Academic Matters

Starting Nursery

At the beginning of a new session we welcome our returning families. We hope that the following information and practical advice will help your child to settle quickly and enjoy Nursery.

Children joining our Nursery for the first time may take a few days to settle fully into their planned weekly sessions. We will work with you to ensure this is as smooth as possible. Each child will be assigned a keyworker who will support your child throughout the academic year and report learning observations.

Sometimes children have separation difficulties; all children are individuals and some settle more easily than others. This can, understandably, cause parents to be anxious but our wonderful Nursery team are here to lend a hand and offer support. Giving an upset child a reassuring cuddle from their parent and confirming with them when they will be collected and by whom goes a long way to soothing a child who is struggling to part from their loved one. Bringing a special cuddly transition toy can help too. If a child continues to show distress, we will always get in touch and adapt the routine if necessary.
 

Full Day Nursery Children

Starting Day

As every child in our Nursery is unique we know that they will have had a variety of experiences prior to joining The Edinburgh Academy. This said, we usually find that most full day children take about three days to settle.

The following details the pattern that the first few days normally take:

• Nursery staff will be waiting to welcome you into the room.
• Please look around at all the activities available.
• When your child has settled at a particular task, tell him/her that you will wait in the Nursery foyer while he/she plays.
• Your child will stay until approximately 11.30am.
   

Second Day

After the first day, children start Nursery between 8.25am and 9.00am.

• Today your child will stay for lunch.
• Please see a member of staff and settle your child as before.
• Tell your child that you will be leaving him/her to play and that you will be back to collect him/her later (1.00pm).
• Please double-check that we have a telephone number in case we have to contact you during the day.
   

Third Day

• Your child will stay for the whole day today.
• Nursery Plus Staff will collect those children who are staying beyond the Nursery day from their room. They will liaise with the day staff so that any relevant information can be passed on to the children’s parents when they are collected.
   

Morning Nursery Children

Starting Day

As every child in our Nursery is unique we know that they will have had a variety of experiences prior to joining The Edinburgh Academy. This said, we usually find that most morning children take about three days to settle.

• Nursery staff will be waiting to welcome you into the room.
• Please look around at all the activities available.
• When your child has settled at a particular task, tell him/her that you will wait in the Nursery foyer while he/she plays.
• Your child will stay for approximately one and a half hours.
   

Second Day

After the first day, children start Nursery between 8.25am and 9.00am.

• Please see a member of staff and settle your child as before.
• Your child will stay for a longer time today. It may be possible for you to leave the Nursery, but you are also very welcome to wait in the cloakroom if you wish.
• If you decide to leave, please tell your child you are going but that you will be back.
• Please double-check that we have a telephone number in case we need to contact you.
   

Third Day

Settle your child in the room as before. If your child is now ready for the full morning, pick up time is by 12 noon.
 

2 Year Olds

For some of the youngest children, this will be their first Nursery experience. The settling process is therefore tailored to the needs of each individual child. Our experienced Nursery team will work closely with each family to ensure that parents and children alike receive the very best support.
 

Curriculum

The Nursery uses a balance of intentional and responsive planning throughout the year, with children’s voices at the heart of all practice. The Curriculum for Excellence, Realising the Ambition, and the Quality Improvement Framework for Early Learning underpin planning, teaching, observation, and self-evaluation. Using these key documents, staff work closely with the Head of Nursery and Nursery Teacher to create high-quality and engaging play experiences that support children’s interests, build confidence and the development of their skills.

In setting up spaces and experiences for the children, we reflect on pedagogical approaches including Reggio Emilia, where child-led play supports problem solving skills. We also look to the Froebelian approach, which is centred on the importance of nature and the use of natural resources. Montessori principles also guide our provision with a focus on loose parts play and the development of independent life skills. There are also lots of opportunities for sensory play and a focus on schematic play for the very youngest children in the Nursery.

