Carrongrange School

Curriculum Handbook

2007 – 2008
Dear Parents/Carers

At Carrongrange, we aim to provide a high quality education where the individual

needs of every pupil are met through an appropriate curriculum. Like all other
Scottish schools, we follow the guidelines of ‘A Curriculum for Excellence’ to enable
our pupils to become “Successful Learners, Responsible Citizens, Effective
Contributors and Confident Individuals”, and to fulfil their individual potential for
independent living.
We look forward to working in partnership with you to achieve our aims, and we
will try to keep you informed of all that is happening in school. We encourage you
to be as fully involved as possible in all aspects of school life.

This Curricular Handbook has been prepared to give information regarding the work
of the school. It is intended as a brief guide to the different subjects taken by
the pupils at Carrongrange School. With the introduction of ‘A Curriculum for
Excellence’, we are constantly developing our curriculum: in session 06-07, we were
able to offer our pupils increased opportunities for outdoor education and we hope
to continue to develop this. We will keep you updated with any curricular
developments.

I hope that you find the Handbook helpful and informative. You can find further
information about the work of the school through School Circulars, the School
Development Plan, Departmental Development Plans, the School Brochure and
monthly newsletters.

Please contact me if you require any further information.

Yours sincerely,

Gillian Robertson
Headteacher
2
Contents

Language and Communication 4

Maths 6
Information and Communications Technology 8
Science Department 9
Home Economics Department 10
Design and Engineering Technology 11
Religious and Moral Education 14
Personal and Social Education 15
Personal and Lifeskills (P.A.L.S.) 16
Art Department 17
Drama Department 18
PE Department 19
Music Department 20
Social Subjects 21
Personal Social Development 22
Modern Languages 23
Seniors Department 25
Speech and Language Therapy 26

3
 Language and Communication

Language is at the heart of children’s learning. Through language they receive much of
their knowledge and acquire many of their skills.
Structured and stimulating opportunities to use language in contexts appropriate to the
needs of individuals and the world in which they live will be provided.
The four outcomes of English language; Listening, Talking, Reading and Writing all
interact, but with different weightings for particular stages and needs.

S1-S4 – The World of Reading

This is an ongoing scheme developed in conjunction with the School Library, to encourage pupils to
read as much as possible, for enjoyment and information. Pupils have access to their class libraries
and to the school library, and are encouraged to read books from home and public libraries. They have
to log and review each book that they read, and are awarded prizes at the end of each session
according to the amount of effort they have put in to the scheme. Many of the books provided have
recorded tapes, which help pupils to access more challenging reading material.

S1 and S2

Teachers set targets in Language and Communication for every pupil for a year, and although pupils
work on these targets, they are also working in many other areas of Language and Communication.

During the first two years in the English Department at Carrongrange, pupils will spend a great deal of
time on work to improve their reading and language and communication skills.

Reading

Reading schemes, including a variety of genres, have been chosen to suit the needs and abilities of the
pupils, giving pupils an opportunity to access language through novels, taped stories, poems, plays,
media and a variety of games to improve their reading, writing and talking and listening skills. There
is also a focus on improving the reading ability of pupils to improve their confidence and self esteem.

Pupils with more complex difficulties focus on Social Sight vocabulary, which is taught in a
meaningful context. Pupils focus on the language of everyday living by getting opportunities to access
the local community – using local/school transport to visit shops, libraries etc.

Pupils are grouped in classes of similar reading ability, and work at a pace that matches their own
level.

Talking and Listening

Pupils are encouraged to work on their Talking and Listening skills - this can be through their
‘Literature Study’, which uses novels, plays, poems and media, and through classroom debates and
discussion. A great deal of emphasis is put on improving the pupils’ talking and listening skills in a
variety of situations – either whole class, group or one to one as each situation requires different skills.

4
Pupils with more complex difficulties work on their Social Interaction skills. This encourages pupils to
have good eye contact and clear speech/signing when communicating with others. This helps to build
up their confidence to interact with a wider circle of peers and adults.

Pupils are given good opportunities to access ICT hardware and software to aid their progress in
Language and Communication. Every classroom has a computer, listening post and access to a digital
camera and video.

Writing

Pupils are encouraged to write in a meaningful context and for a purpose. This includes writing from
personal experiences, writing to convey information and writing using their imagination. Based on
their writing, the pupils are encouraged to improve their spelling and grammar using resources suited
to their individual needs.

