Bannerman High School Handbook 2009
2009
c copyright. The Homework Diary Company Ltd. Registered in Scotland No 177762
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CONTENTS
Section 1 :
Letter to Parents The School Aims of the School School Information Teaching Staff 2007 Extra Curricular Activities Pupil Enrolment Primary Secondary Transfer School Structure Equal Opportunities Assessment and Reports Prepare for Success Section 2 :
General Information Letter to Pupils Support for Learning Pastoral Care Medical Information School Uniform Grants and Claims Managing Behaviour Attendance Child Safety / Child Protection School Meals Values Transport Information on Emergencies Parent Council General Communications Autism Unit (AU) Section 3 :
Pupil Information Secondary Subjects
Appendices Glossary Additional Information
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INTRODUCTION BY THE HEAD TEACHER
Dear Parent/Carer
It gives me great pleasure to present to you the handbook of Bannerman High School . I hope you feel that the handbook provides you with useful information about the school, our aims and the educational opportunities we offer your son or daughter.
The transfer from primary to secondary school is an important transition in the life of a child and we aim to make this as smooth as possible. A brief overview of this process is outlined in the handbook.
As a comprehensive co-educational school, Bannerman High aims to develop the potential of every child, affording equal opportunities to all. We aim to ensure that all our young people learn the facts, techniques and skills to help them build their lives for the future. We try to cater for the common needs of all and for the special aptitudes and interests of individuals so that each child benefits fully from his/her experience in Bannerman. In so doing, we strive to help each pupil attain the very best qualifications through examination success, maintaining high standards for the individual and for the school as a whole.
There is a traditional intellectual training across various subject areas but we are also concerned with the personal and social development of the child. Within a safe, caring and orderly environment we aim to encourage in each child respect for themselves and others, tolerance, responsibility and self-discipline, self-confidence, independence and ambition. Bannerman High is a community and we stress, without apology, the importance of politeness, honesty and concern for others. We want children to be happy and we believe our “Ready for Success” strategy supports this, providing a framework upon which each child may build his/her self- discipline both as a pupil and as preparation for the future.
Parents and teachers share the same hope for every child- that they will emerge into adult life as good citizens, well prepared and willing to lead useful and fulfilling lives. We want them to achieve the best possible qualifications and to recognize the importance of learning as a life long process. Working together will allow us to ensure that these aspirations become realities. We welcome parents as partners in the educational process and will strive to strengthen this partnership. We need you to do the same.
Yours faithfully
?VXfjZa^cZEjgY^Z Headteacher
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THE AIMS OF THE SCHOOL
Bannerman High School is committed to the following aims in order to provide a suitable environment for learning to take place. They are designed to apply to everyone connected with the school.
The aim of the school is to provide a safe, happy, ordered and stimulating learning community in which each individual can achieve his or her potential, socially and intellectually, in a caring climate of mutual respect.
Working with parents and the wider community, we seek to develop successful learners, confident individuals, responsible citizens and effective contributors.
IN-SERVICE DAYS 2008 - 2009
INSET 1 Tuesday 14th August 2008
INSET 2 Wednesday 15th August 2008
INSET 3 Thursday 25th September 2008
INSET 4 Wednesday 18th February 2009
INSET 5 Friday 1st May 2009
THE SCHOOL DAY
PERIOD (TUTOR TIME) 1 8.50 – 9.10 PERIOD 2 9.10 – 10.00 PERIOD 3 10.00 – 10.50 INTERVAL 10.50 – 11.05 PERIOD 4 11.05 – 11.55 PERIOD 5 11.55 – 12.45 LUNCH 12.45 – 1.25 PERIOD 6 1.25 – 2.15 PERIOD 7 2.15 – 3.05 PERIOD 8 (Mondays Only) 3.05 – 3.55
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SCHOOL INFORMATION BANNERMAN HIGH SCHOOL
Glasgow Road Glasgow G69 7NS
Phone no: 0141 582 0020 email: [email protected]
Bannerman High School is a non-denominational, co-educational, comprehensive school taking pupils from S1 to S6. It has a capacity for 1400 pupils and a current roll of 1394 made up of:-
S1 - 269 S2 - 273 S3 - 274 S4 - 260 S5 - 202 S6 - 116
The school was opened in 1973 and is essentially composed of 3 linked buildings - a 2-level classroom block, a single level Administration/Physical Education/Technical and Music block and a dining and pupil support block to the rear of the school. The school is attractively set in its own grounds, including playing fields. The school has its own Workshop Theatre and a large games hall, as well as the usual academic and practical classroom areas. All areas of the school have undergone a major refurbishment during the year 2001.
The safety and security of all who attend the school is enhanced by a video camera surveillance system and a security entry system which became fully operational during session 2000-2001. Facilities for pupils with physical disabilities are in place. The school was fully refurbished and upgraded during the course of 2002, as part of a City wide PFI project. A Unit for young people on the Autistic Spectrum opened in the school in August 2000.
A self-service cafeteria operates pre-school, at morning intervals and at lunchtimes .
BANNERMAN NEW LEARNING COMMUNITY
Together with our six partner primary schools and two pre-5 establishments, Bannerman High is part of the Bannerman New Learning Community.
Eastmuir Primary, Bannerman AU and Caledonia LU are our associated SEN establishments.
By working together and with our colleagues in Health, Social Work, Culture & Leisure, The Police and the wider community we aim to:
1. Raise attainment, achievement and ambition and 2. Increase social inclusion
Irene Matier is the Principal of the New Learning Community and can be contacted either in the NLC office (located in Bannerman High) or in Caledonia Primary. The NLC Business Manager is Lynn Dickson.
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STAFF LIST DECEMBER 2008
Head Teacher Drama Ms J Purdie Mrs K Borland, PT Mr T Gemmell (0.8) Depute Heads Mrs K Breen (0 8) Mrs O King, Formal Depute Mrs S Campbell Mr I Forrest Ms S Black English Mr R Miller PT Miss M Smalls Mr R Duncanson Mrs M van de Gevel Mrs M Perry (J 0.5) Mrs C Taggart (J 0.5) NLC Business Manager Mr P Swann Mrs L Dickson Miss S Doran Mrs F Wilson Art Ms C Donohoe Ms G Forrester, PT Mr S DeSmith Mrs C McCain Ms L Cairney Ms G Thomson Mrs E Gardner Miss A McCulloch Ms K Mattock Ms G Grant Ms S Black Ms C Kelly (0.5)
Biology Geography Mr J Hall, PT Mrs M Easton, PT Mrs S Shah, PT(PC) Mrs P Bennet Mrs J Hay Ms G Reid Mrs I Kennedy History Business Studies Mrs A Roberts, PT Mrs M Campbell, PT Mrs L Hanning Mrs C Shields Mrs P Fitzpatrick Mr W Reynolds Mr S Boyle Mrs E Brogan (J 0.5) Home Economics Mrs J Sturrock (J 0.5) Mrs E Gardiner, PT Mrs M Wares (0.5) Mrs A Bain Ms S Scott Chemistry Ms L Templeton Mr W Perrie Mr G Beck Mathematics Mr A Kiloh Ms S Grant PT Miss N Ibrahim Mr R Mayes Mrs L Peoples PT(PC) Mrs L Kirwan PT(PC) Mrs R Young Computing Mrs P Coyle Mr F Frame, PT Ms C Hutcheson Mr K Scott Mr W Wallace Mr S Cahill Mr A Welsh Mr J Wilson Mr A McFarlane Mr K Krievs Mrs M Wares (0.5) Ms E Hunter Mr L Donnelly Mr N Balakrishnan
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STAFF LIST 2008 (CONT.)
Modern Studies Technical Education Mr H Reilly Mr J Marshall, PT Mr S Boyle Mr D Curtin Mr D Jones Mr D McKiddie, PT(Work & Life) Modern Languages Mrs M Lindsay, PT(PC) Mr J Houldsworth, PT Mr S Creighton Mrs A Wallace Mr S Atkins Mr H Shields Mrs J Findlay Music Instructors Mrs P Black Ms V Sanchez Mr R Harvey Ms C Kelly (0.5) Mr S Don Ms K Howley Music Mr C McDonald, PT Autism Unit Mr R Statham PT Miss A Purdie Ms L Guthrie Ms F Ramsay Ms J Winsborough Ms I Allan Physics Ms L Higgins Mrs M Gavienas, PT Ms A Benyon Ms R Woods Ms M Burke Mr D White Mr D Bell Mr A Ogilvie Clerical /Support Staff and Technicians Mr W Feeney, AFA Physical Education Ms L Hart, Senior Clerical Assistant Ms J Pearson, PT Mrs J McGregor, Clerical Assistant Mrs M Clark, Clerical Assistant Mr J McGillivray PT(PC) Mrs E Clarke, Clerical Assistant Miss J Frew, PT(PC) Mrs L Hendry, Clerical Assistant Mr P Harvey Miss L Marshall, Clerical Assistant Miss A Kelly Mrs P Coletta, Clerical Assistant Mr J Duguid Ms M Evans, Clerical Assistant Mr S Douglas Miss F Stevenson, Librarian Mr T Kirk Ms L Shankland Mr T Cooper, Technician Ms H Daniel, Technician Religious Education Mrs N Forbes, Technician Miss M Martin Ms C Toner, Technician (J 0.5) (Till Oct) Mrs D Guy, Technician ( J 0.5) Ms T Panaretou Mr J McJimpsey, Technician Support for Learning Mrs L Hay, Education Liaison Officer Mrs E McCormick Mr R Ross Mrs A Sweeney, School Nurse Miss K Lawless Ms D O’Dowd, School Nurse Mr E Caskie (0.4) Constable C Borthwick, Campus Liaison Officer Ms D Fox, Pupil Support Assistant Mrs T McBride, NLC Active School Coordinators(0.5) Mrs C McGregor, Pupil Support Assistant Mrs Y McLean, Enterprise and Employability Officer (NLC) Mrs J Hynes, Pupil Support Assistant Ms J McKinnon, NLC Health Promotion Officer Mr C Gilmour, Pupil Support Assistant Mrs Y MacLean
Mrs L Graham, SEN Auxiliary Mrs M Cairns, Kitchen Supervisor
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THE SENIOR MANAGEMENT TEAM
The Senior Management Team is the group of senior staff comprising the Head Teacher, 5 Depute Head Teachers and a School Business manager. The group is responsible for the overall management of the school.