The eight areas within the Early Level of the curriculum are:

• Literacy (including French)
• Numeracy
• Health and Wellbeing (including P.E)
• Social Studies
• Expressive Arts (Drama, Music, Dance, Art)
• Technologies
• Science
• Religious and Moral Education

We are very fortunate that Specialist Teachers from the Junior School also teach the Nursery children in P.E., Music and Outdoor Learning. Within the Nursery, we have a native French speaker who works with all our pre-school children.

Transition into the Nursery, between the rooms and on into Primary 1 is embedded in our Health and Wellbeing curriculum. While there are key times in the academic year during which we focus on transition, the experiences that the children have each day in Nursery will help them to build confidence and familiarity within our Nursery environment and in the wider school campus too. This, in turn, will help to promote smooth transitions into Primary 1.
 

Further information

SEPTEMBER PARENTS WELCOME EVENING

Early in September, parents of the Nursery children will be invited to attend an Informal Welcome Evening during which information is given about the year ahead. The curriculum and aims for the year are shared but most importantly, parents are given the opportunity to meet one another and start building lifelong friendships.

REPORTING

The children’s keyworker will share their observations of the children’s progress in Literacy, Numeracy and Wellbeing, as well as the other curricular areas, using our online platform, Showbie. Secure passwords with which parents can access their child’s folder are issued at the start of the year and parents are also able to offer feedback on the observations by using this platform.

Nursery parents are also given access to their child’s class page on Showbie, where photographs of the weekly activities are shared along with daily information.

During the Autumn and Spring Term, Nursery parents are invited to attend an individual parent consultation to discuss their child’s progress. During the Summer Term, parents will receive a written report which summarises their child’s progress.

PARENT REPRESENTATIVES

Each Nursery room has Parent Representatives who are invited to meet with the Head of Nursery and Class Teacher to offer feedback and ask questions on behalf of the class group. They are also members of the Edinburgh Academy Parents Association (EAPA) which meets with the Headteacher and Rector each term.

PARENTAL ENGAGEMENT

Parents and carers are welcomed into Nursery at various points throughout the year to experience different aspects of the Nursery day. They may join us to read stories, take part in learning activities, or share family celebrations. These visits provide valuable opportunities for us to gather parent voice and strengthen our partnership with families.

POLICIES, PROCEDURES AND PLANS

Information regarding policies, procedures and plans is available in the Nursery. We are very keen to promote and develop positive partnership with parents so we welcome feedback and embrace opportunities to share thoughts and ideas about how the children are developing at Nursery. Parents are always welcome to speak to the Room Parent Reps or to meet with the Head of The Nursery Department. The Nursery team are always happy to speak with parents about their child and are very proud of the welcoming atmosphere and collaborative ethos that exists in the department.

Curriculum

At The Edinburgh Academy we have carefully developed a wide-ranging curriculum based on a Curriculum for Excellence which is designed to inspire a joy and passion for learning, and to empower young people to think critically and creatively. We want them to develop resilience and self-awareness, to be curious and engaged, and to flourish into young people who can make a positive contribution to an ever changing world. 

In the Junior School, we are building firm foundations for life-long learning and therefore place a huge emphasis on the key skills of Literacy and Numeracy. This said, we are also committed to ensuring that we continue to provide not only traditional strengths but also opportunities for children to learn a range of skills for their futures. We provide a secure and happy environment, with clear routines and expectations which we believe provides the best environment for children to fulfil their potential, achieve high standards and, of course, have fun learning.

Character Education is also extremely important. This includes all explicit and implication educational activities that help young people develop personal strengths and virtues. The ultimate aim of character education is the development of practical wisdom and the capacity to choose intelligently the right course of action based on your own values. 
 

Literacy and English

Literacy is fundamental to all areas of learning as it unlocks access to the wider curriculum. Our Literacy programme consists of Reading, Writing, Talking and Listening. At the very early stages of the Junior School, children learn to read and write using systematic synthetic phonics alongside important sight vocabulary. 
 

