Policy Principles from the quality indicators outlined in How Good Is Our School? The Journey To Excellence: Part 3

Transcription

1 Largs Academy Policy Review 2010 Policy and Quality Standards relating to Citizenship Policy Principles from the quality indicators outlined in How Good Is Our School? The Journey To Excellence: Part Learner s experiences The extent to which learners are motivated and actively involved in their own learning and development 2.2 The school s success in involving parents, carers and families The extent to which parents, carers and families are committed to, and actively involved in the life of the school. 4.1 The school s success in working with and engaging with the local community The extent to which the school engages with the local community. 5.1 The curriculum The rationale and design of the curriculum The development of the curriculum Programmes and courses Transitions 5.7 Partnerships with learners and parents Engaging parents in their children s learning and the life of the school Consulting and communicating with learners and parents Dialogue with learners and parents about the work of the school

2 Introduction Education for citizenship addresses the exercising of rights and responsibilities within communities at local, national and global levels. It encompasses the development of informed decision making, and the ability to take thoughtful and responsible action, locally and globally. Source: Learning Teaching Scotland website, August 2010 At Largs Academy we provide many opportunities for pupils to develop as young citizens, ranging from participation in the Pupil Council to working on topics promoting aspects of good citizenship. The ethos of the school strongly encourages our young people to show consideration and respect for others and we actively provide opportunities to develop personal and community responsibility. We believe citizenship is firmly embedded across the school curriculum and actively encouraged in the day-to-day life of the school. All schools in North Ayrshire aim to work to build a community where all citizens can participate, learn and contribute. At Largs Academy we endeavour to enable all pupils to reach their full potential within a caring and safe environment, allowing them to lead fulfilled lives. The aims of the school emphasises the importance we place on developing pupils potential, continually striving for high standards of achievement and instilling in our young people the importance of developing a strong moral code and community responsibility: Largs Academy Aims Our vision will be achieved in practice by ensuring that each child is a successful learner confident individual responsible citizen effective contributor within a culture that embraces the core values of honesty, respect, integrity and tolerance. To help achieve these aims we will: Have high expectations of our pupils and encourage them to set high standards for themselves Maintain good order, sound discipline and promote positive behaviour which will help to ensure that learning and teaching are effective Meet the needs of our pupils and seek to involve them fully in the life of the school Recognise the successes and achievements of our pupils Communicate effectively with parents and involve them in the life of the school Ensure that the school plays a full part in the life of the community Continually try to improve the service we provide

3 The school s citizenship provision can be viewed in terms of the five broad areas of excellence set out in a Journey to Excellence. The audit conducted last session demonstrates how citizenship permeates the whole school community, from school leadership to individual pupils. It is also important to recognise that we all play an equal and important part in ensuring a learning and teaching environment which promotes the four capacities in a Curriculum for Excellence: successful learners, confident individuals, responsible citizens and effective contributors. AREA OF EXCELLENCE QUALITY INDICATORS 1. LEARNING & TEACHING 2.1, 5.1, VISION AND LEADERSHIP 2.1, PARTNERSHIP 2.2, 4.1, 4.2, PEOPLE 2.1, ETHOS & CULTURE 5.5, 5.6, 5.8, 9.3 (*Most relevant QIs in bold TYPE; less relevant in italic) Curriculum for Excellence Young people are citizens of today, not citizens in waiting. Education for citizenship is about developing in learners the ability to take up their place in society as responsible, successful, effective and confident citizens both now and in the future. Curriculum for Excellence is underpinned by the values of wisdom, compassion, integrity and justice. Within this, education for citizenship provides learners with the opportunity to develop an understanding of fairness and justice, equips them with skills of critical evaluation and encourages the expression of attitudes and beliefs to respond to the challenges we face as global citizens in a constructive and positive manner. Issues addressed through education for citizenship include human rights, sustainable development, peace and conflict resolution, social equality and appreciation of diversity. Learner voice is a crucial element of education for citizenship; indeed, Curriculum for Excellence provides the ideal framework to give children and young people the opportunity to exercise their rights and responsibilities within an educational setting. Education for citizenship permeates many of the experiences and outcomes within Curriculum for Excellence, and is therefore the shared responsibility of all. Source: Learning Teaching Scotland website, August 2010

