Successful Learners • Effective Contributors • Confident

Individuals • Responsible Citizens

Harris Academy

Head Teacher Mr James Thewliss Address Lawton Road DUNDEE

DD3 6SY

Telephone 01382 435700

Website www.harrisacademy.dundeecity.ea.sch.uk

E Mail harris@dundeecity.gov.uk

In this Handbook we try to present as comprehensive a picture as possible of life in Harris Academy – the school’s values, how school life is organised, what the school offers its young people and what it expects in return.

Further information of a general nature regarding education in

Dundee may be obtained from

Director of Education Dundee House

North Lindsay Street Dundee, DD1 1EQ Tel 01382 434000

CONTENTS

Section 1 INTRODUCTION

• Welcome to our School

• From the Pupils, Captain’s Introduction

• Dates and Times

• The School Day in Harris Academy

• The Senior Management Team

• Staff List

• The School

Section 2 PARENTAL INVOLVEMENT

• Links With Parents

• A Listening and Learning School

• Parent Council

• Parent Teacher Pupil Association

• Homework

• School Uniform

• Textbooks and Equipment

• Punctuality and Attendance

Section 3 SCHOOL ETHOS

• Ethos and Values

• School Aims

• School Role in The Community

Section 4 THE CURRICULUM

• The Curriculum

• Religious Education

Section 5 ASSESSMENT AND REPORTING

• Assessment

• Tracking Pupil Progress

• Reporting to Parents

Section 6 TRANSITIONS

• Associated Primary Schools

• Primary Secondary Liaison

Section 7 SUPPORT FOR PUPILS

• Pupil Behaviour

• Support For Pupils

• Guidance

• Personal And Social Education

• Library Resource Centre

• Skills Development Scotland in Harris Academy

Section 8 SCHOOL IMPROVEMENT

• School Improvement Plan

Section 9 EXTRA CURRICULAR ACTIVITIES

• Music

• Sports and Games

• Debating

• Home and Away

• Duke of Edinburgh Award

• World Challenge

Section 10 GENERAL INFORMATION

• The Directorate

• Clothing Grants

• Education Maintenance Allowance

• School Meals

• Transport

• Insurance

• Pupil Records

• Child Protection

• Health Care

• Music Tuition

• Transferring Educational Data About Pupils

Section 11 STATISTICAL INFORMATION

• Examination Results

SECTION 1

INTRODUCTION

• Welcome to our School

• From the Pupils, Captain’s Introduction

• Dates and Times

• The School Day in Harris Academy

• The Senior Management Team

• Staff List

• The School

WELCOME TO OUR SCHOOL From the Head Teacher

Dear Parent

It gives me the greatest of pleasure to welcome you to Harris Academy. Our greatest priority as a school is to provide your child with an educational experience of the highest quality and worth. I believe that for a school to be successful it must be seen by all who are involved with and in it – pupils, teacher and parents – to be a stimulating fulfilling and above all shared experience.

The values which a school holds and promotes must support and develop the school as a community as well as prepare its young people to prosper in, and contribute positively to, the world out with the school. Learning in Harris is underpinned by a robust set of traditional values which I believe are as relevant to pupils in the Twenty First century as they have been to previous generations of our young people. The Harris ethos is founded on values such as pride in personal performance, the promotion of self-esteem and respect for others.

I look forward to welcoming you and your child into our school community and hope you will share in and promote our traditions and values. I hope that you and your child will enjoy the joint venture upon which we are about to embark.