There are great opportunities for cross-curricular work in Language and Communication,
pupils using the information/knowledge gained to help in Science, Social Subjects, home
Economics etc.

S3 and S4

Teachers set targets in Language and Communication for every pupil for a year, and although pupils
work on these targets, they are also working in many other areas of Language and Communication.

During S3 and S4 pupils continue to work and build on their Language and Communication skills. All
pupils work towards Higher Still Units in English and Communication at
Access 1 2, and 3 during these two years. The Units covered are:

Basic Communication in a Familiar Setting

Everyday Communication in a Cultural Setting
Everyday Communication in a Work-Related Setting
Everyday Communication: Recognising Signs in the Community
Literary Study
Language Study
Oral Communication

Pupils work towards these units using a variety of learning and teaching methods and resources
appropriate to individual pupil needs. These include novels, poems, plays and media packs, interacting
with their peer group and adults and opportunities to access everyday living. Pupils will achieve their
units by talking/signing, listening/signing, reading/signing and writing/signing.

Pupils are assessed during these units using the unit assessment package, adapted to suit their needs,
observation, individual class work folders, photographs and video/cassette tapes.

Pupils are given good opportunities to access ICT hardware and software to aid their progress in
Language and Communication. Every classroom has a computer, and access to a digital camera
and video/DVD.

5
 Maths Department

Maths plays an important role in our lives. It is used in everyday

activities such as buying food and clothes, keeping time and playing
games. Pupils need to learn the skills required to work with problems
and enquiries involving Maths. Pupils need to learn the concepts, facts
and techniques required to use and apply maths.

S1 and S2

Teachers set targets in Maths for every pupil for a year, and although pupils work on these targets, they
are also working in many other areas of Maths.

During their first two years at Carrongrange pupils continue to work and build on their skills in
number, money, measurement, shape, position, movement and information handling

Number, Money and Measurement

Pupils’ work on a range of activities, which help with the practical, everyday life skills. The maths
work is always done in a meaningful context, which will help the pupils achieve Access Courses in S3
and S4 and help with their everyday living when they leave school.
Activities include money – recognising coins, change from, adding bills etc., time – telling the time,
days of the week, months of the year, duration of journeys etc. measure – long/short, reading scales,
using measuring devices etc.

Information Handling

Pupils are encouraged to use their own environment to find out and interpret information. Classes will
make graphs – using pictures, coloured boxes – to find out information about themselves and others.
They will use numbers or tally marks to record the information and then discuss/interpret the
information later.

Shape, Position and Movement

This topic helps to increase pupil’ awareness of shape and the location and movement of objects. This
allows pupils to use a range of practical activities eg building, sequencing and patterns.

Pupils are encouraged to use their ICT skills in Maths. There are numerous programmes for all the
pupils, depending on their individual needs, to help increase their knowledge and understanding of
maths in context. All the computers in school are networked and all programmes can be accessed in
individual classrooms. Additional programmes include Successmaker and RM Maths.

There are great opportunities for cross-curricular work in maths, pupils using the
information/knowledge gained to help in Science, Social Subjects, Home Economics etc.

6
S3 and S4

Teachers set targets in Maths for every pupil for a year, and although pupils work on these targets, they
are also working in many other areas of Maths.

Pupils will work towards SQA Certificates in Mathematics at Access 1, 2, or 3 during these two years.
The Units covered are:

Using Maths in Everyday Situations – Weight – Access 1

Recognising Time - Access 1

Handling Money - Access 1

Investigating Length in Familiar Situations – Access 1

Investigating Volume in Familiar Situations – Access 1

Investigating Measurement – Access 1

Problem Solving in Maths – Access 1

Using Mathematics to Handle Information – Access 1

Recognising Number – Access 1

Using Maths in Everyday Situations 1 – Time, Money Weight - Access 2

Using Maths in Everyday Situations 2 – Time Money Weight - Access 2

Using Maths in Everyday Situations 3 – Tables &Charts, Basic Maps and Plans - Access 2

Pupils work towards these units using a variety of learning and teaching methods and resources
appropriate to individual pupil needs. These include, interacting with their peer group and adults,
opportunities to access everyday living, using the local environment, ICT, and textbooks. Pupils will
achieve their units by following the course work, using continuous assessment.

7
 Information and Communication Technology (ICT)
In Carrongrange school ICT offers an exciting and vital opportunity to enhance learning, being both a
subject in its own right and also a cross-curricular tool to support all learning. Within the subject area,
pupils learn at their own pace, within the courses which have been carefully created and adapted to
suit individual needs. Access to the computer is enhanced with specialist keyboards, monitors, mouse,
switches, Interactive whiteboards and Software as required.