REMITS Head Teacher - Ms J Purdie Overall responsibility for management of the school Liaison with City Council Education Department Formation, implementation and monitoring of school policies The Curriculum, Learning and Teaching Raising Attainment and School Improvement Establishing and maintaining the school ethos Teaching staff - appointments, Job Sizing and contractual matters Liaison with Teachers’ Professional Organisations All matters relating to the School Board Liaison with parents Support staff Devolved School Management (DSM) Serious matters of pupil indiscipline Staff Handbook Religious Observance House Captains
Formal Depute Head Teacher - Mrs O King Deputising for the Head Teacher Child Protection Co-ordinator Social Inclusion, including Child Care Strategy Liaison with a group of subject departments Operational responsibility for S3/S4 pupils in alternate years Pupil Support, including Pastoral Care, Behaviour Support and External Agencies Joint Planning Forum LAAC Line Management for Pastoral Care Team Year Group Council Liaison with Pastoral Care team and convening team meetings for matters relating to caseload Behaviour Management - policy and practice Serious matter of pupil indiscipline Pupil Attendance
Depute Head Teacher - Mr I Forrest The school timetable and staffing Staff absence cover, supply staff, monitoring staff absence, leave of absence and Staff Welfare Coordinator of SEEMIS and Click & Go system Curriculum, assessment, reporting, learning and teaching(including homework) in S1 and S2 Operational responsibility for S2 pupils Autism Unit Liaison with and monitoring a group of subject departments Year Group Council School resources including Requisition and Overview of the School Fund, School and departmental inventories, Library and ICT School Handbook
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Depute Head Teacher - Mrs S Black Operational responsibility for S3/S4 pupils in alternate years Liaison with Pastoral Care team and convening team meetings for matters relating to caseload Liaison with and monitoring a group of subject departments All matters relating to course choice for S2 to S3 in alternate years Curriculum, assessment, reporting, learning and teaching (including homework) in S3 and S4 Professional Review & Development co-ordinator. Continuing Professional Development for all staff Probationary, Student and temporary teachers: including induction procedures. School Development Plan, programmes for INSET days and CPD Quality assurance Assessment & Reporting EIL, including Work Experience and Pre vocational courses Coordinator of Parents’ evenings.
Depute Head Teacher - Miss M Smalls Operational responsibility for S5 and S6 pupils Liaison with Pastoral Care team and convening team meetings for matters relating to caseload Supported Study Liaison with and monitoring a group of subject departments Curriculum (Including Higher Still), assessment, reporting, learning and teaching (including homework) in S5 and S6 House Captains Council All matters relating to S4 to S5/S6 course choice University/College liaison Careers Community Involvement including Charities Equal Opportunities and anti racist policies SQA Co-ordinator
Depute Head Teacher - Mrs M van de Gevel
Operational responsibility for S1 Operational responsibility for Primary/Secondary transition Strategic responsibility for Support for Learning and Additional Support Needs. Responsibility for management of disability discrimination act. Liaison with and monitoring a group of subject departments. Liaison with Pastoral Care team and convening team meetings for matters relating to caseload. Special arrangements for SQA exams. Line management for Pupil Support Assistants
School Business Manager - Mrs Dickson
Statistical returns including SEED and Ethnic Monitoring Survey Pupil Transport arrangements and School Excursions SQA and School examination arrangements and procedures Liaison with AMEY, Building, fittings and repairs Health and Safety, including school security
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EXTRA CURRICULAR ACTIVITIES
A number of extra curricular activities is offered throughout the year. These activities are offered to help widen the experience of all pupils. Indeed, the number of activities at Bannerman is the envy of many schools.
This session a varied range of sports activities are being delivered either at lunchtime or after school. These are indicated below:
Athletics Club after school Badminton Club after school Basketball Club lunchtime Boys’ Football S1/S2 after school Girls Dance Club after school Trampolining Club after school Girls’ Football lunchtime Dodge ball lunchtime Rugby League after school Table Tennis Club after school Boys’ and Girls’ Fitness Club lunchtime/after school
Non-sporting activities on offer include:
Bike Club lunchtime Art Club S1/S2 lunchtime Book Club S1 lunchtime Chess Club lunchtime Debating Club S1/S2 weekly lunchtime Digital Photography Club after school Duke of Edinburgh Award Scheme after school Games Club S1 – S4 lunchtime School Magazine lunchtime Scripture Union weekly lunchtime Guitar Club after school
Charity Events e.g. Red Nose Day, Children in Need, Talent show, Discos
Upper School Ball S5/S6 annual Alton Towers Trip S5/S6 annual Belgium Trip S1/S2 annual (Easter) London Drama Trip annual
Music and Drama Woodwind ensemble Brass ensemble 4 Public Performances Choir 3 Music Festivals String Orchestra 2 School Concerts Chamber Groups 1 Weekly Practices Rock Groups
School Show Most sessions a school show and/or Talent Competition is staged. In order to stage a show, a great deal of work is undertaken by a large number of staff and pupils –
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ENROLMENT
The majority of pupils enrolling in Bannerman do so from our associated primary schools, but pupils from other areas may enrol in Bannerman High School if there are places available in the year group. Parents should make contact with the School Business Manager in the first instance.
For those who wish to visit the school before seeking a place, a telephone call to the school is all that is required. Arrangements will be made for a visit.
Our six associated Primary Schools are:-
Caledonia Primary Garrowhill Primary Carmyle Primary Sandaig Primary Mount Vernon Primary Swinton Primary
(See Appendix 1 for addresses and telephone numbers)
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 throughout the session at which the Heads of our six Associated Primary Schools meet with the Head Teacher and a Deputy Head Teacher to discuss matters of curriculum and procedure.
2. Parents of Primary 7 pupils are invited to a meeting held in Bannerman at which the Head Teacher and the Deputy Head Teacher explain the organisation of the school as well as its curriculum and philosophy.
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 Bannerman.
4. During May and June a Deputy Head Teacher speaks to the primary pupils in their own school and answers their many questions. The DHT will also attend the Primary 7 parents’ evening for consultation. An induction booklet is provided for each pupil.
5. During June all primary 7 pupils intending to come to Bannerman 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.
6. Where staffing permits, the six associated primary schools are offered the opportunity to become involved in a programme of timetabled links with specialist teachers from Bannerman.
7. Throughout the year a member of Bannerman High Support for Learning teaching staff, who is a trained primary teacher, works within our associated primary schools as a co-operative teacher. This allows us an opportunity to get to know pupils individual needs prior to their Bannerman High School start.
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SCHOOL STRUCTURE
S1 and S2
In line with national policy all S1 and S2 pupils follow a common course. In practice this means that all pupils study:-
English Technical Education Mathematics Science Social Education History French Music Information Technology Religious Education Physical Education Home Economics Geography Drama Art Modern Studies
Not all of these subjects will be studied all of the time. Most of them will be studied in a rota, studying one subject for a block of time and then rotating to a different subject. This reduces the number of teachers pupils have each week and helps teachers get to know pupils quicker in the large blocks of time available. All subjects are taken by all pupils regardless of gender. Individual work, group teaching and whole class teaching are combined to ensure that the needs of each child are met.
When the pupils arrive at Bannerman they are arranged in classes known as 1/1, 1/2, 1/3, etc. using the information provided by the primary staff. Up to 30 pupils can be in a class for Maths and English but for practical subjects the maximum is 20. Care is also taken to ensure that there is a spread of children from various Primary Schools.
Pupils follow programmes of study mainly in Mixed Ability Classes. However, at some stage during the first term, pupils may be regrouped .
Pupils in uniform
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5 - 14 CURRICULUM
Pupils follow programmes of study mainly in Mixed Ability Classes. However, at some stage during the first term, pupils may be regrouped according to prior attainment for Maths
The curriculum in the lower school is directed by the SEED 5-14 guidelines. S1 and S2 pupils will study a curriculum which:
• follows on directly from primary curricular experiences • builds on existing achievements • allows all pupils to progress at an appropriate rate
As stated earlier in this handbook, a great deal of discussion, co-operation and planning between the associated primary schools and Bannerman takes place throughout the year.
This spirit of co-operation with our associated primary schools continues and Bannerman is making considerable progress towards creating the best possible learning environment for each child in S1 and S2. Phased integration has been made available when appropriate for P7 pupils.
Course Choice S2 - S3
In the Spring term of S2, pupils will receive a report detailing their progress in the first two years and containing advice as to possible course choice for Third and Fourth Years. In order that pupils and parents make as informed a series of choices as possible, the school issues a booklet “Which Way Now” containing information on all the subjects offered in the Middle School. Pupils then spend a number of weeks in Social Education classes going over the booklet and considering the various issues involved in it. The pupils are then interviewed individually or in groups by the Pastoral Care Staff to discuss possible choices in the light of school reports and career intentions. (Parents may attend these interviews if they wish.)
The pupils also receive a talk from members of the Careers Service who also mount an exhibition on careers in the school. At the same time, parents have the opportunity to attend information meetings given by the Head Teacher, a Head of Middle School and the Careers Service.
(See Appendix 2 for sample course choice)
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S3 & S4
While pupils study a wider range of subjects in S1/2 they have to choose eight subjects which they will study in preparation for National Examinations at the end of their fourth year of secondary education. Pupils will follow courses leading to certification at Standard Grade or Intermediate 1 or 2, depending on subjects taken. Results of examinations taken in S4 have a major effect on the future plans of young people and it is very important that everyone gives of their best.
The courses offered in S3/4 have been designed to allow achievement at all ability levels. Standard Grade is available at three levels, Foundation, General and Credit with the majority of pupils being presented at two levels. All pupils will be presented at General level and will then take the examination at Foundation or Credit level depending on which level will ensure the greatest chance of success. Pupils will be presented at different levels in different subjects so that particular strengths can be met and true potential is recognised and awarded.
Some subjects, Modern Languages and Science, offer courses at Intermediate 1 or 2. The reason for this is that the subject specialists believe the different assessment procedures better suit the learning styles of some pupils and therefore may allow for greater success in S4 and beyond.
Every effort is made by Pastoral Care and subject staff to ensure that young people make the correct choices to ensure the best chance of success in nationally recognised examinations. It is important to remember that there are curricular guidelines which are issued nationally and that these guidelines govern the range of subjects studied by young people in Scottish schools. Bannerman High School follows these guidelines when offering subject choices in S3.
Continuity from S3 through to S5 is an important aspect of the subject choice process and it is very important that informed options are made as changing during the course of S3/4 is not advisable and indeed not possible.
Work Experience
Almost all pupils in Scotland undertake one week’s Work Experience during their fourth year of secondary education. 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. While placements are available through the Local Authority most young people find that the best experience comes from placements which they have found themselves. Some pupils in S5 are offered further placement as part of a Work Experience Unit or as a career focused placement
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Courses in S5
Course Choice Procedure After the S4 preliminary examinations, fourth year students intending to return to S5 will receive a copy of the booklet “An Introduction to the Upper School”. Course choice meetings and individual interviews will then be arranged by Pastoral Care Staff and the Depute Head Teacher (Upper School). Pupils indicate the combination of subjects in which they are interested from the Upper School Option Form ( See Appendix 3 for proposed form for 2007/2008).