Numeracy and Mathematics

In Numeracy and Mathematics, we aim to introduce concepts firstly in a concrete form, then pictorially and then finally in the abstract. This really helps to ensure that children have a solid understand and are not just jumping through the hoops of a process. Fluency with number bonds and times tables is also an important focus so that children have all the tools they need to be agile in their mathematical thinking. 
 

Health and Wellbeing

Along with Literacy and Numeracy, Health and Wellbeing is the third pillar under the Scottish Curriculum for Excellence and is a fundamental aspect in the development of the whole child. It is essentially concerned with mental, emotional, social and physical development, and the development of life skills and citizenship.
 

Physical Education and Games (P4–6)

All pupils follow a broad and balanced PE curriculum which includes two lessons of PE a week for P1–P3 and, in P4–P6, one PE lesson and a double period of Games each week. A 6 week block of Swimming at Glenogle Leisure Centre is provided for P4–P6.
 

Art

All children in P3–P6 will have a specialist Art lesson each week. This provision enables children to develop skills across a wide range of different media. They will use a number of different techniques and also learn about great artists from different ages. Children learn not only to be more creative, but also personal qualities such as perseverance. The impressive results can be seen on display around the School. In P1 and 2, Art is successfully integrated into the classroom environment.
 

Drama

Opportunities for young children to engage in stage performances allows them to develop confidence and empathy. Each year, children will take part in musical and dramatic productions, many of which are closely linked with learning in other areas of the curriculum. These performances are all noted on the school calendar. The Primary 6 children end their time in the Junior School with a year group Musical which encourages collaboration and is produced to a very high standard. Previous performances have included well-known and loved musicals such Mary Poppins, Wizard of Oz, Matilda and Chitty Chitty Bang Bang.
 

Music

Music has a very high profile in the Junior School and participation is encouraged regardless of natural ability. All children have two periods of specialist Music teaching per week. In addition to this, a wide range of individual instrumental tuition is available with our Visiting Music Teachers (VMTs). The School runs a wide range of musical activities including the Strings Ensemble, Wind Ensemble, Recorder Groups, Guitar Group, Junior Pipe Band and two large choirs. Public performances are very important and there is a range of both formal and informal concerts throughout the year.

Parents who would like a child to learn an instrument should make contact with our Head of Music, Mrs Fiona Penman.

Music Lesson Charges
Current charges can be found on the Fees page.

EA Music Tuition 2026-27

Religious and Moral Education

Religious and Moral Education offers the opportunity to develop a well-considered set of beliefs, values and standards to guide attitudes and behaviours. Children learn about different world religions in class, and assemblies throughout the year will recognise and celebrate a variety of different religious festivals. Assemblies are also themed around our school values and the United Nations Convention on the Rights of the Child. At The Edinburgh Academy, we are committed to embracing, celebrating and promoting EDI in the curriculum and beyond. 
 

Science and Technologies

All children from P1–6, have dedicated specialist Science lessons in the Science lab where they engage in active, practical and fun lessons. Information and Communications Technology permeates the Junior School Curriculum and children develop their skills progressively in this area.
 

Social Studies

Social Studies work is covered through themes and topics and can include areas of learning more commonly understood as History, Geography and Enterprise. At the end of some topics we hold celebrations of learning where parents have the opportunity to share in their child’s enjoyment of the topic. This often takes the form of a show or a classroom presentation.
 

Organisation of Learning

Mixed Ability, Classes & Setting

All general classes in the Junior School are of mixed ability (with the exception of Maths from P4 upwards). In the allocation of class places, a balance is sought of academic abilities, ages, and social dynamics. Throughout the School, the practice of differentiation continues to allow children to add breadth and depth to their work, as well as to move at a different pace according to their own abilities.

Maths is set in a fluid way from Primary 4 to allow for all to perform to the best of their respective abilities. Changes to sets are made in dialogue with the parents or guardians and are always made with the children’s best interest to the forefront.
 