4 1. LEARNING & TEACHING In essence (the curriculum) must be inclusive, be a stimulus for personal achievement and, through the broadening of pupils experience of the world, be an encouragement towards informed and responsible citizenship. (A Curriculum for Excellence The Curriculum Review Group) All subject areas contribute to the delivery of citizenship education within the school. Throughout the curriculum at all stages pupils are given the relevant knowledge and understanding to have a better appreciation of their role in our diverse and ever-changing society and the relevant skills to enable them to make effective contributions to political, social, economic and environmental life on a local, national and global scale. The citizenship curriculum is designed to challenge pupils by making them think critically and creatively about their rights and responsibilities as well as their attitude and behaviour in a range of social situations. The cross-curricular nature of the citizenship agenda ensures a range of experiences and a variety of contexts. Citizenship is embedded within the curriculum from S1 with each year building on previous knowledge, developing skills and fostering confidence. All departments within the school aim to make citizenship education relevant not only to the pupils classroom learning, but in a wider sense to their active participation in the school community and in society in general. The links between departments and the range of crosscurricular activities and events give coherence to the pupils citizenship education and greater meaning to pupils learning experiences. Pupils are involved in decision making processes and, where appropriate, are given an element of choice in terms of both what and how they learn. Teachers involve pupils regularly in evaluating course content as well as their own performance. They are encouraged to take responsibility for their own learning and become involved in planning for improvement both through self-evaluation and peer assessment. This promotes an ethos of mutual respect and a positive climate which extends beyond classroom boundaries and which ensures that all contributions are recognised and every success is celebrated. Evidence Teaching of Citizenship content Issues addressed through education for citizenship include human rights, sustainable development, peace and conflict resolution, social equality and appreciation of diversity. (LTS website) Although the above issues are addressed explicitly in certain subjects, notably the Sciences, Geography, Religious and Moral Education, Social Education and Modern Studies, citizenship permeates most subject areas within the school. Teaching of Citizenship skills Across all departments in the school pupils are encouraged to take responsibility for their own behaviour and to think critically about rules and expectations regarding their own safety and that of others. Group work is often used to help pupils to gain vital communication and interpersonal skills. Through joint projects and investigations pupils learn to work with others to overcome challenges and solve problems. Pupils are exposed to a wide range of resources and make decisions about the best way to access and use

5 information. Decision making - content Art & Design choice of topic and design brief both at H and SG Biology in S3/4 pupils self design investigation Chemistry S2 project work English S2 choice of text for personal reading, personal study at H History choice of investigation in S1/2 and extended essay response at H and Int 2 Home Economics choice of country for S2 multi-cultural awareness project Decision making approaches to Teaching & Learning Chemistry pupils choose from a variety of resources notes, worksheets, websites, textbooks etc Computing choice of research resources Physics choice of delivery of investigation in lower school poster, verbal presentation, powerpoint, songs Pupil Involvement in departmental evaluation Class/group discussions are used across most subject areas In Religious Education pupils opinions are sought when developing new courses Focus groups in Modern Languages provide feedback on pupils experiences In Design & Technology pupils are asked to evaluate and make suggestions about course content and teaching and learning methodologies Self Evaluation and Peer Assessment Traffic light evaluation carried out in maths after most exams Pupil evaluation questionnaires completed in physics for prelims and S3 exams In Modern Languages pupils are sometimes given the opportunity to mark each other s work Cross Curricular Activities / Links between departments Home Economics links with history (WW2 rationing and link with current dietary targets), French (S2 classes cooking French dishes as part of alternative French course), Art (planning S1 project to sew puppets) Eco Day - holistic approach to environment involving PE, Home Economics, Biology, Geography and Art I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. (HWB 0-11a/ HWB 1-11a/ HWB 2-11a/ HWB 3-11a/ HWB 4-11a)