Bannerman High offers a range of Highers, Intermediate 2 and Intermediate 1 courses across the curriculum.
Parents may accept the Course Choice agreed by the student or request an interview with Pastoral Care Staff or DHT - Upper School, to discuss possible alterations. As no absolute decision can be made until the results of the ‘S’ Grade examinations are known in August, pupils are requested to visit the school on a day before the start of the new session to make any final adjustments.
Throughout the session there will be a process of continuous assessment and students / parents will be alerted if pupils are not making the progress expected of them. Equally the school realises the value of recognising endeavour and students / parents will also be notified of any praisworthy efforts.
Some subjects may be under-subscribed in S5 or S6 and it may not be practicable to run a class. In order to offer students the subjects they need or desire they may choose to attend the subject in another school or college nearby. Similarly, students from other schools may attend Bannerman for some subjects. These consortium arrangements work well and help to enrich students’ experience of the education system.
Higher Grades Normally students will attempt anything from one to five subjects at Higher Grade, depending upon their success in Fourth year. It is not usual for students to take a subject at Higher Grade in S5 unless they have gained a 1 or 2 award at Standard Grade.
Intermediate 2 This level of upper school study was devised as part of the Higher Still programme. Pupils attaining grades 3 or 4 at Standard grade would normally pursue their studies at this level.
Intermediate 1 This level of upper school study was also devised as part of the Higher Still programme. Pupils attaining grades 5, 6 or 7 at Standard grade would normally pursue their studies at this level. Pupils attaining grades 6 or 7 in Standard Grade English or Maths will be expected to pursue their studies at Access Level.
In addition to courses at Int2 / Int 1 offered by the school, more job-specific courses at these levels are offered by local colleges.
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Courses in S6
Students who have been successful at Higher Grade will be offered subjects at Advanced Higher, which is being phased in and will be offered in place of CSYS. All classes at this level will depend on staff being available and a sufficient demand for any subject to make it viable to form a class.
They may also sit or resit subjects at Higher Grade as well as take courses at Intermediate 1 or Intermediate 2.
Courses offered in the upper school have been evolving over the last years to reflect the requirements of the Higher Still Programme and will continue to evolve over the next few years.
Student Life in S5/S6
By making the commitment to remain at school beyond S4, students are making a clear statement that they wish to improve their qualifications. The school tries to assist students to realise their academic aspirations by providing ready access to the school library, private study facilities including access to ICT, Supported Study classes and guidance on College/University courses.
Opportunities also exist for S5/6 pupils to take on additional responsibilities in a number of areas both within the school and in establishing stronger links with the local community. Many senior pupils volunteer to become part of the ‘Bannerman Buddies’ scheme where they are allocated a small group of S1 pupils and are asked to meet with them on a regular basis to help them settle in to secondary school. In addition, some S6 students volunteer to become tutors for pupils in S1/2 who are experiencing difficulty with some aspects of the curriculum. Both of these activities help S5/6 students develop interpersonal skills.
S5/6 pupils have the opportunity to air their views on issues arising within and outwith the school through the House Captains Council.
In S6 pupils are given the opportunity to take on formal roles of responsibility through the position of House Captain and House Sports Captain. House Captains have a weekly meeting with the Headteacher, to represent student views.
House Captains
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Bannerman Ball
The Bannerman Ball is a formal occasion, held in a local hotel, for pupils and staff and consists of a dinner plus ceilidh.
Senior pupils at the Bannerman Ball
EQUAL OPPORTUNITIES IN BANNERMAN
Bannerman High School has made considerable efforts to ensure that it offers, as far as possible, equality of opportunity to all pupils and staff. Discrimination in any form, be it action or inaction, will not be tolerated.
At Bannerman we view equality of opportunity in its widest form encompassing equal rights for all pupils, parents and staff irrespective of race, religion, culture, gender or disability. In Bannerman we work with people - not groupings or numbers.
The aims of the school give equal opportunities a high profile and developments in this area are the responsibility of one of the Senior Management Team, Miss M Smalls.
ACCESSIBILITY STRATEGY
The school has a duty to ensure that all our pupils 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 building to address the needs of pupils with physical or sensory impairments, including the relocation of classes to the ground floor where feasible. We also need to ensure that parents who have a disability have equal access to information about their children. This could involve, for example, relocating the venue for parents’ meetings to facilititate physical access at parents’ evenings or individual interviews; provision of an interpreter for the deaf; agreeing a telephone contact system to provide direct feedback to parents.
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ASSESSMENT
Assessment is an extremely important part of the learning and teaching process. If we want to know how effective our teaching is; if the pupils want to know how effectively they are learning, then assessment of some kind is important. We assess pupils :
...... to check on their understanding, e.g...... are they performing as they should be? ...... to encourage them to learn ...... to help them make choices later on ...... to show where strengths and weaknesses lie ...... to see if our teaching approach and materials are correct.
We believe that it is less important to know your “place in the class” than it is to know if you are making progress.
Thus the purposes of assessment have changed. So, too, have the methods. The one-off examination is no longer the only means of assessment. It is still used, particularly in the later stages of school as pupils approach external examinations.
However, other methods are used too, especially in the lower stages (S1 and S2). Continuous assessment is felt to be more accurate, helpful to pupils and fairer. It may be a series of small tests (at the end of each unit of work); or assessment of class work; or a combination of both. It might include Homework and Practical Work, as well as Talking and Listening. CAT testing also takes place. In other words a wider range of skills is now assessed in a greater variety of ways!
As well as skills, personal qualities are also assessed, though less formally. We believe that initiative, perseverance, ability to get on with others, co-operation, self-reliance, self-discipline, punctuality, are all important. The children are seen as individuals working with other individuals, having a certain responsibility for their own learning. They know that these qualities are important and as such will be assessed in school, just as they are in the world outside.
Records of how individual pupils perform in assessments are kept in a variety of ways, eg. a teacher’s marks book, a departmental pupil profile, print-outs from external certificating bodies such as the Scottish Qualifications Authority.
it is less important to know your personal qualities are “place in the class” also assessed
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EXTERNAL EXAMINATIONS
Outlined below is our policy with regard to entering pupils for public examinations.
The school in consultation with pupils / parents will normally decide on appropriate presentations for examinations. The school gives every encouragement to pupils to enter courses leading to public examinations and at the moment the school is involved in the following public examinations :-
1. Scottish Qualifications Authority (SQA) certificating the majority of pupils at Standard Grade (taken in S4), Higher Grade, Intermediate 1, Intermediate 2 (usually taken in S5 or S6) and Advanced Higher (taken in S6). The level of presentation, viz. Credit, General or Foundation in Standard Grade & Intermediate 1,2 or Higher in Higher Still, is decided by the school, having given due consideration to a pupil’s performance during the course.
2. SQA Higher Still courses consist of both external and regular internal ‘unit’ tests.
5-14 National Assessment
National Testing in S1/2 is in place within English & Maths departments. It should be remembered that this is only one element of our approach to assessment and that its purpose will be to further support the learning and teaching process. As with other assessment procedures in the school, national test results will be reported to parents as part of our efforts to inform them about their child’s progress. Parents of pupils with a record of needs have the right to decide whether their child participates in National Testing.
Parents’ Evenings Parents’ Evenings are held annually for all year groups. All parents are invited to come to the school if they wish 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 or the appropriate Deputy Head to arrange a meeting.
Parents will be informed of National Test results
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Parent’s Evenings for ‘08/09 are likely to be as follows :
S1 8th December 2008 S2 23rd February 2009 S3 10th November 2008 S4 9th March 2009 S5/6 24th November 2008
If you are worried at all about your child’s progress, do not wait until the parents’ evening to contact us!
Reports
Reporting to parents can be done in several ways, e.g.
- a telephone conversation/interview with a Pastoral Care teacher - a personal interview with a Deputy Head Teacher - at a formal Parents’ Consultation Evening.
In addition, formal written reports are produced once per session for each pupil.
Likely dates for Reporting for Session 2009/10:
S1 17th June 2010 S2 4th February 2010 S3 6th May 2010 S4 26th February 2010 S5/6 14th November 2010
Report cards no longer consist only of marks and averages. In keeping with National Qualifications and the 5 -14 programme, report cards from S1 onwards will reflect the strengths and weaknesses of pupils across a range of subjects. At each reporting point parents will receive a booklet with a page for each subject which will indicate strengths, development needs, comment on behaviour, etc.. Pupils’ reports are filed centrally in a confidential file, which each pupil has when he/she comes from Primary School. A copy of every report from S1 until the school leaving date is kept so that they can be referred to when employers - or others - ask for references. In these files, everything relating to the child is kept, from letters for absences to reports on behaviour, as well as emergency contact forms, etc. Although these files are confidential they are not secret. If at any time you wish to see your child’s file you need only make a request to the Education Authority, and the file will be made available to you.
Report cards from S1 onwards will reflect the strengths and weaknesses of the pupil across a range of subjects
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PREPARE FOR SUCCESS
Aims of Homework
Homework is a vital tool in successful learning. It should always be meaningful and should aim to:
• Raise levels of attainment • Reinforce pupils’ learning and consolidate work done in class • Encourage pupils to take responsibility for their own learning • Be available to all pupils in all subjects. • Enhance the school/ home partnership by providing opportunities for parents to play an active part in their child’s learning.
Types of homework
Homework will not always be written and there are many different types of homework which may depend on the subject being taught and the age of the pupil. These may include:
• Practice, preparation, consolidation, revision, re-drafting of work already started in class • Completion of tasks unfinished in school. • Extension tasks which allow further exploration of a topic discussed in class time. • Research, investigative or observational work.
Frequency and amount of homework
The frequency and amount of homework will increase as pupils progress from S1 through to S6. All subject departments should set homework on a regular basis and realistic time frames should be allowed to avoid overburdening pupils and teachers. The amount of time spent on completing homework tasks will depend to some extent on the individual child. However, as a very rough guide pupils can expect to spend the following time per week on homework:
S1/2 5 hrs. S3/4 7.5 hrs. S5/6 10 hrs.
Roles and Responsibilities
• Pupils have a responsibility to note all homework issued in their homework diary for the date it is due and to ensure that it is completed on time and to the best of their ability. • Teachers have a responsibility to review and provide timeous feedback on all homework issued. Teachers also have the responsibility to report on homework to parents as part of the reporting process. • Principal Teachers have a responsibility to ensure all members of their department are issuing and correcting homework in line with school and departmental guidelines. • Pastoral Care Teachers have a duty to have an overview of each pupil’s progress in learning and completion of homework and to address all concerns with pupil and parents. • Senior Managers have a responsibility to ensure that homework is being monitored in line with whole school policy and that any concerns are addressed • Parents have a responsibility to ensure that their child completes all homework given to the best of their ability. They should sign the homework diary each week, and raise any concerns about homework with the school.
