Welcome to the Abbeyhill Primary School Website.

The Curriculum at Abbeyhill Primary.

Religious Education, and Personal and Social Development

English as an Additional Language

The curriculum in Scottish schools is currently subject to ongoing review and development for children aged 5-14 years. The 5-14 Development Programme defines the curriculum in terms of:

English Language
Mathematics
Environmental Studies
Expressive Arts
Religious and Moral Education
Personal and Social Education

Learning in the school is based on a range of strategies, including investigating, problem-solving and discussion, in addition to exposition by the teacher (or direct teaching methods), and often involves activities using a wide variety of materials. Each child will be assessed to determine his or her levels of work. Group and individual methods will form the basis of the teaching in order that the curriculum can be tailored as far as possible to fit the needs of each child. Back to top

English Language

The development of each child's language skills is pursued through an integrated programme of language work involving listening, speaking, writing and reading. Early reading material is based on the child's own natural language, progressing thereafter, through a graded reading programme - Oxford Reading Tree. To this is linked the child's writing, combined with speaking and listening. Later, the child develops his reading through appropriate fiction and non-fiction material. He also learns skills of comprehension and reference to help him understand what he reads and to assist him in searching for and using information. Alongside this will develop the necessary skills of spelling, punctuation, language structures and handwriting, each at a level appropriate to the child's needs. Writing will form an important part of this development and the child will follow a programme which will start with simple stories leading on to different forms of writing activities. Much emphasis will be laid on speaking and discussion and activities, such as Drama, will play a part in this programme. At all stages, much of the child's language development is achieved through work in the Environmental Studies programme. Back to top

Mathematics

In Mathematics, the basic understanding necessary to the mathematical development of a young child comes from sorting, matching and ordering. The beginnings lie in discovering likeness and differences. Children are, therefore, given ample opportunities for such activities. Play may be structured to obtain mathematical experience without distracting from other benefits. Meanwhile, the language of mathematics is concurrently developing and in conversation the Infant Teacher encourages its use and application during baking, play in water and model making from junk and construction kits.

Thereafter, children are taught to recognise numerals and the one-to-one relationship of numbers. It is essential that each child has a firm grasp of basic number facts and much time is spent on this before the introduction of the four main processes of addition, subtraction, multiplication and division. An understanding of place value is vital to the child's progress in mathematics.

The core Mathematics scheme used is Heinemann Mathematics. It encourages the development of the child's skills and much practical work is given in Shape, Time, Area, Volume, Measurement, Information Handling and Problem Solving. Each child is given freedom to develop and proceed at his/her own rate in an appropriate group but at the same time follows a definite progression in Mathematics, as outlined in 5-14 Curricular Guidelines.

Every encouragement is given to each child to think and reason for him/herself. The aim is to give him/her a knowledge and appreciation of Mathematics as a creative subject - of its order, pattern and quantity relationships and of its vital part in every day life and in the environment. Back to top

Environmental Studies

In the course of their exploration of the environment children will encounter a range of subjects: science, history, geography, home economics, technology, health education and information technology. These aspects of study are particularly related to the children's observation of their surroundings. Through environmental studies, children both learn about the world around them and develop the understanding, skills and attitudes necessary to interpret it. Children are encouraged to learn in a variety of ways; through explanation, enquiry, activity and discussion. They will also learn in a variety of settings within and beyond the classroom. Environmental Studies also provides a context for and brings relevance to, learning in Mathematics, in English Language, in the Expressive Arts and in Religious and Moral Education. Equally, skills and understanding, acquired in other curricular areas are applied within Environmental Studies and enable children to study and understand the world around them more effectively. It also encourages children to make informed decisions about their own behaviour. Positive and caring attitudes are fostered using problem solving, decision making and practical action to improve the environment. Children are taught how to develop skills in researching, recording, planning and evaluating their experiences. They are taught how to use specialised equipment and have to collect and provide information. Every class has access to an Apple Mac Computer and these are used for research, word processing or developing skills in the main curricular areas. From 1999 each class has had access to the Internet.

The aims in Environmental Studies, therefore, are:

· To acquire knowledge about the environment, relevant to the needs, interests and abilities of pupils.

· To develop skills; researching, recording, planning, interpreting and evaluating experiences, using tools, manipulating equipment, collecting and sorting data.

· To provide knowledge and understanding of healthy and safe living.

· To develop the practical use of computers and other forms of information technology in the course of the child's learning, relevant to individual abilities and needs.

· To encourage positive and informed attitudes; enjoyment, confidence, awareness, enthusiasm and an interest in conservation. Back to top

Expressive Arts

This broad title encompasses the four areas of Drama, Art, Music and Physical Education.

Physical Education

Abbeyhill is fortunate to have its own swimming pool. Although we do have to share this with other schools, we are able to offer a swimming programme which involves Nursery to P7 pupils. Our Physical Education specialist, Mrs L Rolland, also takes classes for P.E. in our school hall and classes are timetabled for this throughout the year. Class teachers also teach P.E. during the school week.

Music

Children experience Music in class with their class teachers. Mr J Young is our Music Teacher. Mr Gavin Pagan is a visiting tutor who teaches selected pupils the violin, and Mrs V Young teaches the Cello. Selection is by achieving a certain standard in a musical aptitude test.