S1 and S2
During the first two years in Computer Studies at Carrongrange, pupils will build on skills acquired
throughout their Primary Education, and will cover 5-14 Strands:
Using the Technology: learning about the computer interface, using the mouse, keyboard, menus, and
windows; learning how to use the computer hardware and software responsibly; learning about
computer networks and using the Internet; and saving and printing work.
Creating and presenting: Pupils use the above skills to create and present through a variety of
practical tasks, using text and graphics. S2 pupils will produce the School Magazine.
Searching and Researching: using CD ROMs and the Internet to acquire information.
Collecting and Analysing: In S2, some pupils are introduced to databases and spreadsheets.
Developing informed Attitudes: places and uses of ICT equipment
Communicating and Collaborating: pupil email and web page design.
All opportunities for cross-curricular links will be explored, and pupils will be encouraged to use ICT
hardware and software in other subject areas.

S3 and S4
Some pupils will work towards SQA Certification in Computing, at Access 1 or 2 during these two
years, whilst others will continue to enhance the skills involved in 5-14.
The Access units available include: Access 1 – Using Basic Computer Skills
Access 2 -Using a Computer, Computer Aided Learning
Using Technological Equipment.

These units extend the Word Processing Skills learned in S1 and S2.
Pupils will be supported in using the scanner, digital camera and
Internet, during their courses. Web page design and email.

S5 and S6
Pupils will build on skills and qualifications acquired during S3 and S4.
Some students will begin Access 3 units, whilst others will still work on basic 5-14 skills.
Work undertaken at school can often be supported by experiences at Falkirk College.
Access 3 units available include: Internet Applications, Multimedia Applications, Computer
Applications. ASDAN – Using a computer.

This work can also be cross curricular, for example foreign trips will involve looking up the country to
be visited on the internet. Students will have Email addresses through which they will be able to
contact a foreign pen pal. Further experiences include visits to business premises and video making.

Differentiation is by resource, task, support and intervention, response and by ability and needs of
pupils.

8
 Science Department
General Aims and Objectives

Science is a core subject for all pupils between S1 and S4. The department aims to provide, for
all pupils, positive, meaningful and stimulating courses, differentiated to challenge all pupils.

It is our aim that pupils will:

• Enjoy, and make the most of their time in the department.

• Acquire some knowledge and understanding of Science
• Become aware of the social, ecological and industrial impacts of Science
• Our society, globe, environment
• Develop work/study habits, both in class and at home.
• Be able to work individually or co-operatively in small groups.

S1 & S2

The course is based on the 5-14 Environmental Studies guidelines:

Science; Look alive; Solutions; Science in action; Scale skills; Light thoughts; Small beginnings;
Lively places; Substances and Good health.
We also use the scheme Understanding Science Books 1 and 2

Where possible pupils will have the opportunity to participate in practical hands on activities, such as
the Eco-School and Recycle programme.

S3 & S4

Pupils will work towards SQA Certification in Science, Access 3 Biology during these two years.
The units covered include:

Access 3 Biology

Health and Technology

Biotechnological Industries
Growing Plants
Managing Environmental Resources

It is important that pupils achieve a balance in the range of learning activities,

which they will experience in Science. Using a range of teaching methods to meet
the range of learning styles will ensure that effective teaching and learning takes
place.

9
 Home Economics Department

Aims of Home Economics

In the Home Economics Department we aim to:
• Develop knowledge and skills through practical experiences which are related
to everyday life in the home.
• Be aware of the need for a safe, hygienic working environment.
• Promote healthy eating patterns and practices.
• Experience personal satisfaction and a sense of achievement in the successful
execution of a task.
• To use selected materials, equipment and procedures correctly with due
attention to safety and hygiene.
• Encourage the enjoyment of a sensory experience in food preparation and
handling.
• Develop a sense of responsibility for actions and behaviour.
S1-S2
In S1 and S2, our coursework is based around the 5-14 curriculum. We follow a programme that
allows for cross curricular working and events which occur within the school year.
Our S1 groups are following Thematic Approaches to Learning. This allows skills learned in one
department to be shared across the school.
During S1 and S2 pupils will experience the following topics in the HE curriculum:

Get started in Home Economics: Practising safe food preparation.