22 Bannerman High School Handbook 2009
23 Bannerman High School Handbook 2009
LETTER TO PUPILS
To new pupils of Bannerman High
Welcome! You will soon be joining the Bannerman High family and beginning a new chapter in your school experience. The move to a new school is very exciting and, I am sure, you will have many questions, some of which may have been answered in this handbook.
We want to make sure that you are well prepared for Bannerman High and as you move from P7 to S1 we have a programme of activities which will help you transfer smoothly to your new school. Bannerman High staff will visit you in your primary school to speak with you about subjects you will study in Bannerman, how your classes will be organised and how a timetable works in the secondary school. You will also have a chance to visit us so, please don’t be anxious as we aim to build on your learning in Primary. The 5-14 programme and our links with your Primary School will help us to do this. You should be able to progress from your learning point in P7.
You will be learning lots of new information about your new school. To help you, a special booklet for pupils new to Bannerman’s first year is available. However, if you are uncertain or don’t know the answer to questions you have then please ask a member of staff. We want to help you. But, perhaps more importantly, our senior pupils want to help you too and you will therefore have your very own Bannerman Buddy. This is a senior pupil who will help you settle into the school- your very own personal support. As well as this you will have a tutor teacher, a Principal teacher of Pastoral Care and a Depute Headteacher in charge of first year; all of these people want to help you succeed in Bannerman High!
With so many people wishing you well in your new school, I am sure you will succeed!
My wish for you during your Bannerman experience is that you are happy, recognise your unique talents and abilities and that you mature into responsible citizens. What I expect from you is that you are prepared, punctual and polite. If you can do these three things I guarantee your success, not only in Bannerman High but also in life!
Wishing you every success
?VXfjZa^cZEjgY^Z Headteacher
24 Bannerman High School Handbook 2009
HOW WILL MY CHILD’S LEARNING BE SUPPORTED ?
Almost all young people will experience difficulty with some aspect of 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. But difficulties in learning are not something that pupils have irrespective of what they are learning. They can tell us that there is a mismatch somewhere between the pupils themselves and the curriculum -this may mean that some pupils are better at learning particular things than others or that some pupils find many or most things difficult. It also directs teachers to find ways of providing learning experiences appropriate to the capacities and interests of pupils rather than towards the identification of pupils who are failing. In trying to provide support for all learners then, a range of strategies is used in Bannerman.
Subject Departments 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 may use a variety of methods to support learning and help pupils progress, e.g. direct tuition within the class setting, grouping particular pupils together to teach a particular aspect of a course or to stretch pupils who have already grasped ‘core’ work, allow pupils to work at their own pace, etc. In some departments, staff may work alongside each other to create an effective learning environment for a group of pupils - this is known as co-operative teaching.
The role of the Pupil Support Department has changed considerably over recent years. Support staff have adopted flexible approaches to support pupils’ learning and behaviour - they may work alongside subject staff as a co-operative teacher, or work with subject staff exchanging skills and knowledge to review or develop aspects of pupil learning materials and discussing appropriate teaching approaches. Support staff may also provide direct tuition for pupils and this may take place within the subject classroom or outwith the classroom as circumstances demand. More able pupils will also be supported.
Where pupils have Additional Support Needs the support department will use a variety of strategies both in class and in small groups working to support their needs. Alternatively, advice may be offered to staff concerning strategies and resources appropriate for the pupils needs. Support staff will also work with staff from psychological services, or any other external agencies which are involved with pupils. Teachers for children with hearing impairment also have an input during school hours to monitor progress and set new learning targets for the pupils with additional needs at Bannerman.
The school also benefits from the input of many specialist external agencies to support pupils with additional needs.
25 Bannerman High School Handbook 2009
PASTORAL CARE
How can parents help ?
The learning needs of pupils are more often met when pupils, teachers and parents work in partnership. The school may look to parents for their views on their children’s skills, strengths and experiences in order to gain suggestions and advice on how best individual children’s needs can be met. In return the school may wish to ‘phone or write to parents from time to time to give details of a pupil’s progress. More formally, the school may wish to enlist the help of parents in a particular part of the learning programme involving their child. Parents would be invited to the school to have the scheme explained and to be given details as to how they could help at home. In addition, a regular set of meetings would be arranged to ensure that all was well and to discuss next steps.
Whom do I contact for advice and help ?
One of the Deputy Head Teachers, Mrs O King, has the responsibility of organising this aspect of school activity. If you have any concerns about your child’s progress please make contact with Mrs King or your child’s Pastoral Care teacher.
By working closely with the subject department, learning support staff, pastoral care staff and outside agencies such as Psychological Services, the above support strategies are used effectively to meet the needs of our pupils in Bannerman High School.
PASTORAL CARE
The Pastoral Care staff of Bannerman High have a responsibility to help and support all pupils in their journey through school. It is one of the functions of Pastoral Care that they work with parents, in partnership, to ensure that each pupil can achieve their full potential. On entering Bannerman, each pupil will be allocated to a Pastoral Care teacher (a promoted member of staff with responsibility for the welfare of your child ). This member of staff will keep contact with the same group of pupils throughout their school career. Pastoral Care involves pupils being allocated to a House group with a Principal Teacher of Pastoral Care having responsibilty for all pupils in that House.
Pastoral Care staff duties include : arranging individual interviews with each pupil on a regular basis providing the main link between school and home helping pupils and parents with important educational decisions e.g. subject choices in S2 and S4 & S5.
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PASTORAL CARE
It is important that parents should feel free to contact the Pastoral Care teacher regarding their son or daughter - this can be done by contacting the school office. Parents should see Pastoral Care staff as a source of support and information.
To augment the work of Pastoral Care staff, a programme of Personal and Social Education is organised within the school timetable which involves aspects of Health Education, Careers Education and preparation for life beyond school.
Bannerman 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, H4U, Direct Access, NHS and the Schools Attendance Council.
Depute Heads in Charge of Year Groups and Pastoral Care Staff for Session 2008/2009
Deputy Head Teachers
Mrs M van de Gevel S1
Mr I Forrest S2
Mrs O King S3
Mrs S Black S4
Miss M Smalls S5/6
Principal Teachers of Pastoral Care
Mrs L Peoples Burns House
Mrs S Shah Livingstone House
Ms J Frew Mackintosh House
Mr M Lyndsay Napier House
Mr J McGillivray Telford House
Mrs L Kirwin Wallace House (Acting)
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MEDICAL INFORMATION
Illness The school has a school nurse for a very small part of the school week. Therefore it is mainly trained first-aiders who deal with any minor emergencies. Pupils who take ill during the day, can be assessed by the first-aider and if necessary parents are contacted to enable the child to be taken home. Children who are clearly ill should not be sent to school.
Accidents In the case of serious accidents every effort is made to contact parents or the named emergency contact. Pupils may be taken, or sent accompanied by ambulance, to Glasgow Royal Infirmary.
Problems It is in the best interest of parents and pupils for the school to be informed of any medical problems which arise in the course of a child’s school career. These details will be handled sensitively and in confidence and will allow us to make appropriate provisions, as far as we can, for the child.
Medicals At various times in a pupil’s school life immunisations may be offered. Pupils and parents will be notified in advance. Dental treatment for school age children is available at the local Health Centre.
Immunisations Diptheria, tetanus and polio vaccinations take place in S3.
It is expected that all parents should take advantage of these campaigns to ensure their children are fully protected. Consent forms are issued in each case.
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SCHOOL UNIFORM
“Dress for Success”
Following extensive consultation, the wearing of school uniform has now been firmly re-established.
Bannerman’s school uniform is as follows:-
Formal white shirt/blouse with school tie Black formal trousers/skirt Black blazer Black school zipper Black shoes
In adopting our “Dress for Success” code we endeavour to encourage appropriate and positive attitudes to school as a place of work; create a sense of pride and identify with the school; and increase security within the school building.
“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 and pupils. Against this background it should be noted that it is the policy of the education committee to encourage schools to develop an appropriate dress code policy.
There are forms of dress which are unacceptable in school, such as items of clothing which :
* potentially, encourage faction (such as football colours); * could cause offence (such as anti-religious symbolism or political slogans); * could cause health and safety difficulties, such as loose fitting clothing, dangling earrings, shell suits of flammable materials in practical classes; * could cause damage to flooring; * carry advertising, particularly for alcohol or tobacco; and * could be used to inflict damage on other pupils or be used by others to do so
Under no circumstances should pupils be deprived of any educational benefit as a result of not wearing clothing conforming to the school’s dress code policy and in particular pupils would not be denied access to examinations as a result of not conforming to the policy”.
We therefore seek the support of all parents/carers in ensuring that their children wear uniform.
School ties are available from the reception. Orders for jackets and zippers are taken twice a year in June and December and these are manufactured by our school supplier.
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P.E. Kit It is essential from both the hygiene and safety viewpoint for P.E. kit to be worn whilst taking part in physical activities. The following items would be suitable : Gym shoes/Trainers Shorts/Polo shirt or T-shirt/Socks Track suit/Sweatshirt for colder weather (no football colours) Pupils should not wear P.E. kit to school on the days timetabled for P.E. (it should be brought in a bag) since often the kit gets wet or dirty during the activities - it is much better to have clean dry clothes to change into at the end of the period!
GRANTS AND CLAIMS Parents receiving income support, jobs 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 to 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.
PROMOTING POSITIVE BEHAVIOUR Large organisations - Girl Guides, Boys Brigade, churches, banks, industrial companies - require to have codes of behaviour which are necessary for the benefit of everyone involved in them. Many of the rules do not require to be written down as they are simply common sense. In Bannerman, most pupils behave in an appropriate way and are rewarded for this through the promoting positive behaviour system.
“READY” for SUCCESS We aim to encourage self-discipline in our pupils and believe that adopting our school code will ensure pupils are “READY for SUCCESS”.
READY CODE Our ready code reflects our aims and values and applies to all members of our school community.
Rewards vary from praise stamps and praise cards to excursions and certificates presented at assemblies and the annual award ceremony.
Are you:
• Respecting yourself and others? • Equipped for work? • Always on time? • Doing as you have been asked?
Yes. Then you’re ready for success!! 30 Bannerman High School Handbook 2009
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 class teachers 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, extra 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 well being is being threatened and the measures noted above are not proving to be successful, more serious action is taken. Ultimately, a pupil can be excluded from Bannerman 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 staff and/or senior staff and are 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 Personal and Social Education 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.
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 register as authorised, that is approved by the authority, or unauthorised that is unexplained by the parent ( truancy) or temporarily excluded from school.