James Thewliss

From the Pupils

Ellie and Ramsay – Captain’s Introduction As our time as students in Harris Academy draws to a close, we can say proudly that we look back on our school career with fondness. Throughout our time here, we have witnessed not only the members of our year group grow into rounded individuals, but also the progress of the new school building. While we might have been partial to the old building, the new building incorporates the memories, the history of Harris Academy into a twenty-first century building. Between the innovative technology and state of the art facilities the new building offers the best environment for learning that secondary education can offer. Regardless of the fact that we will not get to experience the new Perth Road site, it has been a privilege to be part of the growth of Harris Academy into the school for the twenty-first century. Although this year may be our last, the sixth-years have made the best of this year, both academically and socially. Much of August and September were spent adjusting to life in sixth year and coping with university applications. In October we organised the Halloween Hop for both fifth and sixth years to relax and have fun. In December, the sixth-years presented their spin on the traditional school pantomime. Though at times bizarre, this year’s Panto definitely created memorable moments for both the players and the audience alike. One of the many opportunities available to students at Harris Academy is the chance to participate in a World Challenge expedition. The four-week programme is offered to the senior pupils to experience the developing world, undoubtedly challenging all participants and pushing beyond everyone’s comfort zone. In essence, the trip prepares the participants for adult life, expanding non-classroom skills such as leadership and teamwork. This year, thirteen members of our sixth-year embarked on the expedition to Namibia, trekking across difficult terrain and dealing with both the social and physical challenges. This not only helped to expand their horizons, but also to truly prepare them for adult life. We have had the privilege to be part of a school that caters for every child, no matter how disadvantaged. Harris Academy offers a comfortable and positive learning environment for bi-lingual pupils, pupils with challenging learning difficulties, disability and various illnesses. Many pupils have arrived at Harris with little or no knowledge of the English language, however, the bi-lingual pupil support team have always risen to the challenge and encouraged positive learning. Additionally, Harris is one of the few schools with a fully operational base for pupils with Autism Spectrum Disorder. A group of sixth years volunteer in the department each year and help to ensure that they are accepted in all aspects of the school. As well as sixth year pupils helping out in the SFL base, many have taken part in the school’s Peer Support Programme assisting first years in various subjects and Social Education. Teachers benefit from having senior pupils in classes as well as this being a learning experience for the sixth years. The younger pupils also benefit from having exemplary role models and forming good relationships with the older pupils.

Harris has also offered many opportunities out with the classroom such as music tuition and sport teams. Harris continues to host an annual carol concert, and excel in the city-wide music programmes. The PE department recently introduced a ski team and have already participated in the Scottish Schools Snow Sport competition in Glenshee. Harris Academy has always had an unmistakable ethos of acceptance and tolerance, as well as being an exceptional centre of learning. Being a pupil at Harris Academy prepares one for everything beyond the classroom, as well as excelling academically. The school has an atmosphere of positive learning, beneficial certainly for our year group but also for students and staff alike. As tradition dictates, for our last year of school, Mr Thewliss took over as our year head. His input has been invaluable in preparing for the transition from school to the next level of our education. We will cherish memories of this year and the connections we have made will stay with us forever. While we may be leaving Harris Academy behind, we leave with the knowledge that the school will continue to provide fantastic opportunities for pupils for many years to come.

DATES AND TIMES

Autumn Term Term Begins for Staff Monday 17th August 2015 Term Begins for Pupils Tuesday 18th August 2015 Term Ends Friday 9th October 2015 Winter Term Term Begins Monday 26th October 2015 Term Ends Wednesday 23rd December 2015 Spring Term Term Begins Thursday 7th January 2016 Term Ends Friday 1st April 2016 Summer Term Term Begins Monday 18th April 2016 Term Ends Friday 1st July 2016 School will be closed to pupils on Autumn Holiday Monday 12th October 2015 – Friday 23rd October 2015 Christmas Holiday Thursday 24th December 2015 – Wednesday 6th January 2016 Mid Term Holiday Friday 12th February 2016 – Monday 15th February 2016 Spring Holiday Monday 4th April 2016 – Friday 15th April 2016 In-Service Day 1 Monday 17th August 2015 In-Service Day 2 Thursday 12th November 2015 In-Service Day 3 Friday 13th November 2015 In-Service Day 4 Thursday 11th February 2016 In-Service Day 5 Friday 27th May 2016 Good Friday Friday 25th March 2016 May Day Monday 2nd May 2016 Victoria Day Monday 30th May 2016

THE SCHOOL DAY

Pupils attend lessons for 5.5 hours in each day. Each day is split into 6 teaching periods.