Additional Support for Learning in the Junior School

In collaboration with the Class Teachers, the Additional Support for Learning department monitors every child’s academic and emotional development as they progress through the School. Many children, from the very able to those with specific learning difficulties, benefit from additional support, which may be needed for only a few weeks or for a longer extended period.

On entry to the School in Primary 1, all children are given a Baseline Assessment and subsequent support is designed to reinforce the teaching of phonics, reading and writing for those identified as likely to benefit from specific support. At the end of Primary 1, all children are reassessed and some children will be offered additional support through participation in our Primary 2 Intensive Reading Programme. Children in Primary 2–6 may also receive support in a Focus Group, or in class.

Once any specific needs are identified, we plan support in a number of ways. This may include working alongside parents and teachers in an advisory capacity, team teaching, individual, or small group tuition. Occasionally, parents may be advised to seek further guidance or support from external agencies. Any queries about this should be made to Mrs Reeve, Head of Junior School Support for Learning.

Over the years the SfL Team build up a very detailed profile of the child. Our key aims are to nurture positive self-esteem and to help children to develop resilience and independence so that they can approach challenges with confidence. It should be noted that Additional Support for Learning in the Junior School is a finite resource and a great deal of care is taken over the allocation of this.
 

Tracking and Assessment

There are two distinct types of assessment that serve quite different purposes. These are Formative and Summative assessment. Formative assessment is the ongoing assessment of how children are learning which is undertaken by the teacher during the course of the learning process. Summative assessment is the assessment of learning that takes place after the learning process, in order to measure how effective the learning has been. Both types of assessment are necessary and both types of assessment take place in schools. 
 

Formative Assessment

Formative Assessment is the conscious attempt by the teacher to gather evidence about how learning is going, while it is going on. The point is to act on this evidence so as to adapt and improve the learning process to make it more useful to the child. 

Key Features:

• Learning intentions openly shared with the children
• Effective questioning and interaction
• Pupil self and peer assessment – children learning how to judge their own work
• Effective feedback
• Target setting – children and their teachers agreeing on what to aim for next
   

Summative Assessment

Summative assessment is helpful in measuring progress and ensuring that key concepts, facts or skills have been learned and can be applied in different contexts. Summative assessments can also point to important next steps in learning but will look different depending on the age and stage of the child. It may, however, include: 

• Baseline assessment in Literacy and Numeracy for Primary 1
• End of term Maths assessments for all year groups
• Single Word Spelling Tests for Primary 2-6 
• Standardised Assessments in Reading and Maths for Primary 3-6
• End of term Maths assessments
• NVRQ (Non Verbal Reasoning) for Primary 4
• CAT4 Cognitive Abilities Test for Primary 6

Reporting to Parents

Autumn Term

• Settling in Parents Information Evenings (October/November)
   

Spring Term

• Individual Parent Consultations (January/February)
   

Summer Term

• Full Summative Report (April)
• Individual Parent Consultations (May)
   

Parent Consultations take place over three nights and parents can choose which one is most suitable for them. Class Teachers meet with parents in their classrooms, whilst our Specialist Subject Teachers meet with parents online and in person in the Autumn, Spring and Summer terms. Parents are able to book appointments at times convenient to them using our School Cloud online booking system. 

Homework

Homework can serve as an important way for parents to engage in and support their child's learning. With children from Primary 1–Primary 3, we would expect that homework is done together with a parent. With children in Primary 4, there should still be considerable parental involvement and support, though they should be beginning to work on their own. In Primary 5 and Primary 6 children should be working fairly independently, learning to organise themselves and their work to complete the tasks expected of them. Parents are encouraged to inform teachers if children struggle at home with a particular piece of work. Whilst homework can be helpful in reinforcing key learning or developing good study habits, it should not interfere with family life or children's ability to relax and play. If you ever have concerns about homework, please contact your child's Class Teacher. 
 