Get ready for Christmas: Developing practical & organisational skills.
Go away with Home Economics: Planning & preparing.
Go Green: Recycling issues in school and at home
Taste of Nutrition: Develop knowledge and understanding of food in relation to health and
encouraging healthy choices.
Try a Takeaway: Convenience foods
Test the Gadgets: Technology in the home, costs, functions and suitability.
Tour of the World: involves appreciating other food, cultures & customS3-S6

In S3, pupils start to work on SQA Units in Home Economics

The SQA Units on offer include:

Living safely at Home Access 1 & 2

Organisation in the Home Access 1 & 2
Healthy Basic Cooking Access 1 & 2

10
S5-S6
Home economics is an option subject for seniors.

In S5 and S6, we aim to:

• Increase focus on the world of work and the relevance of home economics.
• Develop a secure foundation in life skills for all pupils.
• Assist in the preparation of young people for vocational training, careers and life-
long leisure pursuits.
• Develop awareness of similarities and differences in lifestyles and
cultures.

ASDAN units on offer for S5 and S6 are:

Asdan/Carrongrange - Meal Preparation and Planning
Asdan – Independent Living

Alongside regular lessons, Home Economics supports the school in issues of Healthy Eating,
Recycling and Hospitality.
We often work with local businesses and services to enhance the experience of pupil learning.

11
 Design Technology Department
The Design Technology department in Carrongrange School aims to give pupils the
opportunity to experience some of the skills and processes selected from the three
‘SQA’ certificate courses of Craft & Design, Graphic Communications and Technological
Studies.

Design Technology is a ‘core’ subject for pupils in S1 – S4 and a choice for most in S5/6.
During years S1-S4, pupils have the opportunity to develop practical craft skills,
sketching and drawing skills as well as using and applying technological equipment and
ICT.

Currently, many pupils in S3 - S6 study for SQA certificate Units in woodworking, at

‘Access’ levels 1 or 2. These Units offer pupils’ a range of experiences which will develop
specific knowledge, understanding and offer practical experiences in a creative,
enjoyable and achievable context. Opportunities to develop fine motor skills,
interpersonal skills and an understanding of the use of different tools and materials in
gained, whilst developing a sound appreciation of Health and Safety rules and that of
having responsible attitudes.

The aims of the Design Technology Department include:

• To develop practical life skills of using craft tools and machinery with confidence &
care
• To develop a sense of creativity in design and manufacture
• To experience and manufacture models using different materials such as wood, metal
and plastics
• To experience basic technological activities and Construction techniques (kits)
• To experience and develop awareness of the uses of Computer Aided Drawing (CAD)
and Computer Aided Graphics (CAG)
• To raise awareness and appreciation of the principles of Safe Working Practices
• To gain experience of the range of tools and equipment that are available in the
market place, which are craft or technologically related, that can ease or enhance
manufacture
• To foster problem solving skills whist apply prior learning
• To develop an understanding of the need for accuracy in working practices
• To experience the sense of satisfaction that comes from working to the best of
your ability and achieving a result
• To work co-operatively, to support peer group and develop good Personal and Social
Skills.

12
General Subject Information.

Craft Skills – This is an activity based, pupil centred learning, ‘hands on’ subject.
Pupils make artefacts that are chosen to progressively develop a wide range of
skills in the use of tools, machines, equipment, materials and processes. Pupils
have the opportunity of working with the materials – Wood, Metal and Plastic -
discretely or combined. The Properties and Practical real life uses for different
types of materials are discussed as and when appropriate.
Health and Safety is a major feature within all tasks and is taken very seriously
at all times.
Many of the models manufactured have not only been selected to stimulate
interest in subject matter, but also to facilitate enjoyment and in the
experience of participating in a workshop environment. For some pupils a
more sensory and experiential approach is adopted utilising a high level of
1:1 staff support.

Graphics - Pupils are taught as appropriate to read sizes and information from
working drawings (and construction packs). Pupils are given the opportunity to
work at introductory levels to develop skills in Computer Aided Graphics (CAG).
The skills of freehand sketching, drawing and rendering are also worked on over
the years, to develop basic understanding of simple ‘Illustration and Presentation’
techniques.

Technology – Pupils are encouraged to work out solutions to simple technological

problems, include using Construction Kits for Structures and model mock up s for
the likes of Mechanisms. This can encourage planning and organisational skills and
to further develop interpersonal skills.

Differentiated activities support and equipment to suit the individual needs of

pupils are of course main features to all lessons and experiences. This allows all
pupils to gain achievement in all tasks.

