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We are continually addressing the 4 Capacities of the Curriculum Review,
"A Curriculum for Excellence": successful learners; confident
individuals; responsible citizens; effective contributors.
Our Curriculum: English Language, Mathematics, Social Subjects, Science,
Health and Wellbeing, Expressive Arts and Religious and Moral Education is
designed to foster our educational aims. Towards this end, a wide range of
textbooks, materials (including IT) and teaching styles are used.
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Social Subjects: People in the Past; People and Place; People in Society
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Science: Earth and Space; Energy and Forces; Living Things and the
Process of Life
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Technology
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Information and Communication Technology (ICT)
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Expressive Arts: Music, Drama, Art and Design
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Religious and Moral Education (RME)
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Health and Wellbeing: Health Education; Personal and Social Development;
Physical Education
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French
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Other areas of the curriculum include Citizenship, Enterprise and Creativity
which may be included as a discrete project or identified within another area of
the curriculum or simply by the approach and styles of learning and teaching.
Through our School Improvement Plan and the Cluster Improvement Plan
(associated schools), staff in school are working at incorporating 'A Curriculum
for Excellence' Outcomes, the four Capacities of A
Curriculum for Excellence, and the National Guidelines of the 5-14 Curriculum
Development Programme into the work of the school, i.e. Curriculum, Programmes of
Work; Ethos; Ethos of Achievement; and Learning and Teaching styles.
Presently, this programme (5-14) sets out a broad framework to be followed by
pupils from P1 through to second year of secondary school. The outcomes
from 'A Curriculum for Excellence' are also progressive and continuous.
During the present session, the focus of our School Improvement Plan will
include:-
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English
Language (5-14)
| It is the policy of the school to implement National
Guidelines, by reviewing the existing provision and by adjusting and
developing programmes of work along the lines suggested in the guidelines,
with reference to the four main areas of language: Listening, Talking,
Reading and Writing. |
Listening
| Skills will be taught through a variety of
activities; eg listening to a talk, to the radio, to a series of
instructions to music, to different types of test (the Oracy Programme,
SRA Listening Skill Builders). |
Talking
| A variety of suitable contexts will be provided for
talking. Activities will include talking to peers, other pupils,
teachers and adults; playing games and engaging in role play, giving
individual presentations to command the attention of an audience, talking
within drama activities. Resources include: school exemplar material
and The Spoken Word Project. |
Reading 
| Pupils will learn the basic skills of reading through a
systematic and progressive programme which incorporates an initial sight
vocabulary and develops phonic and blending skills and skills of word
attack.
By the upper stages of the school, children will be learning a variety
of reading skills (referred to as higher order reading skills) as well as
being able to read orally and for enjoyment. Resources include for
P1-P7, Oxford Reading Tree and Literacy World.. |
Writing 
| Handwriting skills will be formally taught, starting in
Primary 1, and practice will continue, for some, right to Primary 7.
Composing and secretarial skills will be taught at the early stages until,
gradually, pupils begin to draft their own pieces of composed
writing. Content and structure will be the focus. At the later
stages, technical features and presentation of the text through control of
punctuation, spelling and handwriting will also be given priority.
Resources include, 'North Lanarkshire Writing Programme' and 'Collins
Primary English.' We have in place a whole school programme based on
the North Lanarkshire Writing Programme. |
Mathematics
| It is the policy of the school to implement the National
Guidelines in Mathematics 5-14.
We are using a variety of resources, including Heinemann Mathematics,
Ginn Mathematics, Calculator Worksheets and Problem Solving
materials. The Guidelines also emphasise the practical use of
materials, including calculators and computers.
The children will develop skills in approaches to problem solving and
enquiry, and learn concepts facts and techniques. The content of
mathematics will include the following aspects: Information Handling,
Number, Money and Measurement and Shape, Position and Movement.
Oral and mental activities are important elements of our mathematics
programme. |
Environmental
Studies 
| We are implementing programmes of work based on the
National Guidelines of Environmental Studies 5-14, which include the
following aspects: Science, Social Subjects, Technology, and Information
and Communication Technology.
