Art & Design
Organisation
Pupils are taught throughout S1 and S2 in mixed ability sets, with a maximum
size of 20.
Most work is individual and of a practical nature, though occasionally some
activities may involve short sessions of group work. Classes in S1 have one
teacher throughout the year for 2 periods a week. In S2 classes have 2 teachers
throughout the year for two periods a week each.
Curriculum
The S1/2 programme is based on the Expressive Arts 5-14 Guidelines. In S1 there
are two practical units, one Expressive and one Design. In the Expressive Unit
pupils make personal responses to a range of Expressive Themes and Subjects.
In the Design Unit pupils follow the Design Process, which involves designing
for a Client. Pupils Investigate the Topic, Try Out some Ideas, Choose and Develop
the Best Idea. Finally pupils Evaluate to see how well the requirements of the
Client have been met.
Throughout the programme pupils become more familiar with the Visual Elements
of line, tone, colour, pattern, texture and form and work with a range of art
media such as paint, clay, paper-mache, pastels. Computers are used where appropriate.
S2 follows the same pattern except that there are two Expressive Units (one
three dimensional and one two dimensional) and two Design Units (one three dimensional
and one two dimensional).
In S1/2 each unit has a corresponding theory element, the Critical Activity,
whereupon pupils comment on the work of artists and designers who have worked
on the same topic e.g. in an Expressive Unit concerned with Landscape, using
colour and texture, pupils may study Van Gogh’s landscapes.
Assessment is undertaken at the end of each unit, summarised at the end of each
year.
Craft, Design and Technology
Organisation
The courses in Craft, Design and Technology (CDT) are followed by all pupils
in first and second year. Pupils are organised into mixed ability sets with
a maximum size of 20.
Because of room restrictions and pupil numbers, all classes operate on a rota
system. This means that pupils move from one part of the course to the next
part after a twelve week period.
(Pupils are required to contribute to the cost of materials for the Metalcraft
and Woodcraft sections of the course. A letter is sent to parents/guardians
advising them of this at an appropriate time.)
Curriculum
In the first year there are three blocks:
Graphic Communication: This includes sketching, graphic and drawing techniques
and practices.
Metalcraft: This includes basic working with metalwork tools and machines to
produce three models. Safety techniques are very important at this time. Pupils
are required to pay a contribution towards material costs at the start of this
block.
Design: Pupils complete a series of simple design exercises to help them understand
the basic principles of design related to items or situations that they are
familiar with.
In second year there are a further three blocks:
Graphic Communication: This includes more advanced sketching and drawing techniques
along with computer drawing.
Woodcraft: Basic use of woodworking tools and the manufacture of a model. Safety
is very important. Pupils pay a contribution to the cost of materials at the
start of this block..
Design: Pupils carry out design and design modelling exercises.
All pupils are assessed as their work progresses and receive a final grade based
on their overall performance.
English
Organisation
Pupils follow programmes of study in line with the 5 – 14 English Language
Guidelines, taking account of information passed on from Primary schools. In
S1, pupils are arranged in mixed ability groups: in S2 they are broadly set
in ability groups.
Curriculum
Pupils develop their skills in Reading, Writing, Listening and Talking through
the study of poetry, prose, drama and the media. In addition, in S1 all pupils
undertake the following:
The World of Personal Reading. Beginning as a link programme in P7 and timetabled
for one period each week, the scheme encourages an enjoyment of reading across
many different areas. The World of Personal Reading forms part of the department’s
homework programme and pupils are expected to read, on average, two books each
month.
The Pirate Information Skills Course. Running from August until the October
break, the Pirate Project aims to develop cross curricular skills in accessing
information from a variety of sources, from print to ICT. These skills are drawn
together at the end in an extended piece of functional writing.
The Legend This extended imaginative writing project allows pupils to develop
an awareness of audience and develop skills in punctuation, spelling and structure.
Once the Legend has been established in class, pupils are expected to work on
their writing as homework.
In S2 pupils continue with the World of Personal Reading. Pupils performing
beyond level E undertake the study of at least one play by William Shakespeare
and are introduced to the skills of textual analysis.
Assessment
Pupils’ work is regularly assessed using 5 – 14 attainment outcomes,
strands and targets. Assessment is used to evaluate progress and inform next
steps in Reading, Writing, Listening and Talking. In addition, National Tests
are used to confirm teachers’ assessment of attainment in Reading and
Writing.
Geography
Organisation
All classes are mixed ability using a range of teaching approaches from whole
class in the majority of lessons to individual and group-work activities at times.
Tasks are generally suited to pupils’ needs and abilities with extension
exercises built in where appropriate.
A wide range of resources is used, including a variety of specialised textbooks,
worksheets, videos, slides, maps and I.C.T. resources.