Drama

Children are given a variety of opportunities to express themselves through Drama. The 5 - 14 Curriculum is taught by teachers developing lessons through Environmental Studies projects or via commercially produced drama tapes. Performances are often given to groups, classes or parents throughout the year.

Art and Design

Through Art and Design activities children are given opportunities to create pictures and models in a number of ways using a variety of materials. Their work is displayed throughout the school. Back to top

Religious Education, and Personal and Social Development

The intention of Religious Education is not to commend a particular religious view but to bring the child to a rational and sensitive understanding of what religion is and how his or her own experience relates to the religious process. Whole school assemblies are held regularly and are non-denominational. Our school Chaplain, Rev. A Anderson, assists the teachers in the implementation of those areas of the 5 - 14 Curriculum which relate to Christianity. Once a year at Christmas time the school visits our local church and parents are welcome to join us in this celebration of Christmas.

Please inform the Head Teacher if you wish to withdraw your child from religious and moral education. This is your statutory right. Your wishes will be respected by the school.

The school adopts an integrated approach to Personal and Social Education which develops the child's knowledge as well as developing a realisation of self and a sense of responsibility.

Each year the school contributes to one charity which is generally child based. We realise the financial constraints put on family budgets and this is why we limit our charity donations. It is important, however, that children learn that there are others less fortunate than themselves.

Personal Safety is emphasised throughout the curriculum. Infant classes are taught not to talk to strangers and P.6 tackle the Feeling Yes, Feeling No programme which tackles sexual abuse. Sex Education is also taught in the Senior School and parents are invited along to view the programmes before transmission Back to top

Learning Support

Children with learning difficulties are offered extra help, where necessary, by our Learning Support teacher. This will be in the Learning Support base or in the classroom, and children will be taken in small groups, and on occasions, individually. Children may require Learning Support for a variety of reasons, such as difficulties with reading, language or number, a return from a lengthy period of absence, or a change in home or school circumstances. The provision may be on a short or long term basis according to the child's needs. Parents are kept informed about the provision and encouraged to become involved.

The Authority has a policy of integration. This promotes the placement into primary and secondary schools of pupils with significant special needs. Additional support may be given to the school to enable such a placement to operate successfully. Integrated placements are made following assessment by the Region's Specialist Advisers and in consultation with parents. The school also has special needs auxiliaries who help with the integration of children with specific needs and who liaise with class teachers, the Learning Support teacher and senior members of staff. Back to top

English as an Additional Language

The EAL (English as an Additional Language) is a visiting service which aims to offer support for bilingual pupils and their teachers in school. (Bilingual is defined as someone who uses two or more languages in their daily life).

The aims at Abbeyhill School are:

· To provide English language support across the curriculum for bilingual pupils.

· To support teachers and others whose work involves bilingual pupils.

· To promote the welfare of bilingual pupils within the school.

· To work in partnership with the school to communicate effectively at home.
The EAL teacher has a flexible remit in order to respond to the changing demands of pupils arriving, leaving or ceasing to require additional help. The teacher may at any one time be working with:

(a) beginners
(b) those with limited English
(c) those who speak English fluently but may not be achieving their full academic potential.

The EAL teacher will work in partnership with the class and subject teachers, and regular liaison will take place in order to plan and evaluate the most effective support. The EAL teacher will work mainly in the class but it may be appropriate to extract pupils for certain lessons. The EAL teacher may also advise on assessment, resources and teaching strategies; linguistic and cultural matters; contacts with local community services and interpreting services. Back to top

Assessment and Reporting

Diagnostic tests and the ongoing study of the child's written work are used to assess a pupil's progress, with careful records being kept to chart progress in Mathematics and Language.

Throughout their time at Abbeyhill the children will be tested using National Tests in Reading, Writing and Mathematics when appropriate.

Twice yearly, in November and May, parents are given the opportunity to meet staff for discussion. Before the May meeting progress reports are issued. The school values these opportunities to discuss progress with parents whose attendance at these sessions is much appreciated, but parents are, of course, always welcome in school and appointments may be made at any stage throughout the year to discuss any matter of concern.
A copy of the report issued to parents is placed in the child's record folder, which is kept in school and treated as confidential. When a child leaves Abbeyhill this folder is sent to the new school whether it be another primary or the secondary school the child is transferring to. Back to top

Homework

Homework is issued throughout the school and parents are asked to look at the homework assignments given to their child as these are a helpful guide as to what your child is learning in school.

When spelling is to be learned at home, parents can help their child by encouraging them to use the look, cover, write and check system. In reading it is helpful for parents to listen to their child reading and to supply any difficult words. It is also a good idea to discuss the story and its characters.

It is extremely important that children develop a love of reading and parents can make a tremendous contribution by reading aloud to their children, sharing books with them, making use of libraries and, above all, showing interest in books brought home from school.
Homework will usually be issued on Monday for the whole week and returned on Friday, signed by the parent/guardian. If a child has not completed his/her homework for two weeks, a letter will be sent to the parent/guardian informing them of this fact. If the child has not completed his/her homework for three weeks, a Head Teacher appointment will be made to see the parent in the presence of the class teacher.

A reading record sheet will be issued which parents should sign at home.
P1 - P2 Will normally have reading homework
Written homework will be introduced during P3
P3 Reading/spelling/handwriting, number examples
P4 & P5 Longer written assignments, handwriting, number work
P6 & P7 Reading, spelling, number work, research task with longer completion date
P3 - P7 Will be issued with a homework jotter Back to top

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