6 2. VISION & LEADERSHIP Every child is special and the school aims to encourage, support and challenge each individual to ensure that they reach their full potential both in terms of their current achievements as well as their future role in society. The leadership of the school is committed to a set of core values which impact both policy and practice. The school is regarded as a community in which the views of all stakeholders are sought and indeed actively encouraged. The pupil voice is taken seriously by SMT and pupils are aware of how they can influence decision making within the school through the expression of opinion or concern. Positive relationships are at the heart of the school ethos, with both pupils and staff putting its values into action. The rights and responsibilities of the young people are stressed with pupils encouraged to feel that they have an important part to play in the school community. Pupils are challenged and given opportunities to take on leadership roles of varying degrees as appropriate. Evidence The school s vision and aims are printed in pupils homework diaries and teachers planners. Expectations are made clear to pupils and the school s values are communicated to them by the Year Head at assemblies. The code of conduct is also regularly referred to and it is made clear that it is the pupils responsibility to follow the rules for the benefit and safety of all. Pupils are encouraged to have their say by passing their ideas, comments or concerns to their Pupil Council representatives. Minutes of Pupil Council meetings are displayed on the Pupil Council notice board to allow all pupils to see the outcome of discussions as well as action points. The Head Teacher is keen to attend meetings to listen to the current issues concerning pupils and always provides feedback to explain why a suggestion can or cannot be taken forward. The Pupil Council is involved in consultation about the school improvement plan and the Head Teacher ensures that the Council members have an understanding of the school s priorities for the coming year which they can then share with their peers. Pupils are involved in a range of activities which encourage the development of their own leadership qualities. This occurs within the classroom with pupils taking on responsibility for certain resources, acting as group leader in project work or even assuming the role of teacher to demonstrate their understanding. S6 pupils are trained as Buddies to help and support the S1 pupils, attending registration every morning and acting as mentors, role models and mediators. S6 prefects have important duties to carry out and also contribute to working groups acting as student representatives. Library volunteers are given responsibility for maintaining an orderly learning environment and in the Support for Learning Base older pupils guide and befriend some of our more vulnerable pupils. Pupils are involved in the organisation of events ranging from discos and the S6 prom to Eco Day and fundraisers. Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. (HWB 0-12a/ HWB 1-12a/ HWB 2-12a/ HWB 3-12a/ HWB 4-12a)

