street Merchant City Glasgow G1 1HL
Culture and Sport Glasgow: Letting Section, phone 0141 302 2814/2815 20 Trongate Glasgow G1 5ES
Careers Scotland 348 Byres Road Glasgow G11 Tel: 0141 357 6250
Careers Offi ce (East Dunbartonshire) Clyde Shopping Centre 5 Corinthia Way Clydebank G81 2UA Tel: 0141 952 1454
Education Offi ces (East Dunbartonshire) Boclair House 100 Milngavie Road Glasgow G61 2TQ Tel: 0141 578 8000
Comments and Complaints
If you have a comment or complaint please approach the Head of Establishment in the fi rst 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 fi ve working days. • Give a full written response within a further 10 working days, unless another timescale has been agreed.
32 John Paul Academy
The Customer Liaison Unit can be contacted by phone or e-mail: Phone 0141 287 3655/4688 E-mail [email protected] Customer Liaison Unit Education and Social Work Services Glasgow City Council Wheatley House 25 Cochrane Street Merchant City GLASGOW DATA PROTECTION ACT 1984
Information on young people, parents and carers is stored on a computer system and may be used for teaching, registration, assessment and other administrative duties. The information is protected by the Data Protection Act 1998 and may only be disclosed in accordance with the Codes of Practice. For further information please contact the school.
CHILD PROTECTION
Every year all members of staff are given a presentation on child protection and the procedures to be followed in the case of a concern, whatever its source. Staff are alerted as to what to be vigilant about, and to the importance of referring any concerns to the headteacher. Procedures are carefully followed with regard to Disclosure Scotland for anybody working with young people while they are in the care of the school. A copy of Appendix 3 of the city’s Management Circular 57 is included in the Appendices section of this handbook.
33 School Handbook 2008/2009
APPENDICES
1. School Examination Results: 2005, 2006, 2007
2. 5-14 Attainment
3. Standard and Higher Grade Levels of Performance
4. Leavers, Costs, Attendance
5. Examination results - Glasgow
6. Leavers, Costs, Attendance - Glasgow
7. Examination results - Scotland
8. Leavers, Costs, Attendance - Scotland
9. S3 Options 2007
10. S5/6 Options 2007
11. Sample Pupil Reports S1/S3
12. Code of Conduct
34 John Paul Academy
INFORMATION FOR PARENTS 2007 SECONDARY SCHOOLS
School: John Paul Academy Id No.: 260 - 8458731
Estimated S5 January Roll As A Percentage Of The S4 Roll In September Of The Previous Session
2004/2005 2005/2006 2006/2007
45 55 51
Examination Results (within Scottish Credit and Qualifications Framework)
(2006/2007 results are pre-appeal)
Percentage of the relevant September S4 roll achieving:
By 5+ @ level 3 or better 5+ @ level 4 or better 5+ @ level 5 or better end of S4 2004/ 2005/ 2006/ 2004/ 2005/ 2006/ 2004/ 2005/ 2006/ 2005 2006 2007 2005 2006 2007 2005 2006 2007
86 83 88 72 67 60 25 15 14
Percentage of the relevant September S4 roll achieving:
By 1+ @ level 6 or better 3+ @ level 6 or better 5+ @ level 6 or better end of S5 2004/ 2005/ 2006/ 2004 2005/ 2006/ 2004/ 2005/ 2006/ 2005 2006 2007 /2005 2006 2007 2005 2006 2007
15 23 16 6 11 6 1 5 0
Percentage of the relevant September S4 roll achieving:
By 3+ @ level 6 or better 5+ @ level 6 or better 1+ @ level 7 end of S6 2004/ 2005/ 2006/ 2004/ 2005/ 2006/ 2004/ 2005/ 2006/ 2005 2006 2007 2005 2006 2007 2005 2006 2007
8 9 14 1 6 9 2 1 2
35 School Handbook 2008/2009
INFORMATION FOR PARENTS 2007 SECONDARY SCHOOLS
School: John Paul Academy Id No.: 260 - 8458731
Leaver Destinations Number Of Pupils Leaving In School Year 2006/2007 And Percentage With Destination As:
Total Number of Leavers (=100%) 134
Full-time Higher Education 27
Full-time Further Education 14
Training 15
Employment 26
Other Known 17
Not Known 1
Budgeted Running Costs For Financial Year 2007-2008
School Roll at September 2006 685
Total School Running Costs at April 2007 (£) 3,312,815
Cost per Pupil (£) 4,836
Attendance And Absence For School Year 2006/2007
Stage
S1 S2 S3 S4 S5 S1-5
Total Number of Possible 45,192 55,536 55,706 48,780 25,148 230,362 Attendances(Pupil Half Days)
Percentage Authorised 11.5 12.8 17.0 16.0 16.7 14.6 Absences
Percentage Unauthorised 0.1 0.2 0.4 0.2 0.0 0.2 Absences
36 John Paul Academy
INFORMATION FOR PARENTS 2007 SECONDARY SCHOOLS
School: John Paul Academy Id No.: 260 - 8458731
Minimising Overall Absence
Absence recorded Absence recorded (2005/2006) (2006/2007) Average number of Average number of half days absence half days absence per pupil per pupil
Absence 48.5 56.5
Where schools have 9 openings per week, please note that all local authority and national figures are based on 10 openings per week, and so are not directly comparable.