Parents are asked to inform the school by letter if their child is likely to be absent for some time and to give the child a note on his/her return to school confirming the reason for absence. Every effort should be made to avoid family holidays during term time as this both disrupts the child’s education and reduces learning time. Parents may request that their children be permitted to be absent from school to make an extended visit to relatives. Only written requests detailing the destination, the duration and the provision that will be made for their continuing education will be granted and the pupil noted as an authorised absentee in the register. Clearly with no explanation from the parents, the absence is unauthorised.
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Parents 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 in any one school session and the pupil noted as an authorised absentee in the register.
Pupils are registered period by period throughout the school day. This system can identify late coming issues as well as non-attendance to classes. Parents are encouraged to ensure their child arrives in good time for school - latecoming can become a habit which is difficult to break and causes considerable extra work for teachers and clerical staff in the school!
Where persistent truancy exists, the school will initiate action with the school attendance department and the authority then has the power to write to, interview or prosecute parents or to refer pupils to the reporter / children’s panel, if necessary.
CHILD SAFETY/CHILD PROTECTION POLICY
All educational establishments and services must take positive steps to help children protect themselves by ensuring that programmes of health and personal safety are central to the curriculum and should have in place a curriculum that ensures that children have a clear understanding of the difference between appropriate and inappropriate behaviour on the part of another person, no matter who.
As with other areas of the curriculum, you will be kept informed of the health and personal programme for you child’s establishment.
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 children 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 members of staff have concerns regarding welfare or safety of any child they must report these concerns to the head of establishment. The Head, or the 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 social worker at the local social work services area office of the circumstances.
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SCHOOL MEALS School meals are supplied within a cashless cafeteria system by external caterers - ‘Fuel Zone’. One single dining area is provided on the ground floor, and pupils pay for meals using a swipe card system at the counter. Machines are available in the school to ‘top up’ the balance in the cards. The dining-room is under the supervision of teachers and catering staff.
Free Meals Children of parents receiving job seekers’ allowance (income- based) and Child Tax Credit (where income is less than £13,230) are entitled to a free midday meal. Information and application forms for free school meals may be obtained from schools and from Education Services. Swipe cards for those pupils entitled are automatically credited each day with the correct amount. Information and application forms for free school meals may be obtained from the school and from the front reception office. Special Diets These will be noted by the Kitchen Supervisor and an attendant made aware of the requirements of the pupil(s) involved. Care will be taken to maintain the diet specified. Packed Lunches Packed lunches can be eaten in the dining room and seating accommodation is provided. VALUES Spiritual, Social, Moral and Cultural Values The spiritual, social, moral and cultural needs of the pupils at Bannerman are attended to formally through the personal and social education programme, religious education courses and acts of religious observance. Any parent / guardian wishing to withdraw their children from either religious education or religious observance should write to the head teacher expressing such a wish.
All pupils in years 1 - 4 attend classes in religious education and personal and social development. DEALING WITH HARASSMENT The Race relation Act of 1976 makes it unlawful to discriminate against someone because of her/his colour, race, nationality, ethnic or national background. The Race Relations (Scotland) (Amendment) Act 2002 makes it the duty of Glasgow City Council to promote race equality. In 1999 the guidelines, ‘Dealing with racial Harassment’ were issued to assist all teaching staff in dealing with such incidents. The adoption of a race equality approach should be seen as one part of the continuing attempt to improve the quality of education. Glasgow City Council recognises that support from the home is essential if these aims are to be achieved. Every child in Glasgow has the right to be happy and secure at school.
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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 reviewed 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 before the end of February for those pupils beginning school in August to enable the appropriate arrangements to be made. Application forms may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate officer 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.
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.
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INFORMATION IN EMERGENCIES
We make every effort to maintain a full educational service, but on some occasions circumstances arise which lead to disruption. Schools may be affected by, for example, severe weather, temporary interruption of transport, power failures or difficulties of fuel supply. In such cases we shall do all we can to let you know about the details of closure or re-opening. 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.
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 Forum The membership of the Parent Forum is made up of all parents who have a child at an education authority school. Membership of the Parent Forum allows parents 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. One of the ways parents 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 selected by members of the Parent Forum 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.
Bannerman High’s parent Council was formed in September 2007. The chairperson may be conducted via the school
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COMMUNICATIONS
This booklet is one form of contact between school and parents. There are others which are very important :
The Bannerman Update This our parents’ newsletter which goes out 4-6 times per session and gives up-to-date information about educational issues, school events, sporting successes, etc.
Letters From time to time we contact parents about early closures, arrangements for parents’ evenings or matters relating to individual pupils. Some of these letters will be standard pre-printed letters whilst others will be personally written about particular topics.
Telephone On occasions we have to contact parents quickly - perhaps because of illness or accident. We always try to ‘phone the emergency contact in this instance! Otherwise we have to ‘phone the place of employment. Parents may telephone the school but because of teaching commitments of staff they may not be able to contact particular teachers.
Parents to School We recognise that some parents may be reluctant to contact the school. Often parents may feel that they do not want to interfere or feel they are being a nuisance. We welcome parental interest. We genuinely want to see you and hear from you. If you feel there is a problem - or if you simply want to discuss your child’s progress - please get in touch and we will try to make arrangements to see you at our mutual convenience.
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BANNERMAN AUTISM UNIT
The Bannerman Autism Unit caters for pupils whose difficulties lie on the Autism Spectrum. All pupils have a diagnosis of Autism or Asperger’s Syndrome.
The Autism Unit has been an integral part of Bannerman High Since August 2000.
At present the Unit has places for up to 12 pupils. Pupils have access to mainstream classes according to their individual needs and staff from the Unit support pupils in classes, if required.
Within the Unit, lessons to develop social skills and social understanding are an important part of most pupils’ timetables. The Unit also provides pupils with practice in language and communication skills and Lifeskills, as well as providing opportunities for consolidation of classwork.
Current staffing
Principal Teacher Mr R.P. Statham
Teachers Ms A Benyon Mrs J Winsborough Mrs I Allan Mrs L Higgins Mrs L Guthrie Ms A Benyon
Pupil Support Mrs Soutar Assistants Mrs A Thornton
Clerical Assistant Mrs M Clark
Ed. Psychologist Mr S March
Speech and Language Mrs Campbell Therapist
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38 Bannerman High School Handbook 2009
ENGLISH
“Language is at the heart of children’s learning. Through language they receive much of their knowledge and acquire many of their skills.”
5-14 Language document
As in the primary, children’s language is looked at in terms of the four communication skills: reading, writing, talking and listening. During their first and second years, pupils will have practice in all four and their progress in them will be assessed at various points in the year.
Pupils will encounter different language tasks. They will read novels, plays, short stories and non-fiction texts. After discussion, they will write about their own experiences or those of imaginary characters. They will talk to each other about what they have read, heard or watched in class and sometimes be asked to prepare and deliver a solo talk. Pupils will listen to tapes and watch films in order to understand what and how messages are being transmitted. Throughout S1 and S2, pupils participate in “Passport to Reading”, a programme which encourages personal reading.
“By looking closely at a pupil’s work, the teacher can determine his or her strengths and determine the next steps for that pupil”.
When pupils move into S3 and S4, they will continue to develop their language skills as they prepare for the Standard Grade examination. At the end of S4, a folio of class work and a grade for each pupil’s performance in talk is submitted to the exam board.
In S5 pupils choose between a Higher, Intermediate 2 or Intermediate 1. Their performance in the Standard Grade examination and their career and further education ambitions are taken into account when advising on the most suitable course. Pupils who are successful at Higher Level can opt for Advanced Higher in S6.
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MATHEMATICS
In S1/2 use is made of ‘Maths in Action’ and ‘T-Jay’. Each pupil follows a 5-14 programme of work. This is a topic based programme which is teacher led and encourages each pupil to develop their Mathematical skills to the best of their ability. The structure of the programme ensures that each pupil has the opportunity to maximise his/her performance, without the workload becoming too heavy.
How is this done?
A lot of the material is presented in context——pupils recognise many of the situations and are not confronted with pages of routine ‘sums’
Calculators are used only when necessary.
At the start of S1 pupils are placed on a 5-14 level according to their National Test results in primary. Therefore pupils are able to progress at a pace suited to their ability.
Pupils spend time on mental and non-calculator work.
A varied approach is taken : Pupils working independently Pupils working in groups Class Lessons
Homework is issued regularly to reinforce the work being done in the class.
In S3/4 we offer Standard Grade Mathematics at Foundation, General and Credit Levels. Pupils are allocated to the appropriate level based on their performance in S1/2. Most pupils are presented for TWO levels :-
Credit/General or General/Foundation.
Standard Grade assesses two elements namely
‘Knowledge and Understanding’ and ‘Reasoning and Enquiry’.
Paper 1 is totally non-calculator.
In S5/6 we offer the full range of Higher Still courses and units. Entry to these courses is dependent on pupil performance at Standard Grade.
Standard Grade Result ‘SQA’ Course 1 or 2 Higher 3 or 4 Intermediate 2 5 or 6 Intermediate 1
Assessment for Higher, Intermediate 1 and Intermediate 2 consists of final exams and 3 Unit Assessments which are completed throughout the year. In S6 we offer Advanced Higher for those pupils with a Higher A or B pass. 40 Bannerman High School Handbook 2009
GEOGRAPHY
All pupils in S1 and S2 follow a common course in Geography which aims to impart and then build upon basic geographic concepts and skills.
S1 UNITS Weather and Climate This unit covers a variety of topics • Weather elements and how they are recorded. Pupils will have the opportunity to use some of the instruments to record daily weather. • The factors affecting Britain’s weather and Climate • Extreme weather events and their impact on places and people especially hurricanes and tornadoes
Settlement Studies This unit will look at the site and land use in towns and cities. Map work skills will also be developed. An important aspect of this unit will be the use of fieldwork techniques in studying the residential areas in the local area
S2 UNITS Landscapes and Tourism. This unit will study the main process at work in shaping the landscapes of coastal and mountain areas in Europe and Scotland. The opportunities for tourism and leisure activities will be investigated. The island of Majorca will be used as a case study on the impact of tourism on local people and the environment. This should help to develop informal attitudes on the care and management of the landscape.
Earth Forces This examines the causes and the effects of earthquakes and volcanoes on people and the environment. Recent case studies of actual events will be used to study the impact of these disasters. The case study will be the Tsunami disaster in December 2004. With the use of I.T. resources pupils will produce a newspaper report on this event.
Contrasts between the developed and developing World Pupils will become aware of the different levels of development between countries through the case studies on Japan and Kenya. This will allow pupils to realise the value and the importance of quality of life and to develop a caring and informal attitude to others less fortunate.