Resources include: planned topics, written specifically for the
different aspects; reference material, maps and atlases; broadcast
material; computers and a variety of computer software; visits, visitors;
material produced by the children and commercially produced resources for
Science and Technology.
We have a separate programme of work for Social Subjects, Science, ICT
and Technology.
Our new Computer Suite is timetabled for all classes to use when
implementing the ICT programmes of work. |
Expressive
Arts
Art
| Following 5-14 Guidelines, there is a variety of art and
craft work which takes place at all stages throughout the school
year. Activities, which are often linked to the topic work, are
taught by the class teacher. |
Music 
| Children are encouraged to take part in a variety of
musical activities, including playing percussion instruments, singing and
listening to music. Music is mainly taught by the class teacher or
by a visiting specialist teacher. Some interested pupils receive
tuition from a visiting specialist in woodwind. There is a very
enthusiastic choir led by Mrs Brown and Miss Cowie. Resources
include the Silver Burdett Music Scheme (P1-P7). |
Physical Education
| We are presently following 5-14 Guidelines for a balanced
programme. This includes dance, gymnastics, games and active
health. Children also receive coaching in badminton, football and
rugby. |
Drama
| Children are encouraged, from the earliest stages, to take
part in dramatic activities, including a variety of role playing
activities and mime. 5-14 Drama packs are being used in all
classes. Theatre Groups regularly visit the school. |
Religious and Moral
Education
| Although Christianity is the religion of the majority of
children in the school, Robslee is very much a multi-denominational
school, where all religious beliefs are respected and, where possible,
catered for. It is our aim that children: find out about beliefs,
stories and festivals of Christianity, and of other religions, e.g. Islam
and Judaism. They take part in school assemblies and learn hymns,
songs and prayers. It is also our aim to educate children to
recognise right from wrong and to behave in a morally correct fashion.
We hold school assemblies every two weeks and there are three main
services held in the school or Park Church at Christmas, Easter and
Summer, taken by the school chaplain, Rev. C Macdonald. We also have
a special Harvest assembly.
All religious beliefs are respected. However, any parents not
wishing their child to attend services or assemblies, or wishing their
children to be withdrawn from religious education classes are requested to
notify the school.
Parents of ethnic or religious minority background may request that
their children be permitted to be absent from school in order to celebrate
recognised religious events. Only written requests detailing the
arrangement will be granted on up to three occasions in any one school
session and the pupil noted as an authorised absentee in the register. |
Personal and Social
Development
| We follow a structured programme in Personal and Social
Development. |
Health Education
| The Health Education programme covers the main aspects of
Nutrition, Drugs Education and Sexual Health. |
Assessment
| The system followed is mainly one of continuous assessment
viz: daily observation, marking, discussion, self assessment,
weekly/monthly progress tests. Standardised Tests in Reading and
Mathematics take place in P3, P5 and P7 (as in all East Renfrewshire
Schools). Baseline Assessment takes place in P1. There are
also National Assessments in Mathematics and English Language.
Results are reported during parents' consultations.
Screening procedures are undertaken in the early stages of school.
Parents have the opportunity to interview the teachers concerned with
their children on two occasions during the year, usually November and
May. Written reports are sent home yearly May/June. |
Additional Support
Needs
| Children experiencing difficulties in learning are given
every assistance to achieve their full potential. Tests or screening
procedures may be given to pinpoint their problem, and relevant programmes
of work and extra help from the Learning Support Co-ordinator (Mrs
Ferguson) and the Network Support Teachers will be given to overcome their
difficulties. If the difficulty is extreme, help from the
psychological services is sought but only with the consent of the
parents. Where possible, children will also receive support from
other members of staff.
This support, where possible (from within the school or from outside
agencies) will also apply to children who require an extension or
enrichment programme of work.
Parents are kept informed or can ask about any details regarding
screening or assessment results of children. |
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