13
 Religious and Moral Education
DEPARTMENT

The RME courses in Carrongrange School are designed to enable pupils to develop a knowledge and
understanding of Christianity and other world religions with recognition and respect for religion as an
important expression of human experience. The courses also aim to help pupils appreciate moral
values such as honesty, liberty, justice, fairness and concern for others. Pupils are helped in their
development of personal beliefs and attitudes.
RME is a core subject for pupils in S1 – S4 and is an option choice for those in S5 and S6. It involves
following programmes of study.

S1: Introduction to Religious Education

Talking about God
Introduction to World Religions
Jesus and his Teachings
The Ten Commandments
Rules and Regulations
Festivals and Celebrations
Personal Search

S2: The Natural World

Life Stories
A Jewish Family
A Christian Family
Stories of People with Faith
Festivals and Celebrations

S3/ S6: SQA Units at Access 1, 2 or 3 include:

Questioning Belief
Questioning the World
Questioning Morality

14
 Personal and Social Education (PSE)

PSE is at the heart of the education of the whole child. All aspects of a child’s experience at home, in
school and out with school contribute to the personal and social development of that child.
All staff and pupils have a part to play in PSE which above all should be an enjoyable way of helping
pupils to become successful learners, confident individuals, effective contributors and and
responsible citizens.

Aims
Within Carrongrange the aims of PSE are to help pupils to:
• have a positive regard for themselves, others and their needs
• develop life skills to enable them to participate effectively and safely in society
• identify, review and evaluate the values they and society hold and recognise their effect
• take increasing responsibility for their own lives.

More specifically the school aims to assist pupils to

• look after their personal needs
• work independently
• participate effectively in groups
• make their own informed decisions
• assess their own abilities and capabilities
• clarify personal values in relation to those held by others
• secure personal safety.

Contexts

PSE is delivered both informally and formally in many contexts throughout the school. Some classes
are taught discrete PSE lessons. For other classes PSE is delivered by a thematic, cross curricular
approach.
From S3 to S6 many of the pupils are offered SQA PSE units and in S5-6 - some classes undertake
ASDAN units.

Content

The wide-ranging content of the PSE classes helps pupils deal with changes in their lives and bodies.
Examples of areas studied include; planning and reviewing progress, personal safety, personal
relationships; personal hygiene; the dangers of drugs, alcohol and tobacco, bullying and future
choices.

Assessment, Recording and Reporting

Pupils are assessed through individual targets set in their Individualised Education Programme. Pupils
are fully involved in these targets and are encouraged to see assessment as a positive way of reviewing
progress, setting targets and celebrating achievements. This is reinforced by each pupil selecting
evidence of work to place in their Personal Learning Plan folder.

15
 Personal and Life Skills (P.A.L.S)

P.A.L.S. is a two-year course that is offered to pupils in S3 and S4

Pupils attend P.A.L. S. for 3 periods per week. At present in S4 pupils will continue with the SQA
units ‘Participating in a Leisure Time Activities’, ‘Residential Experience’ and The John Muir Award.
This session in S3 we are introducing the ASDAN bronze award, this two-year course consists of five
modules.
The course focuses on the personal, social and vocational development of the pupil. The themes
running throughout many of the learning outcomes are: organising and target setting skills, also
planning, evaluating and team-working skills. There is an emphasis on task management, and self-
organisation.
Much of the course work is cross-curricular and practical. The skills developed include: finding out
information, carrying out instructions, planning and organising events, using leisure time,
understanding personal health and safety issues, understanding environmental issues, and living away
from home.

Over the course of two years the pupils will take part in five 5 modules

1. Community
2. Health and Survival
3. Sport and Leisure
4. Environment
5. Residential Experience

Assessment

SQA units have learning outcomes which are formally assessed. Each ASDAN module has a number
of learning outcomes set out challenges which must be undertaken and successfully completed.
Successful completion of the five modules achieves a Bronze Award.

16
 Art Department

The Art Department of Carrongrange School aims to create an atmosphere, which is relaxed, enjoyable
and constructive. The approach is always supportive and understanding of individual needs and pupils
are encouraged to develop independence and find their individual strengths. They are given the
opportunity to express their own ideas and interests using a wide range of art materials.

Art is a core subject in S1 and S2, and a choice for pupils who are in S3 – S6.