A “Core and Extension” approach is used throughout much of the S1 and S2 courses. Pupils will develop and apply a wide range of enquiry skills by collecting and recording information on a given topic and presenting their results in a variety of ways for example in writing, maps, graphs and diagrams. The use of I.T, especially for the enquiry based exercises and mapwork, is integrated into the units of work.
The knowledge and skills developed during these first two years is an important foundation for pupils who progress in S3/4 to Standard Grade Geography. Opportunities exist for pupils in S5/6 to continue with their Geographical studies with the option of Higher, Intermediate 2 or 1.
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HISTORY
In S1 and S2 History is taught in a rota with Geography and Modern Studies. Over the next two years you will learn about Ancient, Medieval, and Modern History in the units shown below:
S1 UNIT 1 “Time and Historical Evidence”
UNIT 2 “Scotland at the time of Wallace and Bruce”
S2 UNIT 1 “The Aztecs and the Spanish Invaders”
UNIT 2 “Discrimination through the ages”
There are no formal examinations in S1/S2 History. Instead assessment is continuous. This means that your teacher will use class tests, jotter work, homework and investigating projects to assess your work. You will also be given work guides and self-assessment sheets so that you can assess your own progress. This will help you to work out your strengths and needs as you go along.
In S3/4 all pupils can follow a Standard Grade History course, which is made up of 3 units of work offered at Credit/General/Foundation levels. You will find out about:
1. How life changed in Scotland and Britain, (1830’s - 1930’s) 2. Europe and the First World War, (1890’s - 1920’s) 3. The Nazis in Germany, (1918 – 1939)
Thereafter in S5/6 you will have a variety of options to follow. You can choose from “Higher” and Intermediate units, which cover aspects of British; German; European and American History.
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MODERN STUDIES
The Modern Studies department encourages the development of useful skills and regular homework habits. It also fosters attitudes of enquiry, responsibility and open-mindedness.
Arguing a case Listening Note-taking Using the media as sources
In S1 and S2 we look at the importance of keeping an open mind. Look at the function of newspapers and television, read about the North/South divide. Investigations by pupils range from the facilities in the local area to world trouble spots
Assessment is continuous with class tests and assignments to help decide which Standard Grade level you should tackle.
In S3/S4 Standard Grade classes study topics at local, national and international level. Assessment is continuous with class tests, assignments and exams in S3/S4.
In S5/S6 the department offers Higher and Intermediate courses.
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COMPUTING STUDIES
The computing dept uses four of the ICT labs equipped with the latest ICT equipment: networked HP systems, inkjet and laser printers, scanners, digital cameras, media projectors and smartboards.
Pupils in first and second years follow the 5 to 14 ICT course. This involves: learning to produce multimedia presentations learning to produce web pages using electronic communications including e-mail and e-groups using graphics packages an introduction to programming using logo
In third year and fourth year pupils follow the Standard Grade course. This covers the following topics: General Purpose packages including: word processing, databases, graphics, spreadsheets, web page creation, desktop publishing and multimedia authoring. Computing Networking including local area networks, wide area networks and the Internet. Computer systems including: mainframes, desktops, laptops, palmtops and all forms of input, output and backing storage devices as well as operating systems and processor structure. Commercial Data processing including e-commerce Automated Systems including robots. Programming
Assessment is on a continuous basis with projects and class assignments counting towards the final grade.
Fifth and sixth year pupils are offered a range of courses:
Intermediate 2 Computing and Higher Computing. These courses combine practical and theoretical work and are assessed by a formal exam as well as continuous assessment of practical skills. The courses cover Networking, Software development and Computer Systems and provide a thorough grounding in computing theory and practical skills which form a good basis for advancement to Further education and Higher education courses in computing.
In addition, the department offers PC Passport courses, Vocational Skills based courses heading to recognised SQA certification.
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DRAMA
Drama uses language, movement, and theatrical skills as its medium and through this, explores a variety of topics, themes, roles and situations. Drama encourages the development of creative imagination and the ability to communicate in social situations. Learning in Drama occurs through co-operation, participation and interaction with other pupils in the class.
FIRST YEAR COURSE Time: 12 Weeks Theme: House on Haunted Hill
Pupils attend Drama classes for 3 periods a week for part of the year. This Unit of work will introduce the pupils to basic Drama skills. We advocate Continuous Assessment based on the 5-14 guidelines. Pupil Self Assessment will also support this.
SECOND YEAR COURSE First Teaching Block: three periods per week for part of the year Time: 8 weeks Theme: Intermediate 1 Working with Others Core Skill
All S2 pupils are being presented for an Intermediate 1 Core Skill. The pupils are required to explore a theme through Drama and develop the theme, taking it to a final presentation.
THIRD AND FORTH YEAR COURSE In S3 and S4 we present all pupils at Standard Grade level. In this time we cover eight units of work over the two years. Units include: Movement, Voice, Characterisation, Theatre Arts and a Themed approach.
STUDY BEYOND S4
INTERMEDIATE 1 AND 2 DRAMA At both levels pupils cover three units of work:
Drama Skills: The pupils will explore a theme ending with a presentation. Theatre Production Skills: The pupils will specialise in textual analysis Production: An acting exam that is assessed externally by a visiting examiner. External exam: The pupils explore script extracts academically and practically.
HIGHER DRAMA At this level the pupils cover four units of work
Investigative Drama: the pupils explore themes practically through Drama Aspects of Theatre: we explore a text through the eyes of a Director. Scottish Contemporary Theatre: the pupils will study a variety of Scottish texts and analyse the texts through selected issues. Acting exam: In this unit the pupils will present two extracts from texts they are studying. This is externally assessed by a visiting examiner. External exam: There is one paper that will last for 2hrs 20 mins.
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RELIGIOUS EDUCATION
The Religious Education department encourages pupils to think for themselves. It explores difficult issues, asks important questions and stimulates the imagination.
S1 and S2 During S1 and S2 you will have the opportunity to investigate a variety of different religious traditions as well as analysing your own beliefs, actions and the reasons behind them. Throughout this time you will be encouraged to examine the world from new and exciting points of view and to express your own opinions in a mature manner. You will also learn why it is important to value and respect all human beings.
Core RE Some of the issues studied at core level RE include:
War and Peace, Capital Punishment, Abortion, Terrorism, Racism, Animal Rights, Human Relationships, Religious and Cultural Diversity, Atheism, Philosophy, Rules and Responsibility and much more.
Standard Grade In S3/S4 pupils may have the opportunity to choose Standard Grade Religious Studies. This course is made up of 4 main units
1. Christianity 2. Another World of Religion 3. Issues of Belief 4. Issues of Morality
In addition to this you must complete an investigation on a topic of your choice.
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PHYSICAL EDUCATION
Core Physical Education
Physical Education offers you the chance to exercise, play games, compete, learn how the body works and promotes the benefits of fitness for life. In S1 and S2 the core activities offered are Gymnastics, Badminton, Hockey, Basketball, Fitness and Athletics. These core activities continue into S3 and S4 with the additional activities of Football, Netball and Trampolining. Assessment in S1 and S2 is based on the 5-14 Expressive Arts arrangements where pupils are assessed at levels D, E and F.
All pupils in S1 to S4 get Physical Education as a Core subject. All classes are timetabled for 3 periods each week.
Standard Grade Physical Education
Pupils who are keen and capable enough can opt to study Physical education as a Standard Grade PE course after S2. This is different from the Core PE periods. The Standard Grade course is a two-year course with pupils working three periods a week. Like all Standard Grade subjects the PE course involves theory, homework and external exams. 50% of the overall Standard grade is based on the pupils’ practical abilities assessed in a minimum of four out of the seven activities taught. Those activities are Badminton, Football, Hockey, Basketball, Netball, Trampolining and Gymnastics. The other 50% is based on the theory elements of Knowledge and Understanding, and Evaluation. These are assessed by written tests and external exams. Pupils must attain three grades, one in each of the elements Practical Performance, Knowledge and Understanding, and Evaluation if they are to gain an overall Standard Grade. Pupils must be prepared to participate fully in all areas of the course and must also bring appropriate PE kit at all times.
Higher, Intermediate 2 and Intermediate 1 courses—Physical Education
Pupils who have attained a Standard Grade award can opt to continue PE studies at Higher, Intermediate 2 or Intermediate 1 levels depending on the level of that award. All levels involve practical assessment and external exams. The practical activities are Badminton, Basketball and Swimming/Lifesaving. Written assessment papers, class tests and prelim exams during the session are used to finalise the level of presentation prior to the main exams in May/June.
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TECHNICAL
The Technical Department offers a wide variety of subjects to suit all interests and ability levels. These are outlined below
S1/2 A series of 30 hour modules is undertaken by every pupil. The practical subjects marked (*) are assessed according to the quality of the model produced whilst the other modules use a combination of summative and formative assessment techniques to obtain an overall grade for pupil achievement.
S1 *METALCRAFT GRAPHIC COMMUNICATION
S2 *WOODCRAFT DESIGN & TECHNOLOGY
S3/4 Two Standard Grades are offered at Foundation/General and Credit levels. a) Craft and Design This involves pupils in designing and making a series of models from a variety of materials. Tool and process recognition form an essential part of this ‘S’ Grade b) Graphic Communication This course introduces pupils to the use of manual graphics and computer aided drawing as a means of communication. Sketches, drawings and colour illustrations are used to convey ideas.
All standard grades are assessed by external examination and internal grading of pupil performance.
S5/6
Higher Grade
To allow appropriate progression from Standard Grade the Technical Department offers 2 University recognised Higher Grade courses in Product Design and Graphic Communication.
The department offers at
Intermediate 2 Practical Craft Skills (Woodworking) / Product Design and Graphic Communication
And at
Intermediate 1 Practical Craft Skills (Woodworking)
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HOME ECONOMICS
Home Economics is essentially a practical subject. However, as well as the traditional craft skills the S1/S2 pupil is encouraged to think about and use the design process, interpret information and co-operate with others. A number of teaching approaches are employed as are various assessment techniques in a system of continuous assessment.
UNITS OF WORK INCLUDE:-
S1 Units S2 Units
1. Smart Start 1. The Scottish Diet 2. Design & Make – Cookies (With Design & Make Activities) 3. Food Facts 2. Design & Make 4. Embroidered Cards a) Cushion Cover 5. Machine & bag Dispenser b) Pencil case 6. Sensible Spending or c) Peg-Bag
The content and skills of the Home Economics course are intended to contribute to pupils’ intellectual, personal and social development, as well as to prepare them for future courses in Home Economics.
FURTHER COURSES IN HOME ECONOMICS
1. Health and Food Technology/ Fashion and Textile Technology
Offered in S3 at Foundation, General and Credit levels. This is a two year course with an external examination held at the end and certified by the Scottish Qualification Authority.
2. Higher Home Economics
Offered in S5/6 and may follow on from the Standard Grade course and/or Units. Higher Home Economics is now approved for university entrance.