A two week library-based project making use of the Internet, Intranet and CD-Roms
amongst other resources features in both S1 (Hurricanes and Tornadoes) and S2
(Earthquakes and Volcanoes).
Fieldwork includes a visit in S2 to the venue ‘Our Dynamic Earth’
in Edinburgh. Homework tasks are an integral feature of the coursework as are
the assessments taken at the completion of each unit of work.
Curriculum
S1: Name of Unit of Work: Atlas, Weather, North and South America, O.S. Mapping,
Home Area.
S2: Name of Unit of Work: Sculpting the Earth, Earth Forces, Japan, The Environment.
History
Organisation
All students in First and Second Year History classes are taught in mixed ability
groups of around 30 students. A common textbook is used by each student, with
appropriate differentiated material (easier explanations and work for some and
extension suggestions for the more able.) The teacher is the most important
differentiating agent: explaining and illuminating the basic text, assisting
those who require it and extending the abilities of the faster learners.
Classes are initially taught in an all-class, direct teaching fashion and pupils
then use appropriate materials and tackle designated tasks – either individually,
with a partner, in small groups or as part of an investigation team. Individual
students with specific learning needs are identified and appropriate provision
made. Considerable use is made of Audio Visual stimuli and ICT enquiry is encouraged.
Students are encouraged to understand the purpose of each lesson and reviewing
previously learned material is an ongoing practice. All students are motivated
to be of good behaviour and to produce work of as high a quality as possible.
Students are encouraged to focus in class and to be responsible for their own
learning. Students are encouraged to participate in debate and to contribute
to the historical discussion.
Curriculum
The S1/S2 syllabus is devised as a two year course, fulfilling the requirements
of the recent 5-14 Guidelines on ‘People and the Past’. These state
that students should be made aware of all aspects of history (local, Scottish,
British, European and World) across a wide stretch of time periods. In addition,
they are to acquire valuable, transferable skills of enquiry, investigation,
evidence evaluation and communication.
Consequently, the S1 course introduces the student to the nature, content and
skills of History. Students are invited to think of the historian as a detective
– gathering evidence, testing its reliability and using clues to communicate
effectively in both written and oral fashion. The content of the course includes
Early Man; Life in the Iron Age; Ancient Egypt; the development of History and
the work of the early archaeologists. Various individual/group investigations
are included; designing a newspaper; exploring the Tomb of Tutankhamen; investigating
life on the Mary Rose warship; compiling a Family Tree; investigating local
history and enquiring into the role of Science and IT in historical discovery
and archaeology.
The S2 course encourages the student to apply the knowledge and the skills acquired
in S1 to a chronological study of selected periods of history including The
Vikings (European); the times of King James lV Scottish / local); the Aztecs
(World); Women’s Rights (British study through time); World War One (European);
Nazi Concentration camps (European).
Students are further prepared in the skills of understanding; handling and evaluating
evidence and extended writing and are well prepared for their Standard Grade
course in S3.
Throughout S1/S2, homework (either set, recommended or extension) is always
encouraged. Some self assessment is practised with all students being made fully
aware of what is required in order to achieve their maximum grade level: A –
F. Students are given a check list to assist their ‘next steps’
in learning.
Home Economics
Organisation
Home Economics is delivered to mixed ability register classes for 3 periods
per week (105 minutes) over two years. Approximately 60% of the course is practical.
It is divided into several topics covering the breadth of the subject: Health
and Food Technology, Fashion and Textile Technology and Consumer Issues. Pupils
work in pairs, groups or individually.
They are expected to contribute towards the cost of the course where families
are not experiencing financial hardship. They must comply with the dress standards
expected for hygiene and safety, including the removal of jewellery.
Curriculum
This course aims to develop practical skills with emphasis on food hygiene and
safety. Pupils will develop an understanding of healthy eating through the study
of nutrition and current dietary advice. Consumer education encourages pupils
to make informed choices for a range of products as well as developing their
evaluative skills.
The skills of technology (planning, carrying out and evaluating) are delivered
through a variety of design tasks. These challenge pupils to apply their knowledge
and skills in a practical context reflecting real life situations. The S1/2
course provides opportunities to develop additional skills such as research
skills and ICT.
Pupils will be assessed at regular intervals throughout the session.
Information Technology
Organisation
In S1 all pupils follow a course in Information and Communication Technology
for 2 periods a week. Mixed ability sets enjoy excellent ICT facilities, with
most of their time working individually on their own PCs.
All pupils are instructed in the responsible use of the IT network. The detail
of this is included on page 29 of the prospectus and it is made clear to pupils
that any abuse of the IT privileges and protocol will lead to them losing their
access to the resources.