S1 and S2

In S1 and S2 the curriculum follows the 5-14 guidelines. The current S1 pupils are following a
Thematic Approach to Learning within these guidelines.
Pupils develop drawing skills in a wide range of media, looking particularly at line and tone, the
colour wheel and colour mixing and the use of colour harmonies. Artwork in the second year builds
on the work offered in the first year. Generally a period of skill learning is followed by a period of
‘choice’ where pupils can use what they have learned to express their individual ideas. Pupils in all
years progressively learn the basic techniques of clay modelling and plaster casting. Other craft
techniques such as working with fabric dyes, collage, candle making, constructing with polystyrene,
printing, marbling and puppets, vary from year to year. Pupils are also given the opportunity to
examine and comment on famous artists’ works of art.

S3 – S6
Some pupils follow an experiential course in Art; others have the opportunity to follow SQA units.

SQA Units include:

Working with Materials Access 2

Developing Personal Ideas Access 2

The Art department plays a large role in displaying pupil work around the school and supporting
activities such as pantomimes and Christmas performances. We also exhibit pupil work in a local
gallery alongside other pupil work from the Authority area.
The Art department is also lucky enough to work alongside visiting artists who come into school and
share their practice with pupils. Artlink also provide blocks of work to pupils to enhance their creative
experience.

17
 Drama Department

Drama contributes in many different ways to pupil learning and to

their personal and social development. At all stages, Drama at
Carrongrange offers pupils opportunities to:
• enter imaginatively into other worlds,
• to consider and discuss/ role play issues
• to explore relationships from different viewpoints.

Drama allows pupils to explore relationships in a safe environment, develop their self-confidence and
work co-operatively with others.
Drama is a core subject in S1 and S2, and a choice for pupils who are in S3 – S6.

S1 and S2

S1 and S2 pupils receive 1 period per week of Drama. Pupils are encouraged to use movement and
language to communicate feelings and emotions in a range of contexts.

S3 – S6

Options for SQA Units include:

Drama at Access 1

Developing Drama Skills Access 1

Using Drama Skills Access 1
Presenting Drama Access 1

18
 P.E. Department

S1 to S4

S1 and S2 follow a common programme which helps develop basic skills and techniques in a range of
activities including swimming, fitness, basketball, football, trampolining, carpet bowling, club golf
and athletics. S3 continues to develop skills in these areas, but are also introduced to new activities
such as table tennis, volleyball and badminton. S4 pupils are involved in S.Q.A. units “ Integrated
performance – Participation and Organisation ”

S5 and S6
S5pupils also undertake SQA course work. The unit taught within the department is entitled “P.E. An
Activity Approach”. Lessons are structured to meet the learning outcomes required to complete this
course. There is an element of activity choice and theory within this course.
S6 pupils are involved in either A.S.D.A.N. or a Junior Leadership Award in sport. This is a nationally
recognised Certificate.

As well as school based programmes, all pupils are encouraged to participate in some of the many
extra-curricular activities on offer. There are regular lunchtime and after school clubs in a variety of
sports. Out of school there are various fun days and “Come and Try”’ days, as well as opportunities to
compete at Regional, National and International level. Pupils do not need outstanding ability to
compete. It is more important that they show enthusiasm, commitment and effort in their chosen sport.

19
 Music Department

Music is a core subject in S1 and S2, and a choice for pupils in S5 – S6.

S1 and S2
Pupils build on their basic knowledge and skills during first year. A topic is taught which encompasses
singing, keyboard and practical music skills. They are taught basic music reading skills, and learn the
meaning of various important musical ‘terms’. Tuned and untuned percussion instruments are used
both in improvised and more structured performances. Pupils are introduced to the orchestra and gain
a basic knowledge of the different groups of instruments. Second year pupils study a topic involving
more advanced theory. They develop visual and aural recognition of instruments in the orchestra and
develop listening skills with short musical extracts. Pupils further develop their keyboard skills with an
emphasis on individual work. Percussion work in groups gives pupils an opportunity to follow a
musical score.

S3 and S4:
SQA Units include:

Performing and Creating at Access 1 or Access2.

Pupils’ study involves discussion, listening and researching

information. Percussion, including drum machine, singing and
keyboard skills are developed with more advanced pieces of music and more emphasis on individual
performance. Pupils are able to listen to and comment on their recorded performance.
Pupils also learn about the lives and works of famous composers, through listening and performing.

S5 and S6:
Pupils who choose music in S5 and S6 build on the skills they have developed in previous years.
Topics are studied where pupils can develop an understanding of how different musical styles have
developed. There is flexibility to study areas in greater detail according to interest or aptitude.
Opportunities are available to use technology in a variety of ways. Pupils are encouraged to listen to
and discuss different kinds of music, and to listen to the observations and opinions of others in the
group.

