The Scottish Curriculum has recently been
reviewed and guidelines for all areas of the curriculum are now
published. These give structure for teaching and learning for all
pupils from ages five to fourteen. In all aspects of the curriculum we
follow these guidelines, interpreting and relating them to the needs of
These guidelines are readily
available at the school for any interested parent to see.
On the following pages are brief
synopses of the different aspects of our curriculum.
More detailed information exists in
the school and any parent is welcome to discuss our policies more fully.
The six main areas of the
curriculum from P1 to S2 are as follows:
P1 - 7: MATHEMATICS:
This is composed of - Information handling, Number, Money, Measurement,
Problem Solving and Enquiry.
This is composed of - Talking, Listening, Reading and Writing.
This is composed of - History, Geography, Science, Technology and Modern
This is composed of - Art and Design, Drama, Music and PE.
French is the modern language offered to Primary 6 and 7 pupils in this
school. This will gradually be offered to other age groups as more
members of staff become qualified to teach Modern Languages.
RELIGIOUS AND MORAL EDUCATION:
This is composed of - Christianity, Other World Religions and Moral
PERSONAL AND SOCIAL DEVELOPMENT:
Personal Development is essentially concerned with self-awareness and
self-esteem. Social Development is essentially concerned with
inter-personal relationships, independence and inter-dependence.
Four themes are addressed within Health Education: Safety Education;
Drug Education; Nutrition Education and Sex Education.
The 3-5 Curriculum Framework for
children in their Pre-school Year also reflects the above curricular
areas and is organised under the following headings -
Understanding of the World
Emotional, Personal and
The pupils follow Scottish Borders Council programmes of study, which
relates to the Scottish Curricular Guidelines in Mathematics. These
lead them, according to their ability, through a progression of work
closely linked at each stage.
The main resource used in the
school to carry out the Maths Programme is Heinemann Mathematics,
complemented at the upper stages by S.P.M.G. (published by Cambridge
A variety of other materials and
resources is regularly used by the pupils including computer software.
It is the intention to give each child a wide range of mathematical
experiences based on sound knowledge of basic concepts. The development
of mental agility and approaches to problem solving are regarded as
important aspects of the Maths Curriculum.
Progression in language is gained through following the Scottish
Curricular Guidelines. To ensure width of experience and continuity in
learning, the following materials and resources are used throughout the
"Jolly Phonics" is an approach, which is employed in Primary One to
introduce the children to reading. Teachers, pupils and parents work
closely together during this very important phase in order to ensure the
best start to reading for the children. Thereafter a progressive core
reading scheme is introduced. The core scheme is supplemented by a wide
variety of novels with a well-resourced library of fiction and
Reading for Enjoyment
The importance of books is emphasised from an early stage when parents
of new entrants are encouraged to read to their children as often as
possible. Creating the right atmosphere of quiet and enjoyment is
essential when children start to read and they require a lot of patience
and attention at home as well as in school. Classes regularly visit the
school library to exchange books to encourage reading for enjoyment.
The library van visits the school regularly and pupils are given the
opportunity to choose a selection of books for their class.
Reading for Information
We have an extensive range of non-fiction books in the school which are
used by all classes, particularly for topic work. These books are
supplemented by project boxes from the Regional School Library Service.
Right from the start, due attention
is paid to the development of handwriting, spelling and sentence
construction. This is supported by Jolly Phonics and Jolly Grammar in
the Early Years. From Primary 3 onwards, "English Alive" and the
S.R.A. scheme, complemented by a wide variety of other resources, give
further practice in comprehension, punctuation and grammar. Writing for
a variety of purposes, e.g., imaginative stories and poems, recording
information, form filling and letter writing, is addressed throughout
Listening and Talking
From the earliest stages, the skills required for listening and talking
are carefully developed in order that, children discuss and converse
meaningfully and not just "chatter"! Activities ranging from “Show and
Tell” and “Circle Time”, to structured discussion and formal debates are
designed to encourage a high level of articulation in our children. A
wide variety of resources is employed throughout the school and classes
at each stage have ready access to televisions, video recorders, tape
recorders and computers to support this area of the curriculum.
From Nursery - P7 all pupils will be given a varied experience in the
four areas, either arising through other class activities or in his/her
own right as separate skills.
We have curriculum support teachers who assist class teachers and also
provide specialist knowledge for the pupils.
is supported and coached by parents.
teams are currently coached by Mrs Scott and Miss Watson with teams participating in local and regional events.
is coached by Mr Hunter and Allan Moffat with teams participating in local events.
is coached by Mr Hunter and Neil
Comley and teams participate in local and regional tournaments.
As well as normal class music lessons, instrumental instructors of
brass, cello and violin visit the school weekly to tutor small groups
of pupils. Children are interviewed/auditioned for these groups in P4-5
for strings and P6-7 for brass.