7 3. PARTNERSHIP It is the role of the school to give young people the confidence, attributes and capabilities to make valuable contributions to society (CfE Curriculum Review Group). In order to prepare our pupils to make effective contributions to society both today and in the future, the school is outward looking and understands the importance of links with the wider community. Pupils are offered opportunities which allow them to learn while at the same time to experience life outside the school environment. Achieving success in a wider context builds their confidence and resourcefulness. By working in partnership with the community pupils are given a richer learning experience and are able to make meaningful links between their learning in school and the reality of the world outside. Parents are a vital part of that wider community and their support in citizenship activities is valued. Pupil involvement with the Parent Council allows for integrated working on certain issues. Pupils are also prepared for their role as global citizens with links being made with organisations to promote pupils understanding of more far-reaching concerns. Evidence To reinforce and extend the teaching done in the classroom by the class teacher, various members of the local community offer their knowledge and expertise. The Art & Design department has been visited by a local artist and a jewellery designer who both assisted pupils to improve their skills and techniques, Steven McDonald of the Lounge offered a realistic view of starting up and running a business, the Royal Bank of Scotland delivered information and practical exercises in banking services and Hunterston Power Station has proved to be a useful link for both biology and design and technology. They physics department has involved both Largs Marina and Largs Sailing Club to provide alternative learning experiences. The school works closely with Largs Rotary which offers support both with charitable causes and with enterprise activities. The community police and school nurses have invaluable input into PSE lessons from S1-S4. For interdisciplinary events such as Eco Day, Health Awareness Day, Five Alive and Sixth Sense, the school calls on the support of a wide range of individuals and organisations, including Christian Aid, SCIAF, RSPB, Millport Marine Biological Centre, Fair Trade, a dental health expert, a podiatrist, Addiction Services and many more. The music department has used a range of venues to showcase the talent of our pupils. The school has a successful work experience programme for pupils in S4 involving a wide range of businesses, shops and schools. Extended work placements are arranged as appropriate for pupils in the Pupil Support department. These have included Moorburn Manor and the Cancer Research Shop. Speakers, sometimes parents, are invited in to provide information to pupils in the senior school about particular careers. Some members of our Pupil Council attend the North Ayrshire Youth Council, exchanging ideas with young people from other schools in the area and having their say about important issues in the local community. Our Young Scot representatives keep their peers up to date with local events through the notice board and Young Scot website. Through the Duke of Edinburgh Award Scheme pupils are involved in community activities sport, art and music. Through the Community Sports Leader Award pupils participate in sports in a variety of local locations and make links with the primaries through coaching. On a larger scale, the school has links with its twin town, Andernos les Bains, with pupils and staff having enjoyed visits to forge closer relationships. Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. (HWB 0-13a/ HWB 1-13a/ HWB 2-13a/ HWB 3-13a/ HWB 4-13a)

8 4. PEOPLE The school has firm policies and procedures in place to ensure the inclusion and equitable treatment of all learners. Staff know pupils well and are quick to identify any issues which may prove to be stumbling blocks on the road to effective and responsible citizenship. The school s vision and aims are communicated clearly to staff and pupils as is their role in taking these forward. Pupils are encouraged to enjoy their achievements, to think critically about their performance and to show resilience in the face of setbacks. Pupils are continually challenged to think about not just what but how they learn and through this are exposed to a wide range of learning styles. Pupil consultation is key to ensuring that pupils accept responsibility and acknowledge ownership. Pupils views are sought regularly and appropriate feedback is given. The Pupil Council allows for pupils ideas to be heard and it is accepted that young people can provide the SMT with interesting questions which can impact on their thinking. Pupils take on active roles within the school community and learn the effectiveness of the pupil voice. Pupils are encouraged to be pro-active and to learn the importance of a can do attitude in influencing their future paths. Evidence The school ensures that policies are in place which are working documents and which promote the development of citizenship in our pupils. These policies are evaluated and reviewed to ensure that they are working effectively. The anti-bullying policy is accompanied by a programme covered in PSE and at year group assemblies. The Inclusion and Equality policy makes the school a welcoming environment for all in which all pupils regardless of their ability, background or beliefs are given opportunity to contribute. The Health and Wellbeing policy aims to promote mental, emotional, social and physical wellbeing among the pupils to encourage them to adopt the lifestyle and develop the self-esteem required for them to be active citizens both today and in the future. Policies are the result of consultation and partnership within the school community. Homework, the code of conduct and the dress code are some examples of important issues in which pupils have had an important input. The school s Eco Code was drawn up by the Pupil Council following a consultation process across all year groups. Focus groups within subject departments have allowed pupils to have their say on what and how they learn. As a result of these dialogues action points have been drawn up to address some of the issues raised, such as setting pupils in French in S2. I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. (HWB 0-10a/ HWB 1-10a/ HWB 2-10a/ HWB 3-10a/ HWB 4-10a)