20
 Social Subjects

General Aims
Social Subjects brings together the main ways in which pupils learn about the world.
Therefore, a range of measures will be in place to meet pupils’ needs, including the use
of differentiated materials, coursework, and direct support from the teacher.

S1 and S2

Understanding the environment is important to every pupil and to the community, and it is the aim of
the school to structure this learning. History, Geography and Modern Studies are covered by a broad
range of topics in S1 and S2, enabling the pupils to:

• Develop and understanding of their environment, their place within it and the factors, past and
present, that have shaped it.
• Acquire knowledge and skills that will enable them to interact effectively with the environment.
• Recognise the knowledge, understanding and skills associated with Social Subjects.
• Develop informed attitudes and values relating to the care and conservation of the environment.
• Become aware of the importance of active citizenship in a democratic society.

S3 and S4

Pupils will work towards SQA Certification in Social Subjects, Access 1 or 2 during these two years.

Social Subjects cover the syllabus areas of History, Geography and Modern Studies in S3 and S4.
Through the study of Social Subjects, students explore and work to understand the historical, physical,
social and political forces that shape society and the world we live in. A broad range of topics are
covered and students work through these, enabling them to:

- Decide, contrast, organise and present information.

- Develop social and practical skills such as teamwork, participation, handling and evaluating
information, and an ability to arrive at informed opinions.
- Become more confident and informed decision-makers.
- Develop the capacity to organise and use information they have acquired
- Take an interest in their local community, as well as national and international.

It is important that pupils achieve a balance in the range of learning activities,

which they will experience in Social Subjects. Using a range of teaching methods
to meet the range of learning styles will ensure that effective teaching and
learning takes place.

21
 PERSONAL and SOCIAL DEVELOPMENT (PSD)

The P. S. D. programme within Carrongrange includes the lunch time P. S .D. clubs, the after school
clubs and the Summer School. The main aim of the programme is to contribute to pupils’ personal and
social development.

Pupils are given the opportunity to work in a less formal setting out with their usual year group. There
is inclusion at all levels and there is also a degree of pupil choice. This promotes good relationships
between the pupils themselves, and between staff and pupils, while enhancing co-operation and
teamwork within different social groups.

Lunch time P.S.D. clubs run in 8 week blocks and offer a wide choice of activity, including a range of
sports, ICT, board games, storytelling, model making, fish care, craft, grooming, karaoke and eco.
Pupils have a balance of activities throughout the week.

After school clubs are optional. The activities are organised and run mainly by teaching staff although
there is also a community sports coach who makes a very valuable contribution to the sporting
activities.

Summer School is offered to Carrongrange P7 pupils and incoming S1 pupils. Current S1 pupils are
also invited. This enables new pupils to meet with staff in an informal setting, and become familiar
with the school building. They make new friends before the start of the new session, and therefore find
the primary/secondary transition much easier. There is a week’s programme of events organised,
offering Sports, Art, I.C.T. and Home Economics. We also have visiting specialists such as drum
tutors and dance tutors. Generally Summer School is a resounding success.

22
 Modern Languages

Language is a central element of the curriculum and is at the heart of pupil’ learning.
Through language they receive much of their knowledge and development and express
their own personal understandings. Language enables them to communicate with others
and to express their feelings, thoughts and ideas.

Language learning should enhance the pupils’ ability to communicate and contribute to
their interpersonal skills.

Learning to communicate in a foreign language also helps pupils to develop intercultural

awareness and to understand the need to act with empathy and responsibility towards
others.

General Aims

To encourage pupils to communicate in another language using the skills of listening,

speaking, reading and writing, as appropriate, for a variety of specified purposes –social,
transactional, vocational or leisure.

To help pupils develop communicative competence, personal and interpersonal skills, self-
confidence and an emphatic understanding of other people and cultures.

To develop the pupils’ ability to accept responsibility for aspects of their own learning,
activities and experiences in Modern Languages and evaluate what they have learned and
how it connects to what they already know.

