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. Nursery staff will support you. To help your child settle we find it works best with a reassuring cuddle and confirmation of when they will be picked up. Children can bring a transition toy from home if that helps. Staff will be in touch if your child has not settled quickly.
 

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, generally 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 cloakroom 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.
• If you have registered for Nursery Plus, this will begin today. Nursery Plus Staff will collect your child. They will liaise with day Nursery staff and any relevant information will be passed on to you at the end of the day.
   

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, generally 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 cloakroom 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 our youngest children, this will be their first Nursery experience. The settling process is individually tailored and our experienced Nursery team will work with each family to ensure support you and your child. 
 

Curriculum

The Curriculum for Excellence, Pre-birth to 3 curriculum and Realising the Ambition form the foundation for planning, teaching and observation within the Nursery. Using these key documents the Nursery staff (in collaboration with Mrs Nicolson and Miss Zegleman, both experienced teachers within the Early Years) plan quality, purposeful play experiences to support your child’s interests and development. Following the planning meeting the Early Years Practitioners continue to support the play-based learning within the Nursery allowing your child to actively lead their learning at their own pace.

In setting up our spaces and experiences for the children we reflect on pedagogical approaches including Reggio Emilia who believed child led play supports problem solving skills, Froebel who promoted the importance of nature and the use of natural resources, and Montessori with a focus on loose parts and developing independent life skills. There are also lots of opportunities for sensory play and a focus on Schematic play for our very youngest.  Across the year, we use a combination of intentional and responsive planning to ensure coverage of the Early Years curriculum and to hear children's voice. 

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

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

Your child’s keyworker will share progression observations covering literacy, numeracy and wellbeing as well as the other curricular areas, using our on-line platform Showbie. Secure access passwords will be issued at the start of the year. Parents are also able to give feedback on their child’s observations through their individual child’s page.

Parents will also be given access to the class page on Showbie, where we share photos from our activities across the week and daily key information.

We are very fortunate that specialist teachers from the Junior School also teach our children in PE, Music and Outdoor Learning. Within nursery we have a native French speaker who works with all our pre-school children.

Transition into our Nursery, between rooms and onto Primary 1 is embedded in our Health and Wellbeing curriculum. While there are key focus times on transition across the year, the daily experiences your child will have helps to build confidence and familiarity within our nursery and wider school campus promoting smooth transitions.
 

Further information

September Parents Welcome Evening

Early in September you will be invited to attend an informal welcome evening which will provide information on the year ahead. The curriculum and aims for the year will be discussed. Most importantly, we hope that all parents will enjoy the opportunity to meet other Nursery parents too.
 

Reporting

During the Autumn and Spring Term, parents will be invited to attend an individual parent consultation to discuss individual progress. Across the year, individual observations covering all curricular areas will be shared with parents using our online platform Showbie. Keyworker staff will add 'wow' moments to your child's 1:1 page and parents can also add 'wow' moments from home. During the Summer Term, you will receive a written report summarising your child’s progress.
 

Room Parent Representatives

Each room has Parent Representatives who are invited to meet with Mrs Nicolson and Miss Zegleman to offer feedback and ask class questions. They will also form part of the Edinburgh Academy Parents Association (EAPA) and this body meets with the Headteacher and the Rector on a termly basis.
 

Stay and Play

Twice a year we hope to be able to invite parents to our Stay and Play sessions for you to experience time in the Nursery with your child. We also use this as an opportunity to gather your feedback in a more informal manner. 
 

Policies, Procedures and Plans

Information regarding policies, procedures and plans is available in the Nursery. Please ask if you cannot see the information you require. We are interested in promoting a good partnership with parents in caring for your child. If you have any suggestions or comments speak to your Room Rep or come directly to see Mrs Nicolson, Departmental Head of Nursery or the Headteacher. If you would like to discuss any issues regarding your child then the room staff will be happy to set aside time to do so.

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 2024-25

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 Ms Wood, 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 different. It 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)
   

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 in the 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 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. Last year 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.

All-Years 2024/25 Book List

EA Assignment Schedule 2024/25

Curriculum and Subject Choice

Full details of the curriculum for each year group are given on Firefly.