9 5. ETHOS & CULTURE The core values that underpin the school ethos promote a climate of mutual trust and respect and build positive classroom communities. Through participation in a wide range of activities both within and outside of school pupils can develop their self-confidence and self-esteem. Pupils are encouraged to share their views while at the same time learning to respect and value those of others. Tolerance and understanding are key to the acceptance of diversity within the school and society as a whole. Pupils are given the opportunity to learn about and reflect on their rights and responsibilities and are encouraged to demonstrate these through working together with other pupils and staff. Creativity and enterprise are closely linked to Citizenship education in order to increase pupils confidence as contributors to the school and the wider community. There is a strong sense of equality and fairness with every effort taken to ensure that there are no barriers to pupil participation and that all pupils feel safe and valued. Evidence Pupils have a wide range of opportunities to work together both inside and outside the classroom setting. The rules of the classroom are often drawn up by the pupils themselves, e.g. the Full Value Contract in S1. By giving the pupils ownership of this, they have a shared responsibility for the conduct and welfare of the group. Cultural, sporting and community activities involve pupils working closely together. The school has a large and varied number of lunchtime and after-school clubs. The annual school show is a powerful vehicle for promoting collaborative working between departments and between pupils from every year group. In addition, through involvement in charity events and trips pupils develop a greater appreciation of their role in society. Enterprise activities reinforce the skills required for pupils to contribute effectively in a wider context. The PT ACfE organises varied events throughout the school calendar ranging from Powerpoint competitions to Business Awareness days. Interdisciplinary learning is at the heart of these events, allowing pupils to gain knowledge and skills for learning and for life. Rights & Responsibilities and Understanding & Tolerance are two of the five strands taught during PSE lessons in S1-S4. These areas are also fundamental to Five Alive and Sixth Sense in the senior school. Pupils learn about the Rights of the Child and the responsibilities that go along with them. They are encouraged do develop an appreciation of diversity by examining issues such as racism, disability and body image. As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others (HWB 0-09/ HWB1-09a/ HWB 2-09a/ HWB 3-09a/ HWB 4-09a)

10 Citizenship Policy, Quality Standards It is the responsibility of the Headteacher and SMT to: Monitoring Quality Standards Arrangements To monitor the development of Citizenship Education in Largs Academy To support Citizenship Education in all aspects of school life Agendas and Minutes of meetings Departmental documentation and records Class visits Focus Groups Teaching staff responsibilities: Quality Standards Monitoring Arrangements Principal Teachers of Guidance have overall responsibility for maintaining an overview of the progress and development of each young person Guidance, Support for Learning and Pupil Support work with Guidance and DHT (Personal Support) to ensure a high standard of pastoral support Record keeping pastoral notes; interview booklets, etc Department Minutes, Review Meetings/ Minutes Reports, IAPs/ IEPs Confidential File Assembly Programme Guidance Teachers and partner agencies (Skills Development Scotland, School Nursing Service, Pupil Welfare Officer, Home School Inclusion Worker, etc) are responsible for all aspects of Social Education including careers education, mental, emotional and social health education, substance misuse and relationships, sexual health and parenthood Planning for choices and changes Citizenship Audit Agendas and Minutes of meetings The PT Curriculum for Excellence has a responsibility to co-ordinate work experience and continues to develop enterprise opportunities throughout the session which involve maximum participation from the school community CfE Improvement Plan and annual calendar of events Curricular PTs and department staff are responsible for maintaining relevant and appropriate courses which contain citizenship themes Department Improvement Plans Department minutes Cross curricular projects

11 Other responsibilities: Quality Standards All staff and pupils have a responsibility to act and behave in an appropriate manner conducive to maintaining a climate of mutual respect and cooperation. Monitoring Arrangements School Code of Conduct School discipline record Assembly Programme The School Chaplains provide an enhanced pastoral role and encourage responsible citizenship among the pupil population All pupils have an opportunity to join the Pupil Council Pupil Council minutes Parent surveys and questionnaires The Pupil Council actively seeks the opinions of the pupil population and represents their views in reporting to PTs Guidance and SMT Parent Council minutes Parent views are actively sought and the Parent Council is responsible for representing the views of the parent community Mrs Hazel McClelland Principal Teacher of Guidance Mrs Heather Burns Depute Head Teacher September 2010