3. Intermediate II
A series of Units are offered in S5 – S6 covering Home Economics and Hospitality.
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ART AND DESIGN
The Art Department welcomes all pupils whatever their ability because everybody has special talents. Art and Design will teach you new ways of understanding your environment through your senses of sight and touch as well as your intellect. It will also teach you new skills to enable you to develop your talents.
Each of the department’s courses will provide:-
1. A VISUAL EDUCATION - learning to see, to understand what has been seen and to be able to record it using a wide variety of tools and materials. To become more aware of one’s environment.
2. SELF-EXPRESSION - developing the ability to communicate ideas, feelings and emotions to others.
3. CREATIVITY - the ability to conceive, design and then to be able to make that idea tangible. To be able to solve problems.
4. AESTHETIC SENSE - the ability to assess quality and value in their own work and in the work of others. To develop critical and evaluative skills.
5. CULTURAL HERITAGE - to demonstrate how the arts and crafts not only reflect and represent the great civilisations of the past but also helped to shape them in every culture, and to demonstrate the part played by today’s artists and designers in shaping our own environment.
S1/2
Every pupil will follow a common general course in S1/2. In first year the emphasis will be on learning how to recognise and use the Visual Elements of colour, tone, line, shape, form, pattern, etc. to make pictures and designs and in developing new hand skills.
In S2 pupils will work in sequences learning how to develop ideas based on observed drawings and to solve problems.
In S3/4 all pupils follow the Standard Grade course
Following the demands of the Qualification Authority the course consists of 3 units of work comprising a variety of Expressive, Design and Critical Units, in preparation for external exams and submission work at the end of S4.
A variety of units are on offer.
S5/6
The department offers Higher, Intermediate 2 and Advanced Higher courses.
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SCIENCE
S1 and S2 Science is the study of the natural and man-made world that we live in. Laboratories are very exciting and interesting places where you will do experiments, do your reading and discuss your ideas.
Some topics you will study are......
Living things Electricity Energy Senses
Solvents and Solutions Earth in Space Cells and Reproduction
Everyone makes notes in their jotters and Activity Sheets. Don’t worry if you need a bit of extra help – the teachers will make sure that you have work you can cope with! This is also true of the homework.
There are extensions for those who can do more than the core work. We also do Thinking Skills lessons.
In most topics there are investigations or projects and you’ll do some research for these. At the end of each topic there is a test. This lets you and your teacher know how well you have learned and if you need extra help.
S3 and S4 S5 S6
At the end of second year you may choose from these courses You may wish to study:- You may wish to study:-
Intermediate 1 Intermediate 2
Biology, Chemistry or Physics Biology, Chemistry or Physics Higher Human Biology or or or Standard Grade Higher Advanced Higher
Biology, Chemistry or Physics Biology, Chemistry or Physics Chemistry
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BUSINESS EDUCATION
S1/2
This 2-year course gives pupils the opportunity to advance their ICT skills in S1, from improving keyboard technique and setting up spreadsheets and databases to designing PowerPoint presentations and e-mailing. In S2, pupils apply their ICT skills in a course designed around setting up and organising a school radio station. Throughout the 2-year course, assessment opportunities are offered at 5-14 levels C-F.
S3/S4
The Business Education Department offers 2 Standard Grades at Foundation, General and Credit levels.
Accounting and Finance is for those who like working with figures and who are interested in the presentation of a range of accounting information both manually and using computer spreadsheets. Assessment is by means of a Practical Abilities project and an end of course examination that tests both knowledge and understanding and problem solving.
Administration builds upon the ICT skills acquired in S1/S2, within an office environment. Assessment is by means of a Practical Abilities project to test practical skills and an end of course examination covering both knowledge and understanding and problem solving.
S5/S6
We offer 3 subjects to the upper school at a variety of levels.
Accounting at Intermediate 1, Intermediate 2 and Higher levels, is for those pupils who wish to build upon their Standard Grade success. Students wishing to take the subject for the first time in S5/6 can tackle the Intermediate level 1 course.
Administration at Intermediate 2 and Higher levels is for those senior pupils who wish to further expand their ICT skills from Standard Grade. Students wishing to take the subject for the first time can tackle Intermediate level 1.
Economics is offered at Intermediate 2 and Higher levels as a crash course (ie no previous experience in the subject is necessary) and therefore is aimed at those senior pupils requiring another subject to assist them in gaining access to Higher Education courses.
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MODERN LANGUAGES
ALL pupils on entry to S1 will study French.
The basic S1/ S2 course is Metro 1 for S1 and Metro 2 for S2. Occasional use is made of other materials to help us develop the four skills for all pupils.
The main aims of the course is to encourage pupils to use their language as a means of communication and to equip pupils to use the language confidently even after they have ceased to study it at school. It is also important to develop an awareness of how language works.
Background knowledge of the country and its culture are also considered to be important and are included at appropriate stages of the course.
All the four skills will be developed with pupils having the opportunity to work in groups or individually.
Pupils in S1 / S2 will study topics such as
• family • house • school • daily routine.
Some classes may be supported by the foreign language assistant or by a member of the support for learning department.
Pupils must study the language started in P6 / P7 all the way through to the end of S4. Pupils entering their third year of language study will be allocated to an Intermediate 1 or Intermediate 2 class and will sit this exam at the end of S4. In S5 , pupils may elect to continue to study the language they had in S1 – S4 by choosing Higher or Intermediate 2.
There will also be the possibility of studying Spanish in S5/6.
In S1 / S2 the department operates a policy of continuous assessment as well as more formal tests completed three times in the session. Reports are completed in accordance with 5-14 guidelines. Homework is issued on a regular basis and will at times consist of learning new vocabulary as well as written exercises.
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MUSIC
In First and Second year in Bannerman High School all pupils study music, for 2 periods per week in S1, and 1 period per week in S2,
Classes are taught in practical sections and the work includes:
Performance Singing and learning to play a number of instruments
(Recorders, Electronic Keyboards, Guitars, Drums, etc.)
Listening development of skills in “intelligent listening” to various styles of music, including Scottish music and Blues.
Creative Work (usually called “Inventing” in music courses)
All pupils are involved in composing music using the instruments studied in class.
There is a basic “Core” standard of playing which can be achieved by every pupil for each of the instruments studied, but many of our pupils learn to play to a much higher standard.
Class work and progress is checked continuously by music staff, with extra help, advice or more challenging tasks always available to pupils as required. There will also be occasional tests to be completed in class.
Work in S1 and S2 leads directly on to Standard Grade and Higher Music, and also to modular music courses in middle and upper school.
The Music Department has a very well equipped Keyboard Studio, which has a professional sound system and a Macintosh/Cubase MIDI music computer facility, and all pupils will have the opportunity to use this Studio during their study of music in Bannerman High.
Many pupils also receive tuition on Band and Orchestral instruments from our specialist team of Music Instructors who are also involved in teaching the Standard and Higher Grade Candidates.
Pupils who have already studied a Band or Orchestral instrument in Primary School or at the Bannerman Music School will continue to be given lessons. Other pupils will be given the opportunity to apply for lessons on Brass, Woodwind or String instruments.
The School has various Choirs, Bands and an Orchestra as well as an annual School Show.
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PERSONAL AND SOCIAL EDUCATION (PSE)
All pupils from S1 to S4 attend PSE and it is an option choice for senior pupils.
PSE attempts to provide information and opportunities to develop decision-making skills, enabling young people to cope with the ever increasing pressure they may encounter in their lives.
Issues affecting individuals and relationships in society are raised, discussed and explored. Pupils are encouraged to adopt an informal and tolerant approach to such issues.
There are a number of broad themes which run through the programme. These themes are:
Health Education including Drugs Education and Sex Education
Citizenship including Anti Bullying and Race Equality.
Education for Work including Work Experience and Managing Personal Finances.
Raising Attainment including Study Skills and Individual Target Setting
Careers including Preparation of a CV and Interview Skills
The teaching of PSE involves a variety of methodologies, ranging from
• Discussion • Presentations from outside speakers • Videos • Working from worksheets
School is not only about gaining knowledge, it also attempts to help pupils in their personal and social development to meet the challenges that face them during their school life and in the world beyond the classroom
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APPENDIX 1
Bannerman High School Glasgow Road 0141-582-0020 Baillieston Glasgow G69 7NS
Caledonia Primary School Calderwood Drive 0141-771-8214 Baillieston Glasgow G69 7DJ
Carmyle Primary School Hillcrest Road 0141-641-2269 Carmyle Glasgow G32 8JW
Garrowhill Primary School Springhill Road 0141-771-1235 Garrowhill Glasgow G69 6PP
Mount Vernon Primary School Penryn Gardens 0141-778-9616 Mount Vernon Glasgow G32 9NY
Sandaig Primary School 21 Burnmouth Road 0141-773-1744 Barlanark Glasgow G33 4SA
Swinton Primary School Rhindmuir Road 0141-771-1776 Baillieston Glasgow G69 6AZ
Area Careers Office Parkhead Careers Office 0141-554-662 135 Westmuir Street Glasgow G31 5EX
Council Education Office Education Services 0141-287-4111 Wheatley House 23 Cochrane Street Glasgow G1 1HL
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APPENDIX 2
School Holidays 2009-2010
Return Date for Teachers Thursday 13 August 2009
Return Date for Pupils Monday 17 August 2009
September Weekend Friday 25 and Monday 28 September 2009
First Mid-Term Monday 12 to Friday 16 October 2009 (inclusive)
Christmas/New Year Wednesday 23 December 2009 to Monday 4 January 2010 (inclusive)
2010
2010 Return to school Tuesday 5 January 2010
Second Mid-Term Monday 15 February and 16 February 2010
Spring Holiday Monday 5 to Friday 16 April 2010 (inclusive)
May Day Monday 3 May 2010
May Weekend Friday 28 and Monday 31 May 2010
School Close Friday 25 June 2010
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APPENDIX 3
SECOND YEAR COURSE CHOICE SHEET FOR S3/4 CHOICE 1
Name: ______Class: ______
All pupils will study Physical Education, Religious Education and Social Education as core subjects. PE Studies in Group G is a Standard Grade subject.
Intermediate 1 level in Biology and Physics is offered to replace Standard Grade Science, as there is no Foundation Level in the separate Science subjects. You must choose ONE Science from Group E and your teacher will advise which level you should choose.
You will have an interview with your Pastoral Care Teacher before you make your choices and you must discuss your choices with your parent/carer.