The curriculum at EA is vibrant and wide-ranging. It is based on the principle of a broad, general education for as long as possible and it includes opportunities to develop the whole person. Most classes – Maths excepted – are taught in mixed ability groups to begin with; and, gradually, into other subjects like English, too. Set changes, in either direction, occur at suitable points, although the outcome, as our examinations results prove, is often very similar. Parents and pupils are encouraged not to get too caught up in set 'labels' or names.

To balance breadth with quality, particularly with regard to the amount of time it is possible to spend in each subject, then 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 an Academic Guide or the work of the Careers department, together with reports and Parents’ Evenings.

In 4ths and 5ths, pupils follow the SQA National 5 system, taking eight subjects 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 some subjects (Art and Design, Photography and some extra Modern Languages).

In 6ths, pupils usually take five Highers, and then in 7ths they can go on to Advanced Highers.

Full details of the academic programme and course outlines are given in the Academic Guides to the 4th–5ths and to the 6ths and 7ths. Some 7ths Candidates may also choose to take a Scottish Baccalaureate in either Science or Social Science.Guidance on curriculum matters is given by Mr Tim Halsall (Senior Deputy Rector, Director of Studies) 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 the Senior Deputy Rector as soon as possible after the National 5 and Higher results are available, in early August.
ESOL: English for Speakers of other Languages

Pupils working through the medium of English as a second language follow a course based on topics of general interest (e.g. leisure activities, the environment, current affairs) at an appropriate level in terms of grammar and vocabulary, within the framework set out by the Association of Language Testers and the Council of Europe. Subject areas in which pupils have a particular interest or need for support are incorporated into the course.

Senior pupils are entered for examinations in the English Language such as IELTS (the International English Language Testing System) and National 5 and Higher ESOL in order to qualify for university entrance. Alternative examinations are also offered if appropriate.

Teaching is carried out by specialist staff in small groups or on an individual basis.
 

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. Pupils may experience a barrier to achieving their full academic potential through a specific learning difficulty. 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, including the needs of the most able. For some, the support required is temporary, for others it is ongoing.

Good communication exists between the Support for Learning Department and all those involved in teaching, monitoring and planning for meeting pupils’ needs.

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. Regular contact with parents allows us to monitor pupils’ self-esteem. 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 (e.g. in English, Maths, Science or Modern Languages) also takes place, whereby a number of pupils may be supported in the classroom alongside the subject teacher.

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

Examinations

Internal Exams

For Geits and 2nds, there are no internal exams but assessments are done via smaller topic tests in class time, as well as through other more formative assessment.

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

• 3rds and 4ths will have exams in April/May.
• 5ths in November (Prelims);
• 6ths and 7ths in late January/early February (Higher, Advanced Higher and A-level Prelims).
   

External Exams

5ths, 6ths and 7ths have public exams in May/June of each academic year. Summaries of the overall summer exam results are sent to parents.

The Exam Boards used are SQA, OCR, AQA, WJEC and Pearson Edexcel; their websites use the same name plus “.org.uk”.
 

National 4/5

In the 5ths (S4), the majority of our pupils will be presented for National 5 exams in 8 subjects. These exams are part of the SQA National Qualification multi-level scheme and feed naturally on to Highers in 6ths. They are scheduled through May and into early June each year. The highest possible grade achievable is an A, whilst 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 the SQA in the first week of August.
   

GCSE

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

• GCSEs are roughly equivalent to the SQA 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 in both subjects take place early in the Summer Term.
• Entries are made in February; the results are published on the last Thursday of August.
   

Higher/Advanced Highers

In the 6ths (S5) most pupils take up to five Highers. This exam is part of the SQA National Qualification multi-level scheme. In the 7ths, most subjects are offered at Advanced Higher, whilst Art & Design and Product Design are offered as A-levels.

• The scheme for Highers and Advanced Highers is run by SQA (the Scottish Qualifications Authority) based in Dalkeith.
• 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.
• The system of appeals for SQA exams can be found on their website and on Firefly.
• A number of pupils take or re-take some Highers in the 7th (S6) year whilst many will progress on to Advanced Highers or A-levels.
• Results are sent directly to pupils by the SQA in the first week of August.
   