School Trips

Day Trips

Day trips to museums, visitor centres, the Botanic Gardens etc are an integral part of the curriculum and can be very motivating, helping to make learning real and relevant. These are timed to ensure that the children enjoy learning experiences of a practical and informative nature that deepen their understanding of a topic currently being studied. 
 

Residential Visits

Objectives:

• Increase children’s awareness and understanding of their personal values and virtues
• Provide children with opportunities for enjoyment, adventure and challenge
• Help children develop respect for themselves and others, by providing them with opportunities for personal and social development
• Enable children to take increased responsibility for their own development
   

Present Arrangements

Primary 4 children attend a residential camp for 1 night and 2 full days at Broomlee in West Linton. They take part in exciting activities that are designed to build skills of resilience, trust and independence 

In Primary 5 the children attend a history themed camp at Badaguish near Aviemore. This trip links to their Jacobite topic and children experience fire lighting, shelter building, a visit from a Jacobite, the Culloden Charge and much more. They are away for 2 nights.

In Primary 6, the children attend a 3 night camp entitled 'Week of Wonder' and is thematically linked to their study of the novel 'Wonder' by RJ Palacio. All activities are designed to encourage children to develop resilience and empathy, whilst challenging themselves to be their personal best. 
 

Learning in the Outdoors

At The Edinburgh Academy we have highly qualified staff who have developed a really powerful programme for Outdoor Learning. Our extensive grounds have allowed us to develop our own sustainable orchard and ‘Wild Wood’, and children are also able to enjoy planting and harvesting in our large polytunnel. 2023 saw the introduction of our first 'Farmers Market' with Primary 5 children organising and selling produce grown fresh on site. 

In-keeping with the old saying that there is no such thing as the wrong weather, just the wrong clothes; we ask that all children come to the school equipped with a school waterproof, waterproof over trousers and a pair of wellies.

2025-26 All-Years Book ListCalculator for Book List

N5 Assignment Schedule 2025-26 (will be updated Aug 2026)

Higher Assignment Schedule 2025-26 (will be updated Aug 2026)

Curriculum and Subject Choice

The Edinburgh Academy is renowned for academic excellence. Our pupils’ results are regularly among the top in the whole country. Our curriculum is designed to deliver specialist teaching, support key skills, and develop autonomy and independence in our young people. Our vibrant and wide-ranging set of subjects is based on the principle of a broad, general education for as long as possible. Most classes – English and Maths excepted – are taught in mixed ability groups.

To balance breadth with quality, decisions about choices of subject are required at various stages after Geits. This might include which languages to study, or which creative subjects are to be sustained and nurtured. Advice is offered well before each of these decision-making stages, in the form of the Curriculum Guide, the work of the Careers department, and Parents’ Evenings.

In 4ths and 5ths, pupils follow the Qualification Scotland system, taking eight subjects (usually National 5s) over two years. These must include English and Maths, and a language and a science are strongly recommended alongside four other options. GCSEs are offered in Art & Design and Photography. Pupils are also able to take a Higher Project Qualification (HPQ) to help develop their independent research skills.

In 6ths, pupils usually take five Highers, and then in 7ths they can go on to study one of our many Advanced Higher options, or choose to pick up more Highers. Pupils in 6ths and 7ths can supplement their subject preferences with various electives, designed to add stretch to the curriculum.

Full details of the academic programme and course outlines are given in the Curriculum Guides to the Middle Years and to the Sixth Form. Guidance on curriculum matters is given by Mr Alan Patterson (Deputy Rector, Academic) and Mr Jonathan Lisher (Deputy Director of Studies). Parents should note that the programmes of all Sixth Form pupils are discussed in detail before the start of each session. Communications from pupils and parents are welcome and are often of great value at such meetings; they should reach Mr Patterson as soon as possible after the National 5 and Higher results are available, in early August.
 