Please CIRCLE choices. Pupils must circle one subject in each column. These forms must be brought with you to your option choice interview with your pastoral care teacher. These will begin on the 18th February 2008
GROUP A GROUP B GROUP C GROUP D ENGLISH MATHEMATICS FRENCH (Int 1/2) GEOGRAPHY HISTORY MODERN STUDIES
GROUP E GROUP F GROUP G GROUP H BIOLOGY (SG) COMPUTING ART ACCOUNTING AND PHYSICS (SG) FINANCE CRAFT & DESIGN DRAMA CHEMISTRY (SG) ART ADMINISTRATION MUSIC COMPUTING BIOLOGY (Int 1) GRAPHIC CHEMISTRY (Int 1) FASHION & TEXTILE PE STUDIES COMMUNICATION PHYSICS (Int1) TECHNOLOGY (Int 1/2) HEALTH & FOOD TECHNOLOGY (Int 2) DRAMA HOSPITALITY Int 1 ADMINISTRATION
THE SCHOOL RESERVES THE RIGHT NOT TO RUN ANY COURSE WHICH FAILS TO ATTRACT SUFFICIENT PUPILS TO MAKE A VIABLE SECTION
Signature of Parent/Guardian: ______
Pupil’s Name: ______Class: ______
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APPENDIX 4 subject in each column. S6 Chemistry Citizenship Accounting Art Chemistry Computing Drama French* Communication Graphic Economics Home Accounting Chemistry Coll. Opt/PSE French* Communications Graphic Hospitality (Cul. Excellence) Coll. Opt/PSE Hospitality (H.Ec) Literacy Digital one oose
Citizenship Psychology (Higher) (Higher) Psychology Citizenship English Art Drama Music StudiesPE Art Drama Music StudiesPE Art Drama Music CSLA Basic Accounting LATE RETURNS COULD BE DISADVANTAGED DISADVANTAGED COULD BE RETURNS LATE or or X MARCH st column - see the “ Introduction to upper school” booklet. booklet. school” to upper see the - column “ Introduction one Art Art RE (Higher) Citizenship Mathematics Computing Design Product Administration French* PassportPC Design Product Administration Practical CraftSkills French* Practical CraftSkills PassportPC Administration Spanish
MAIN OFFICE BY MONDAY 31 English (Higher) Biology Human 2) (Higher/Int Economics Citizenship English Biology Physics English Biology Physics English or 1 Int Biology Int 1 Chemistry or 1 Physics Int Textile/Hosp. H.Ec: BE RETURNED TO THE MUST MUST Mathematics Geography History Studies Modern Mathematics Geography History Studies Modern Mathematics Geography History Studies Modern Mathematics THIS FORM THIS
Parent’s Signature: …………………………………………………… …………………………………………………… Signature: Parent’s ……………………….……………………….. Signature: Pupil
may choose Citizenship, which includes some time for Citizenship/Private Study in Study Citizenship/Private for time some includes which Citizenship, choose may Please circle your choice in each column. The same subject cannot be taken as a Higher and an Intermediate. All S5 must ch in May 2008. Birth of Date school leave 2008. to intend I Class: May BANNERMAN HIGH SCHOOL Name: in S5/6 COURSE CHOICE 2008-09 E B C D A Higher Advanced Pupils S6 HIGHER Citizenship INTERMEDIATE 2 INTERMEDIATE 1
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APPENDIX 5
INFORMATION FOR PARENTS 2008 SECONDARY SCHOOLS
School: Bannerman High School Id No.: 260 - 8458138
Leaver Destinations Number Of Pupils Leaving In School Year 2007/2008 And Percentage With Destination As: Total Number of Leavers (=100%) 240 Higher Education 40 Further Education 21 Training 7 Employment 25 Other Known 7 Not Known 1
Budgeted Running Costs For Financial Year 2008-2009 School Roll at September 2007 1,393 Total School Running Costs at April 2008 (£) 5,991,251 Cost per Pupil (£) 4,301
Attendance And Absence For School Year 2007/2008 Stage S1 S2 S3 S4 S5 S1-5 Total Number of Possible 103,136 103,214 101,770 103,670 68,530 480,320 Attendances(Pupil Half Days) Percentage Authorised 4.7 7.3 9.2 7.6 6.0 7.0 Absences Percentage Unauthorised 0.0 0.2 0.8 0.1 0.1 0.2 Absences
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INFORMATION FOR PARENTS 2008 SECONDARY SCHOOLS
School: Bannerman High School Id No.: 260 - 8458138
Estimated S5 January Roll As A Percentage Of The S4 Roll In September Of The Previous Session 2005/2006 2006/2007 2007/2008 53 56 66
Examination Results (within Scottish Credit and Qualifications Framework)
(2007/2008 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 2005/ 2006/ 2007/ 2005/ 2006/ 2007/ 2005/ 2006/ 2007/ of S4 2006 2007 2008 2006 2007 2008 2006 2007 2008 96 91 89 77 77 69 34 32 27
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 2005/ 2006/ 2007/ 2005/ 2006/ 2007/ 2005/ 2006/ 2007/ of S5 2006 2007 2008 2006 2007 2008 2006 2007 2008 32 41 40 16 25 24 7 6 8
Percentage of the relevant September S4 roll achieving: By 3+ @ level 6 or better 5+ @ level 6 or better 1+ @ level 7 end 2005/ 2006/ 2007/ 2005/ 2006/ 2007/ 2005/ 2006/ 2007/ of S6 2006 2007 2008 2006 2007 2008 2006 2007 2008 31 24 32 18 14 17 3 3 6
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INFORMATION FOR PARENTS 2008 SECONDARY SCHOOLS
School: Bannerman High School Id No.: 260 - 8458138
Minimising Overall Absence Absence recorded Absence recorded (2006/2007) (2007/2008) Average number of Average number of half days absence half days absence per pupil per pupil Absence 27.3 28.1
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
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INFORMATION FOR PARENTS 2008 SECONDARY SCHOOLS
Education Authority: Glasgow City Leaver Destinations Number Of Pupils Leaving In School Year 2007/2008 And Percentage With Destination As: Total Number of Leavers (=100%) 5,321 Higher Education 24 Further Education 27 Training 9 Employment 22 Other Known 16 Not Known 2
Budgeted Running Costs For Financial Year 2008-2009 School Roll at September 2007 27,876 Total School Running Costs at April 2008 (£) 135,862,646 Cost per Pupil (£) 4,874
Attendance And Absence For School Year 2007/2008 Stage S1 S2 S3 S4 S5 S1-5 Total Number of Possible 1,946,244 1,994,057 2,097,789 2,082,969 1,357,654 9,478,713 Attendances(Pupil Half Days) Percentage Authorised 8.5 10.7 13.0 12.4 10.6 11.1 Absences Percentage Unauthorised 0.3 0.4 0.7 0.4 0.2 0.4 Absences
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INFORMATION FOR PARENTS 2008 SECONDARY SCHOOLS
Education Authority: Glasgow City Estimated S5 January Roll As A Percentage Of The S4 Roll In September Of The Previous Session 2005/2006 2006/2007 2007/2008 54 56 59
Examination Results (within Scottish Credit and Qualifications Framework)
(2007/2008 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 2005/ 2006/ 2007/ 2005/ 2006/ 2007/ 2005/ 2006/ 2007/ of S4 2006 2007 2008 2006 2007 2008 2006 2007 2008 86 86 84 67 66 65 24 22 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 2005/ 2006/ 2007/ 2005/ 2006/ 2007/ 2005/ 2006/ 2007/ of S5 2006 2007 2008 2006 2007 2008 2006 2007 2008 26 28 28 12 14 15 5 6 5
Percentage of the relevant September S4 roll achieving: By 3+ @ level 6 or better 5+ @ level 6 or better 1+ @ level 7 end 2005/ 2006/ 2007/ 2005/ 2006/ 2007/ 2005/ 2006/ 2007/ of S6 2006 2007 2008 2006 2007 2008 2006 2007 2008 19 18 20 11 11 12 6 5 6
65 Bannerman High School Handbook 2009
INFORMATION FOR PARENTS 2008 SECONDARY SCHOOLS
Education Authority: Glasgow City Minimising Overall Absence Absence recorded Absence recorded (2006/2007) (2007/2008) Average number of Average number of half days absence half days absence per pupil per pupil Absence 46.5 43.9
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
66 Bannerman High School Handbook 2009
,1)250$7,21)253$5(176 6(&21'$5<6&+22/6 1DWLRQDO'DWD /HDYHU'HVWLQDWLRQV 1XPEHU2I3XSLOV/HDYLQJ,Q6FKRRO 67 Bannerman High School Handbook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annerman High School Handbook 2009 ,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 69 Bannerman High School Handbook 2009 GLOSSARY Broad-banding A system for grouping pupils of broadly similar abilities, but less rigid than streaming. Credit Level The top level award in Standard Grade, i.e. Grades 1 and 2. General Level The middle level award in Standard Grade,i.e. Grades 3 and 4. Foundation Level The bottom level award in Standard Grade, i.e. Grades 5 and 6. Group Teaching 3-6 pupils working together on a topic, each contributing to and gainingfrom the work of the group. Individual Work Pupils work at their own level of interest and ability under the direction of the teacher: a class could, therefore, study many different topics simultaneously. Mixed Ability Pupils of a wide range of ability taught together as a class; the work of such a group is largely based on individual and group assignments. Unit A unit of work of 20, 40 hours’ duration certificated by SQA. S.Q.A. Scottish Qualifications Authority which examines and certificates Standard Grade at Credit, General and Foundation levels and also Intermediate 1, Intermediate 2 and Higher Grade. Whole Class Teaching A lesson led by the teacher on a single topic. All authorities are required by law to issue a copy of the school handbook incorporating current policies and practices of both the council and the school to certain parents in December each year for their use as appropriate. Although the information in this booklet 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. Data Protection Act 1984 Information on pupils, parents and guardians 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 1984 and may only be disclosed in accordance with the Codes of Practice. For further information please contact the school. 70 Bannerman High School Handbook 2009 ADDITIONAL INFORMATION 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/en/yourcouncil/freedomofinformation Internet facilities are provided at all Glasgow City Council Public Libraries and Real Learning Centres. 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. There are also two bonuses of £150 awarded in January and June each year for good progress with learning. Further information on full eligibility criteria and application forms can be obtained from the school. 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 agreed 71 Bannerman High School Handbook 2009 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 Services Glasgow City Council Wheatley House 25 Cochrane Street Merchant City GLASGOW G1 1HL Address and Contacts Margaret Doran Executive Director, Education and Social Work Maureen McKenna, Service Director, Education Both at: Education Services Glasgow City Council Wheatley House 25 Cochrane Street Merchant City GLASGOW G1 1HL Local Councillors George Ryan David McDonald David Turner James Coleman Tom McKeown Euan McLeod John McLaughlin Careers Scotland: 0141 582 0020 Cultural and Leisure Services: Letting Section 0141 287 4350 Although this information in 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. 72