23
S1 and S2

In S1 and S2 the topics covered by pupils include the following:

• Introduction to France (the country)

• Please /Thank you
• Introduce colours and numbers
• Introduce date-days of week/months of year
• Introduce classroom language
• Festivals/Celebrations
• Days of week, months of year
• Information/personal
• Introduction of pets/animals
• Introduce favourite subject/sport
• Introduction to ‘All About Me’

S3 and S4

Pupils follow coursework as appropriate, based on the SQA Unit ‘Life in Another
Country’. Topics covered include:

• Introduce ‘school day’ in French

• Introduce basic foods
• Compare French/British meals
• Looking at French food
• Menus (café)

Some pupils will achieve certification in this Unit at Access 2 Level.

S5 and S6

Pupils build on achievements from S3 and S4, and have the opportunity, if appropriate,
to complete Access 2 Units, “Personal Language” and “Transactional Language”, leading
to certification in a complete Access 2 Course.

Senior Pupils also have the opportunity to take Spanish, learning about the culture and
the language.

24
 Seniors’ Department
In the Seniors’ department we have a two year rolling programme which gives students in S5 and S6
an opportunity to build on previous learning and to develop independent life and work skills.

Students display a wide range of skills and abilities and this is reflected in the curriculum we offer.
Some students may participate in the A.S.D.A.N. ‘Towards Independence’ programme of work
which consists of various practical life skills modules which can be completed with varying degrees of
teacher/adult support. Some of the modules in the ‘Towards Independence’ programme include:
Everyday Living, Independent Living, Knowing About Myself, Coping With People, Money,
Recognising Everyday Signs and Work Awareness.

We also offer Language, Maths and Personal and Social Education (PSE) units at Access 2-3 level.
These units focus on developing core skills, independent life skills and vocational skills. Some units
focus on enterprise and teamwork while all encourage active participation. In addition to the core
subjects, students have opportunities to choose specialist subjects.

Where appropriate students have the opportunity to have a college link course during S5 and S6.
Students attend Forth Valley College at the Falkirk site or the Stirling campus. The link course is one
day per week and lasts for two sessions. This Link Course provides a smooth transition for the
students who go on to take up a place at college at the end of S6.

Some of our students may go on to access Day Care Centre and college. The transition process
begins by arranging a multidisciplinary meeting in the student’s final school session. At the meeting
individual arrangements are made for each student in order that experience a smooth transition from
school. . Since 2004 we have been able to offer our students an opportunity to have a ‘taster’ of Day
Centre provision at Bainsford Day Care Centre. The transition process has worked well for our
students, ensuring they are confident and at ease in the move from school.
On Friday afternoons most senior students choose from various games and activities ranging from
skittles, bowls, quoits, football, keep-fit, craft, swimming and grooming. These activities promote
constructive use of leisure time whilst developing sporting interests, social skills and personal
presentation skills.

Some students have the opportunity of work experience in S5 and S6. Others will experience the
world of work through visits and guided tours of the work place.
This can be certificated through the following Units or modules:

A. S. D.A.N. Access 2/3

Work Awareness Work Experience

Vocational Training/Experience Finding and Keeping a Job or Job Seeking Skills

Life Skills are taught and certificated in the Seniors’ through a variety of PSE Units, including:

Residential Experience
Using Support Services in the Local Community
Enterprise Activity

25
 Some students have the opportunity to take part in residential stays and the many planning activities
involved encourage organisational skills, communication skills and teamwork. Fund raising is required
for residential stays and this encourages enterprise skills.

At the end of our two-year programme we hope that our students leave school well prepared for
further education, day care provision, training or work. The students will leave with their skills and
abilities recorded in either their A.S.D.A.N. course books or their Progress Files.

Speech and Language Therapy

Three speech and language therapists make up one full time post in Carrongrange School. Staff are in
the school from Monday to Thursday.

Children who have been receiving speech and language therapy at a previous
school continue with therapy at Carrongrange. Close liaison with previous
therapists ensures continuity.
Pupils can be referred at any time by parents, carers, school staff or other
professionals. Before a pupil is seen for the first time parents/carers are
always contacted.

The department provides a package of care to meet the needs of individual pupils. This may involve a
collaborative approach with the class teacher, joint target setting and working in the classroom. It may
also involve setting up links between home and school. Pupil’s therapy aims are discussed with parents
and carers. Parents are welcome to discuss progress or to see staff working with pupils. Parents/carers
are consulted before a pupil is discharged. The aim is to maximise pupils’ communication potential.

Assessment and advice are part of the role of the speech and language department. This advice could
cover topics such as dyslexia, feeding and swallowing difficulties and hearing impairment as well as
communication difficulties.

The department encourages communication between home and school. Consistency between
environments is important and difficulties experienced by children are of concern to the service.

26