For Information: Scottish Credit and Qualifications Framework (SCQF) levels:
Level 7 CSYS at A-C; Advanced Higher at A-C
Level 6 Higher at A-C
Level 5 Intermediate 2 at A-C; Standard Grade at 1-2
Level 4 Intermediate 1 at A-C; Standard Grade at 3-4
Level 3 Access 3 Cluster; Standard Grade at 5-6
37 School Handbook 2008/2009
INFORMATION FOR PARENTS 2007 SECONDARY SCHOOLS
Education Authority: Glasgow City
Estimated S5 January Roll As A Percentage Of The S4 Roll In September Of The Previous Session
2004/2005 2005/2006 2006/2007
55 54 56
Examination Results (within Scottish Credit and Qualifications Framework)
(2006/2007 results are pre-appeal)
Percentage of the relevant September S4 roll achieving:
By 5+ @ level 3 or better 5+ @ level 4 or better 5+ @ level 5 or better end of S4 2004/ 2005/ 2006/ 2004/ 2005/ 2006/ 2004/ 2005/ 2006/ 2005 2006 2007 2005 2006 2007 2005 2006 2007
83 86 86 63 67 66 21 24 22
Percentage of the relevant September S4 roll achieving:
By 1+ @ level 6 or better 3+ @ level 6 or better 5+ @ level 6 or better end of S5 2004/ 2005/ 2006/ 2004/ 2005/ 2006/ 2004/ 2005/ 2006/ 2005 2006 2007 2005 2006 2007 2005 2006 2007
27 26 28 13 12 14 5 5 5
Percentage of the relevant September S4 roll achieving:
By 3+ @ level 6 or better 5+ @ level 6 or better 1+ @ level 7 end of S6 2004/ 2005/ 2006/ 2004/ 2005/ 2006/ 2004/ 2005/ 2006/ 2005 2006 2007 2005 2006 2007 2005 2006 2007
17 19 18 10 11 11 5 6 5
38 John Paul Academy
INFORMATION FOR PARENTS 2007 SECONDARY SCHOOLS
Education Authority: Glasgow City
Leaver Destinations Number Of Pupils Leaving In School Year 2006/2007 And Percentage With Destination As:
Total Number of Leavers (=100%) 5,097
Full-time Higher Education 22
Full-time Further Education 26
Training 11
Employment 25
Other Known 13
Not Known 2
Budgeted Running Costs For Financial Year 2007-2008
School Roll at September 2006 28,189
Total School Running Costs at April 2007 (£) 132,730,002
Cost per Pupil (£) 4,709
Attendance And Absence For School Year 2006/2007
Stage
S1 S2 S3 S4 S5 S1-5
Total Number of Possible 2,000,561 2,076,254 2,182,943 2,148,268 1,287,262 9,695,288 Attendances(Pupil Half Days)
Percentage Authorised 8.7 11.3 14.2 12.9 11.5 11.8 Absences
Percentage Unauthorised 0.3 0.5 0.6 0.5 0.2 0.4 Absences
39 School Handbook 2008/2009
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/HDYHU'HVWLQDWLRQV 1XPEHU2I3XSLOV/HDYLQJ,Q6FKRRO 7RWDO1XPEHURI/HDYHUV )XOOWLPH+LJKHU(GXFDWLRQ )XOOWLPH)XUWKHU(GXFDWLRQ 7UDLQLQJ (PSOR\PHQW 2WKHU.QRZQ 1RW.QRZQ %XGJHWHG5XQQLQJ&RVWV)RU)LQDQFLDO 6FKRRO5ROODW6HSWHPEHU 7RWDO6FKRRO5XQQLQJ&RVWVDW$SULO &RVWSHU3XSLO $WWHQGDQFH$QG$EVHQFH)RU6FKRRO 6WDJH 6 6 6 6 6 6 7RWDO1XPEHURI3RVVLEOH $WWHQGDQFHV 3XSLO+DOI 'D\V 3HUFHQWDJH$XWKRULVHG $EVHQFHV 3HUFHQWDJH8QDXWKRULVHG $EVHQFHV 41 School Handbook 2008/2009 INFORMATION FOR PARENTS 2007 SECONDARY SCHOOLS Education Authority: Glasgow City Minimising Overall Absence Absence recorded Absence recorded (2005/2006) (2006/2007) Average number of Average number of half days absence half days absence per pupil per pupil Absence 48.9 46.5 For Information: Scottish Credit and Qualifications Framework (SCQF) levels: Level 7 CSYS at A-C; Advanced Higher at A-C Level 6 Higher at A-C Level 5 Intermediate 2 at A-C; Standard Grade at 1-2 Level 4 Intermediate 1 at A-C; Standard Grade at 3-4 Level 3 Access 3 Cluster; Standard Grade at 5-6 42 John Paul Academy ,1)250$7,21)253$5(176 6(&21'$5<6&+22/6 1DWLRQDO'DWD 0LQLPLVLQJ2YHUDOO$EVHQFH $EVHQFHUHFRUGHG $EVHQFHUHFRUGHG $YHUDJHQXPEHURI $YHUDJHQXPEHURI KDOIGD\VDEVHQFH KDOIGD\VDEVHQFH SHUSXSLO SHUSXSLO $EVHQFH )RU,QIRUPDWLRQ 6FRWWLVK&UHGLWDQG4XDOLILFDWLRQV)UDPHZRUN 6&4) OHYHOV /HYHO &6<6DW$& $GYDQFHG+LJKHUDW$& /HYHO +LJKHUDW$& /HYHO ,QWHUPHGLDWHDW$& 6WDQGDUG*UDGHDW /HYHO ,QWHUPHGLDWHDW$& 6WDQGDUG*UDGHDW /HYHO $FFHVV&OXVWHU 6WDQGDUG*UDGHDW 43 School Handbook 2008/2009 . to . required are Pupils ble or number set the of Signature of of Pupil: Signature John Paul Academy Class Class S3 Subject Choice 2007 – February Column D Column E Column F Column G Column H Pupils may not necessarily be given their first choice of subject if the number opting for a subject is too to make via the opting for a a subject if number small of first choice be their given may