Support for Learning

The Edinburgh Academy Support for Learning Policy is on our website. The Support for Learning Department serves to identify and support pupils with additional support needs who may experience a barrier to achieving their full academic potential. These pupils will be assessed and in some cases a referral to an educational psychologist will be recommended. The department supports pupils of all abilities. For some, the support required is temporary; for others, it is ongoing. Specialist lessons are provided where appropriate for one or two lessons a week and individual learning programmes may be set up. Multisensory teaching methods are used, and pupils are encouraged to develop effective strategies. Occasionally, and only after consultation with teachers and parents, a pupil may be advised to drop a subject and spend time on supported study.

Co-operative teaching (especially in English, Maths and Science) also takes place, in which pupils may be supported in the classroom alongside the subject teacher.

The department organises exam dispensations, for example extra time or use of specific ICT, where there is evidence of need.
 

Examinations

Internal Exams

For Geits to 3rds, there are no internal exams but assessments are done via smaller topic tests in class time, as well as through other more formative assessment. 2nds and 3rds both sit standardised testing: MidYIS in 2nds; CAT in 3rds.

Formal periods of internal exams are scheduled for all other year groups as follows:

• 4ths will have exams in May.
• 5ths in November (Prelims);
• 6ths and 7ths in January (Prelims).
   

External Exams

5ths, 6ths and 7ths have public exams in May of each academic year.

The Exam Boards used are QS, OCR, AQA, WJEC and Pearson Edexcel.
 

National 4/5

In the 5ths (S4), the majority of our pupils will be presented for National 5 exams in eight subjects. These exams are run by Qualifications Scotland and feed naturally on to Highers in 6ths. Exams are scheduled through the end of April and May each year. The highest possible grade achievable is an A, while a grade B or C is also a pass. Grade D is a close fail, F is a fail, and below this is classified as No Award.

As part of their preparation for National 5 courses, in 4ths pupils may also study a National 4 unit in their chosen National 5 subjects. This is known as the Added Value Unit, is ungraded and is based around coursework rather than a final examination. We will do our best to support each pupil and find the appropriate course.

Results are sent directly to pupils by QS in the first week of August.
 

GCSE

In the case of Art & Design and Photography, we choose to follow the GCSE system rather than the routes offered by QS.

• GCSEs are roughly equivalent to QS National 5.
• The grades awarded are from 9 (top) to 1 (bottom). A 4 is equivalent to a C in the old system. A 7 is an A.
• In Art & Design there is a large element of coursework that counts towards the final grade. Practical exams take place early in the Summer Term.
• The results are published on the last Thursday of August.
   

Higher/Advanced Highers

In the 6ths (S5) most pupils take up to five Highers. In the 7ths, most subjects are offered at Advanced Higher, while Art & Design is offered as an A-level.

• The grades awarded are from A to F; A, B and C are full passes, D is a near miss, F is a fail, and below this is classified as no award.
• In each subject there are one or two examination papers in May.
• A number of pupils take or re-take some Highers in the 7th (S6) year while many will progress on to Advanced Highers or A-level Art.
• Results are sent directly to pupils by QS in the first week of August.
   

A-level Art

Art & Design follows the General Certificate of Education (GCE) A-level. It has two levels:

• Pupils can follow the AS (Advanced Subsidiary) in 6ths, followed by the A Level in 7ths. The A Level grade is based solely on work done in 7ths. We also offer the Higher Art & Design course in 6ths and from there pupils may choose to continue on to the A Level.
   

Achievements & Awards

Rector’s Book of Achievement

The Rector’s Book of Achievement is kept in the Rector’s office. Pupils will be nominated by staff to sign the Book of Achievement in recognition of their achievements in these areas:

• Their contribution to school life, above and beyond the norm.
• Success in a school activity, either curricular or co-curricular e.g. a particular piece of exceptional work or high standards of performance, displayed over an extended period or set of reports.
• Their achievement of an outstanding success either in school or out of school.