Although ICT is not sustained in S2 there are opportunities to embark on Computing
Studies and Information Systems courses in S3.
Curriculum
The aim of this course if to develop a set of core skills that will enable students
to utilise the ICT resources within the school during their time here. The course
will also advance students through the 5 – 15 Information Technology curriculum.
The main areas of the course are:
· Applications: Using the Microsoft Office suite of applications we introduce
the fundamental skills of Word Processing, Spreadsheets, Presentation Graphics
and Web Page construction.
· Communications and Research: The Internet and e-mail are covered with
particular emphasis on search skills. Social awareness and responsible use are
also covered in this section.
· Programming: Logo programming course to introduce the basic concepts
involved with control and modelling.
Knowledge and understanding is covered throughout the course and the students
are tested using on-line assessment software.
At the end of the course all students undertake a mini project to build a web
site.
Mathematics
Organisation
Mathematics is delivered to classes for 6 periods per week. In August of S1
they are broadly banded according to their 5 – 14 level of attainment.
Where possible, pupils will work in a class devoted to a single level. In November
the classes are set more strictly by ability. This setting is revised at the
beginning of S2.
Pupils will work individually for almost all of the work, with certain aspects
of the Problem Solving being taught to pairs or groups.
Homework may take the form of exercise completion or ink exercises. Usually
there will be one ink exercise on each section of work.
Mental work is covered during both S1 and S2, for about 15 minutes each week.
This acts as preparation for both the national tests and for the non-calculator
papers of Standard Grade and National Qualifications.
Curriculum
The course is divided into the strands of Number, Shape, Algebra, Information
Handling and Problem Solving. There are four blocks of work in each of S1 and
S2, each block containing Shape and Number, along with two other strands.
We try to develop the mathematical skills of all pupils to enable them to achieve
as much success as possible.
By S2 we would expect pupils to have a calculator – for those intending
to take Standard Grade in S3 at General level, they will require a scientific
calculator.
Mathematics is very much a sequential subject, and so the work done at this
stage is laying the foundations for all mathematical work further up the school
and beyond.
Assessment
A test is given at the end of each block of work. The test in October of S1
is used for adjusting our broad banded sets from August. The next two tests
in S1 are then taken into account for setting in S2.
The three tests up to March in S2 are then used to determine the recommendations
for third year
Modern Languages
Organisation
French is currently taught to all pupils in S1 as their modern language. This
builds on the introduction to modern language established in all associated
primary schools. French will continue to be taught to this year group in S2
- a second foreign language being offered in S3.
In S1 pupils are taught in mixed ability classes; setting is introduced in S2.
Varied teaching methodologies are used, including the use of IT. Pupils are
taught to work in pairs, in groups for project work and individually. There
is provision for the full range of pupil ability.
A dictionary is essential throughout both S1 and S2 to assist pupils with their
classwork and their homework.
Curriculum
In S1 a new course book ‘Voyage’ is used which includes specified
Websites for each Unit and a CD for each pupil to practise Listening and Speaking
skills at home. All pupils have booklets as well as textbooks for each unit,
with vocabulary sheets provided. There are additional aids for pupils with learning
difficulties.
Homework is given out regularly and pupils are encouraged to do extension tasks
where appropriate. Homework is varied, with Writing, Reading tasks, vocabulary
learning, projects and IT work on the websites. PCs are available in school
for pupil use, if required.
In S2 the course used is ‘Voyage 1/2’. Again, each unit has a specified
website and also areas for background development for projects etc. There are
similar course books and booklets for each unit, as in S1. Varied homework is
sustained, extending more able pupils as appropriate.
Throughout S1 and S2 assessment takes place at the end of each unit and is summarised
at the end of each year.
Music
Organisation
Music is taught to all S1 and S2 pupils in mixed ability practical sized sets.
There are three well resourced classrooms and three instrument practice rooms.
The classrooms boast the latest in music technology, which pupils will experience
in S1/2 and which can become part of a specialised area of study in later years.
Curriculum
Music in first year in Linlithgow Academy is taught within a conceptually based
framework and is delivered through practical tasks which can be learned through
three distinct but linked elements. These are PERFORMING, INVENTING (or composing)
and LISTENING.
The music course takes full account of prior learning and is structured in such
a way as to accommodate pupils with previous experience in music making as well
as those who may not play any specific instrument.
The courses are designed to reflect the various Outcomes, Strands and Attainment
Targets contained within the 5 – 14 National Guidelines for Expressive
Arts Music.
During their first year, pupils will perform, listen to, and compose music in
a variety of styles and from a variety of cultures from around the world, and
which employ various musical techniques. The course includes the rudiments of
music and instructs pupils in how to read music notation. A wide range of instruments
are on offer and pupil choice of instrument is a main feature of the way music
is taught. Pupils will be encouraged to play at least three instruments in their
first year.