GCE (A-levels)

Whilst most subjects follow the Higher/Advanced Higher route, Art & Design and Product Design follow the GCE A-level. The GCE (General Certificate of Education) scheme, like the GCSE, is run by one of the three English Exam Boards. It has two levels:

• In Art, 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.
• In Product Design, pupils will take Design & Manufacture Higher in 6ths, followed by Product Design A-level in 7ths.
   

Achievements & Awards

Achievements

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 good 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.
 

Categories of Award

Academic reports
Academic subjects: Consistent efforts in academic subjects are rewarded by effort grades given in reports. The following table shows the equivalence between the effort grade and the number of Effort Points awarded

Extra-curricular effort
Teachers will reward effort in exactly the same way as academic subjects. In making these awards teachers might bear in mind, amongst other things, contribution to concerts or drama productions or contribution to team sports.

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. The awards begin at Bronze level in the 3rds, before progressing to Silver in the 5ths and culminating in a Gold Award and Academic Colours tie in the 7ths.

Merits
Merits similarly 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 ICT section.

Homework

Homework is an integral part of the academic programme. Tasks set are posted on Firefly and are visible to both pupils and parents. Its purpose is:

1. to develop in a pupil the habit of organising self and work in order to complete the tasks expected, and of engaging in independent work.
2. 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, and as practice.
   c) in which a pupil can exercise his/her own ideas.

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

A supervised lunchtime prep is available for those who have missed important work and need to catch up.
 

Organisation

It is recognised that many pupils have out-of-school commitments during the week (e.g. scouts, sports), some have to do regular music practice, and some 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 the Class 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 approx-imately 40 minutes – 1 hour on homework each day. In 2nds and 3rds the expection would be 1 – 1.5 hours. In 4ths and 5ths, we would expect 1.5 – 2 hours. In 6ths and 7ths 2.5 hours per evening should be regarded as the norm.

Parents are asked to ensure that homework is not left to be done at school the next day.
 

Place

The environment in which homework is done is important. It should be in a regular place, with a convenient work surface, well-lit and free from distractions. One object of homework is to develop the habit of prolonged concentration at home.
 

Parental Help

Many parents will be content to leave the pupil to get on with it, only ensuring that he/she is spending the right amount of time working, has three sets of homework to do, and is concentrating. Any help given by parents should aim only at enabling the pupil to do the work set. It is not helpful if the pupil hands in work which is largely not his/her own, or has already been corrected. Most help should be verbal, eliciting answers by means of question or example.

Occasionally a pupil may be given a piece of work to be done over a longer period. Parental guidance may be valuable here in ensuring that a pupil does not leave it to the last minute, and also in helping pupils to find materials and encouraging the use of libraries or the internet.
 

Reporting and Parents’ Evenings

There are either one or two Parents’ Evenings per session for each year group, timed to correspond with any relevant course choice cycle for that year. These operate through appointments, lasting around 5 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 Class Teacher. This will be followed by a Parents’ Evening in the second half of the Autumn Term.

Normally, you will receive a written progress report each term. This could be a short summary report or a fuller detailed report, depending on whether a Parents’ Evening falls in that term or not. When a Parents’ Evening takes place in the second half of a term, a written report will not follow.

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 Class 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.
 

The Geits and 2nds 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.

Subject	Geits	2nds
English	4	4
Maths	4	4
Science	3	-
Biology	-	3 periods over 2 wks
Chemistry	-	3 periods over 2 wks
Physics	-	3 periods over 2 wks
Latin/Classical Studies	1	See MFL
Art	1	3 periods over 2 wks
Computing Science	1	1
Design Technology	1	1
Citizenship	1	-
Drama	1	1
Geography	1	3 periods over 2 wks
History	1	3 periods over 2 wks
Modern Languages (French, German, Mandarin, Spanish)	4	4
Music/Performing Arts	2	2
PE	2	1
PSHE	1	1
RE	1	1
Games	2	2
Team (Optional)	1	1
Activities	2	2

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