not necessarily Pupils Column A Column B Column C Column D Column E Column F Column G Column H Second and Year in PE studied RE, the and First to study as as Modern PSE Maths, well Language required English, pupils are All select a first and second choice of subject from each of the columns below. Choices to be written in the spaces provided. spaces in the provided. from of below. to be of each Choices written second subject columns and the achoice first select Signature of Parent: Parent: of places in the subject is limited and the number opting for the subject is too large to accommodate. Signature Graphic Comm Business Man Man Business Comm PE French Hospitality Music Design Econ & Home Pupil Physics of Design Craft Name Studies Computing Chemistry ChemistryPE Art & Maths English Computing History Biology Music Spanish Geography Choice Modern Choice Administration Administration Art Graphic Craft Vocational First Second Note: Choice07 44 John Paul Academy H H H H H H indicate H H ______Computing Int 2 Computing Music 2 Int Art Art 2 Int BusMan. Int 2 H Admin Spanish H H Spanish Graphic Comm H H Graphic Comm PE Int 2 2 Int PE French Int 2 Int2 H H H H H H they are arranged above, please arranged please they are above, Prac Craft Skills Int 1 Hospitality Int 1 Chemistry H H Chemistry Physics Physics 2 Int Biology Int 2 Art Int 2 H H H H do but cannot because of the way of the cannot because do but ghers please indicate the subjects here. a) ______b) b) ______here. a) indicate the subjects please ghers S5/6 Options 2007 – 2008 placing a tick in the appropriate box.the appropriate a tick in placing Physics H H Physics Music Int 2 Int Music Modern Studies Int 2 Administration Int2 Int2 Administration Business Management H H Geography H History Maths Int 1 Maths Int 2 Maths H A B B A C D E English Int 1 Int English 2 Int English H English RMPS H (S6 Only) Please choose a subject in each column by a subject Please choose If there is a combination of subjects which you would like to like to which you would subjects of a combination is If there this below. this ______Level ______a) Subject ______Level Subject ______b) 1. 2. Name: ______Column ______Class: Pastoral ______Care Teacher: 2006-2007S56 OPTIONS c) ______3. Advanced Hi considering you are If only. For S6 45 School Handbook 2008/2009 English S1 Pupil Class Session 2006/2007 ASSESSMENT Continuous assessment includes regular correction by teachers of classwork and homework, awareness of each pupil’s contribution to class discussion, formal assessment of individual talks, and ongoing responsiveness to the learning requirements of every child. Outcomes Working towards National Tests in Reading & Writing Level Listening Pupils will be next tested, if appropriate, before the end of June. Results will be made known to parents when available. Talking Reading Level Achieved: Date Writing Level Achieved: Date VG Very Good S Satisfactory Effort Behaviour Homework NI Needs to Improve Strengths and areas for development Listening: Talking: Reading: Writing: General: Signature of Teacher ______Date ______ S1 PROFILES 46 John Paul Academy Standard Grade English Pupil’s Name ______Class ______ The Standard Grade English course consists of four modes: Reading, Writing, Listening and Talking. Language activities of the course are delivered through a series of components or units designed to engage pupils in varied and purposeful use of interrelated skills of language. Currently working at: Foundation General Credit Progress in each of the elements at Standard Grade Progress Satisfactory Unsatisfactory Reading Writing Talking Folio of Work E Excellent S Satisfactory Effort Behaviour Homework G Good * See below Other comments and observations (strengths, further details of progress, etc.) Development Areas Teacher ______Date ______ 47 School Handbook 2008/2009 48 John Paul Academy JOHN PAUL ACADEMY CODE OF CONDUCT John Paul Academy The A,B,C of Good Conduct. Arrive on time, dressed correctly. Behave responsibly—obey instructions first time every time. Come to class on time and prepared to work. Do your best and respect others. Every pupil should be in school and in the proper place at all times. 49 School Handbook 2008/2009 50