Throughout the school, there is a Scottish Borders Council Programme of
Study in place which is gradually developed as children move from
Primary 1 to Primary 7. In each term, the classes follow a particular
aspect of art and design and this is continued when children move on to
the High School.
Each class teacher gives his or her pupils experience in creative drama.
Use is made of supporting broadcast material. The core resource is: SBC
This covers the subjects of Geography, History,
Social Studies, Science and Technology. It is generally carried out
through topic work with more specific skills being taught regularly,
e.g. mapwork. A balance is sought for each pupil both throughout the
year and from P1 - 7, to give a range of experience and knowledge of the
immediate and wider environment. The skills learned in other areas of
the curriculum will be applied when carrying out their topics, giving
pupils a relevant context to practise and experiment.
Nursery, the children gain knowledge and understanding in this area
through studies connected with the "World Around Them".
Based on SBC
Guidelines, Health Education is addressed from Nursery to P7 with a
progressive programme offered to
pupils. There are four themes covered within Health Education: Safety
Education, Drug Education, Nutrition Education and Sex Education.
Within each of these themes, three strands are covered: Physical,
Emotional and Social Health. All themes have attainment targets
covering levels A-F (Nursery – beyond Secondary 2). We adopt a common
sense approach to the delivery of this area of the curriculum and all
resources, which support Health Education, are carefully vetted to
ensure that materials are suitable for the maturity levels of the pupils
in our school.
RELIGIOUS AND MORAL EDUCATION
Christianity forms the framework in
which pupils are encouraged to consider themselves and their beliefs,
develop a sense of right and wrong and become aware of their social
responsibilities. From this base, they can also explore other world
religions and the similarity of human needs. Christianity, Judaism
and Islam are the main world religions studied in this school.
PERSONAL AND SOCIAL DEVELOPMENT
This area of the Curriculum links very closely with Religious and Moral
Education and Health Education. A better understanding of themselves is
fostered, along with an appreciation of our world and caring tolerant
attitudes to others.
These are held once a week and are normally led by the Headteacher,
Depute Headteacher, Principal Teachers or our Chaplain, Rev. I Walter.
The Chaplain also visits the classes regularly. The Assemblies are
for P1 - 2 or P3 - 7 with joint assemblies being held at least twice a
term. Nursery children are invited to attend Assembly when it is
Pupils are regularly involved in
the presentation of assemblies and parents are welcome to attend these.
End of Term Assemblies take place
in the school hall or St. Cuthbert's Church.
Parents have the right to withdraw their child from an act of worship if
a written request is made. If you wish to withdraw your child, please
discuss this with the Headteacher.
As part of their education, field trips and visits are arranged for
classes to support and enhance the classroom learning. The venues are
chosen to complement curriculum work already being undertaken in the
school. In general, the younger pupils will make visits within the town
or local area and the older children will gradually be taken further
afield. Currently in P7 we also offer the pupils the opportunity to
take part in a residential visit or a week of activities.
SUPPORT FOR LEARNING
A network of support exists to support children in their learning which
involves pupils, families, teachers and Additional Needs Auxiliaries who
all work together in a planned way when a child needs extra support
with class work, or requires accelerated learning.
The aim is to give sufficient
support to allow the child to gain confidence to undertake the main work
of the class unaided or to be stretched in order to achieve potential.
Where more substantial help is required, progress is monitored regularly
to re-assess appropriate action.
programme will be developed and carried out by designated members of the
support team. In this way, children can be enabled to progress in
The Headteacher, Depute Headteacher and Principal Teachers, Mrs Gibb,
Miss Embleton, Miss Robson and Acting Principal Teacher Miss Nelson,
have undertaken training and are available to consult with and advise
staff on individual pupil progress.
Where children continue to cause
concern, a referral may be made, in consultation with the parents, to
the School Psychology Department or Behaviour Support Group.
If significant additional help is
required for a child, a process of assessment will take place which may
lead to the opening of a Co-ordinated Support Plan. This is a
statement, which defines the learning needs of the pupils and is
The class teacher monitors each child’s progress on a daily/weekly basis
and a record kept of work covered.
There is a programme of screening
and assessment throughout the school and each class is monitored for
All pupils are now tested to check
their attainment against National targets in 5-14 Curriculum
Guidelines. The class teacher selects suitable materials from a
National Bank of resources to confirm the level of achievement in Maths
and Language. The majority of pupils are assessed at four different
levels, A - D, during their primary years. Some pupils will also be
assessed at a further Level, E.
Personal Learning Plans (PLPs) are
in the process of being developed in the school. These share with
parents and pupils the next steps in learning and provide continuous
information on children’s progress throughout the year.
Parents' Evenings are held in Term
1 and Term 3 to allow teacher and parent to discuss more fully each
child's achievements and future development.
Transition PLPs are written for all pupils in Primary 7 for transfer to
the High School. At the end of each session, class records are discussed
and handed on to the next class teacher to ensure a smooth progression
of information. Any child leaving to attend another primary school will
also have a transfer report completed.