As in S1, music in second year is also taught within a conceptually based framework
and is similarly delivered through the same elements: PERFORMING, INVENTING
and LISTENING.
Pupils continue to study music from a variety of styles and cultures around
the world, and will perform, invent and appreciate music with a greater depth
of understanding than in the first year.
During second year, pupils, having found out what their preferred instrument
is through exposure in S1 to a variety of instruments are encouraged to develop
their skills on a second choice instrument.
Throughout both years music taught in the classroom will be supplemented and
supported by regular homework exercises, of which practising instruments may
be a part. Assessment takes place at the end of each unit and is summarised
at the end of each year.
As well as classroom music some pupils may have the opportunity to obtain instrumental
tuition from one of the visiting instrumental staff. There are further opportunities
to perform in one of the school ensembles – initially, in S1 this may
be in the orchestra, the junior concert band, the junior choir or in an organised
rock band activity.
Physical Education
Organisation
Pupils are timetabled for Physical Education in their register group, mixed
ability sets. Occasionally, in S2, if the timetable permits sets may be re-grouped
into single-sex classes or into specific ability groups. This is aimed to improve
the self-confidence of some pupils.
Following the Health Initiative in school the Department is testing
pupil’s fitness in S1 and S2. To promote and allow a healthy and active
lifestyle pupils are expected to participate as often as possible to their best
ability. They should wear a change of trainers and clothes, especially shirt.
Shorts should be black; t-shirts black or white. Long hair should be tied neatly
back and all jewellery removed.
Curriculum
S1
All pupils follow a wide programme of activities in 4x35 minute periods, usually
timetabled as ‘doubles’. They learn the basic skills of Hockey,
Tag rugby, Basketball, Volleyball and progress into simple, small-sided games.
In Gymnastics they are required to perform a final, individual sequence; in
Dance a group dance. Classes will also learn Badminton and cover at least two
strokes in Swimming. In the summer term they do Athletics, Netball and Softball.
S2
Classes are timetabled for one double per week, during which time they cover
a selection of the activities they worked on in S1. They usually do an outdoor
game, an indoor game, swimming and gymnastics before Easter, and Athletics,
Softball, Netball and sometimes Football in the summer term.
Religious, Moral and Philosophical Studies
Organisation
During first and second year, the department teaches pupils in mixed ability
classes. The work given to the pupils is for all ability levels. There are basic
tasks, that all should be able to undertake, as well as work that is more advanced
for those who progress through the tasks.
There is an assessment at the end of every unit during first and
second year. The assessments used test the knowledge, understanding and evaluation
skills of the pupils.
Curriculum
The curriculum followed conforms to the 5 – 14 National Guidelines for
Religious and Moral Education. During the two years the six major world religions
of Christianity, Hinduism, Judaism, Islam, Buddhism and Sikhism are studied.
This is undertaken in a thematic way, examining a number of topics over the
two years. During S1 topics include; Key Figures, Sacred Writings, Special Places
and Symbols. In S2 Beliefs, Worship, Ceremonies, Customs, Festivals and Celebration
are identified. As part of a Personal Search theme Ultimate Questions, Relationships
and Moral Values are also examined
Science
Organisation
Throughout S1 and S2 pupils are taught Science in mixed ability practical sets.
Maximum set size never exceeds 20.
During both S1 and S2 a range of teaching methods are used including direct
teaching, group work, practical demonstrations and IT. There are numerous opportunities
to carry out practical work and regular homework features throughout the course.
Assessment: Tests are given at the end of each topic which assess Knowledge
and problem solving skills.
Curriculum
In the first year science course, pupils are introduced to the science laboratory
and are trained to work safely in the lab. They build on their investigation
skills and problem solving skills learnt at primary school. They study Forces
and Energy; Changing materials and Solutions; Food for life and Reproduction.
In second year the number of periods that pupils study science increases, and
it is during this year that pupils come to a decision about the areas of science
that they are most interested in. They study Elements and Compounds, Acids and
alkalis and Chemicals in Action (the chemistry based units); Heat, Electricity
and Electronics (the physics based units); Using foods, Keeping fit and Senses
(the biology based units).
Support for Learning
Staff liaise with the associated Primary Schools to ensure that there is an
awareness of pupils with social and emotional and/or learning needs. Where appropriate
there will be an individualised induction for those pupils who may have serious
concerns about transferring to the Academy.
The main objective is to ensure that all pupils benefit from education within
the mainstream. Where this is not altogether successful, there may be some flexibility
in the curriculum offered. The flexibility will be determined by the needs of
the individual pupil and parents will be encouraged to take part in the consultation
offered by the school.
More detailed information about the department is available from the school.