The aim of the Rector’s Book of Achievement is to recognise excellent performance and positive contributions from a broad range of pupils at the Edinburgh Academy. The aim is not to be prescriptive in the types of nominations that staff feel are appropriate for pupils to sign the book, but rather to encourage the opportunity to acknowledge to the Rector individual success, effort and achievement.
 

Academic Colours

Academic Colours celebrate those individuals who go above and beyond in their academic studies, engaging in self-directed projects, extending their learning through enrichment activities and leading others in their studies.
 

Merits

Merits can be awarded for a variety of reasons: for good work, for rigorous effort, for resilience and perseverance or for displaying one of the Accie Values.
 

Technology at EA

Information can be found in the Technology section.
 

Homework

Homework is an integral part of the academic programme. Tasks are set using Teams Assignments. The purpose of homework (or prep) is:

• to develop in a pupil the habit of organising work to complete the tasks expected, and to engage in independent study;
• to provide time:
  • a) for reading and learning, so that class time may be devoted to teaching, explanation and practice;
  • b) for written work to see if classwork has been mastered;
  • c) in which a pupil can exercise their own ideas.

There is an official homework timetable provided each session, which outlines expectations.
 

Organisation

It is recognised that many pupils have out-of-school commitments during the week (e.g. scouts, sports), some have regular music practice, and a few have long journeys home. However, homework is considered to be a vitally important part of the school week, and it is hoped that other commitments will not be allowed to erode the time allotted to it.
 

Time

It is impossible to ensure that every pupil will have exactly the right amount of homework every night, but parents are asked to let their Form Teacher know as soon as possible if their child is spending appreciably more or less than the proper time.

As a guide, pupils in Geits should expect to spend approximately 40 minutes to 1 hour on homework each day. In 2nds and 3rds the expectation would be 1 to 1.5 hours. In 4ths and 5ths, we would expect 1.5 to 2 hours. In 6ths and 7ths 2.5 hours per evening should be regarded as the norm.
 

Reporting and Parents’ Evenings

There is a Parents’ Evening per session for each year group. These operate through appointments, lasting between five and seven minutes with each teacher. However, we feel it is important to establish contact early on in the session, and therefore after a few weeks of term the parents of all new pupils (Geits and any new pupils in 2nds to 7ths) will receive a short settling in letter or phone call from their child’s Form Teacher.

All year groups will receive either a parents’ evening or a progress report each term. Reports could consist of a set of grades, a short report, or fuller detailed comments.

We are always keen to give pupils the opportunity to respond to any concerns their teachers might have expressed. However, at any stage of the year, if the Head of Year and Form Teacher feel there is a significant enough concern, whether it be academic or pastoral, we will inform parents. In addition, after consultation, subject teachers may communicate directly with parents if they are concerned about a pupil’s progress.
 

Broad General Education: Geits, 2nds and 3rds Curriculum

Geits

In Geits, we teach the majority of subjects in mixed ability classes, defined by the Form Class. Only in Maths do we set by ability. Maths teachers will suggest that a pupil be moved Maths set if they believe that it is in the pupil’s best interest. The final move will only be made in consultation with parents.

There are no formal exams in Geits. Each subject has its own method of continual assessment, either formative – where class performance and homework tasks inform teachers’ judgements – or summative, where a test is given at the end of a block of work.
 

2nds

In 2nds, we introduce an element of pupil choice into the curriculum as they settle into two language options, giving more time for the development of each. General Science also splits into the three individual sciences. As with Geits, there are no formal exams.
 

3rds

In 3rds, we offer pupils the opportunity to choose three of the four creative subjects – Art, Design, Drama and Music.

In each year, pupils also take Games, Health & Wellbeing, PE and RMPS (Religious, Moral and Philosophical Studies).

All-Years 2025-26 Book List

Calculator for Book List

N5 Assignment Schedule 2025-26 (will be updated Aug 2026)

Higher Assignment Schedule 2025-26 (will be updated Aug 2026)