Registration 8.45 – 9.00 Period 1 9.00 – 9.55 Period 2 9.55 – 10.50 Interval 10.50 – 11.05 Period 3 11.05 – 12.00 Lunch 12.00 – 12.40 Period 4 12.40 – 1.30 Interval 1.30 – 1.35 Period 5 1.35 – 2.25 Period 6 2.25 – 3.15

ASSEMBLIES School Assemblies will be held between 8.45am and 9.00am.

THE SENIOR MANAGEMENT TEAM

“The Head Teacher and Depute Head Teachers provide strong leadership and work very well as a senior management team which is well respected by staff.” – HMIE 2011

The management of the school – policymaking and day-to-day administration – is in the hands of the Senior Management Team (SMT) which is composed of the Head Teacher, 4 Depute Head Teachers and the Business Manager.

Mr James Thewliss, Head Teacher

Mrs Angela White,

Depute Head Teacher

Mr G Laidlaw, Depute Head

Teacher

Mr Peter Murphy,

Depute Head Teacher

Ms A Mitchell, Acting Depute Head

Teacher

Mrs J Mackie, Business Manager

STAFF LIST

“Staff have helped to create a positive working culture in the school, and many staff take the opportunities to show leadership.” – HMIE 2011

HEAD TEACHER Mr James Thewliss

ART PT Miss C Allan

Ms M McCormack Mrs C Murray/Mrs A Wood

BUSINESS EDUCATION PT Mrs. C. Gray

Ms E Seery

COMPUTER EDUCATION PT Mrs K MacDonald Mrs S Fegen

Mr S Murray

ENGLISH PT Mr R Tully PT (G) Mrs K Cuthbertson

Mr A McNeil

Ms S Reid

PT (G) Mrs R Walker Mrs R Anderson Mrs C Heron

Mr S Hands

Mrs A Gillan

GEOGRAPHY PT Miss J Leppard

Miss S Quirk

HISTORY PT Mrs T Raith/Ms C Harris Acting DHT Ms A Mitchell

HOME ECONOMICS PT Mrs G Reid

Mrs L Munro

Mrs P M a d d i s o n

SUPPORT FOR LEARNING PT Mrs J Quinn

Mrs P Cook

Mrs K Landels

Mrs E Smith

Mrs L Roberston

Mr D Milne

Mrs A Smith

ASNA Mrs L Dodds

ASNA Miss S Nicoll

ASNA Mrs F Flynn ASNA Miss K Morran ASNA Mrs P Scott PT (BPSS) Mrs G Aitchison

Pupil Support Worker Miss K Boath Mrs M Walker Mrs C Byrne

MATHEMATICS PT Mr D Martin Mr A Doig

Mr A Harvey Mrs R Christie Mr S Ahmed Mrs H Milne Mrs C Edward Vacancy

MODERN LANGUAGES PT Mrs D Reaper

Ms J Cairncross

Ms D Gordon Mrs J Lindsay

MODERN STUDIES PT Miss S McMahon

Mrs S O’Reilly

MUSIC PT Miss S Findlater PT (G) Mrs M Taylor

Mr S Peters Mrs L MacKenzie

PHYSICAL EDUCATION PT Miss G McKinlay (PT)(G) Mr A Cunningham

Miss S McMaster

Mr S Walker

Mr G Hoplins

RELIGIOUS EDUCATION PT Miss P Butchart

(PT)(G)(Acting)Mr V Clements

Miss A Collier

Mr T Beattie

ENHANCED PROVISION PT Mrs L Noon Ms K Huzzey ASNA Mrs N McIntosh ASNA Miss D Douglas ASNA Mrs C Pryde ASNA Ms P Cooney

SCIENCES BIOLOGY PT Mr P Killington PT (G) Mrs L Gow

Mr P Jordan

Mrs H Patterson

CHEMISTRY PT Miss A McWhannell Mrs S Watt

Mrs E McLaggan PHYSICS PT Mr K Anderson

Mrs S Chita Mr D Baxter Mrs F Easton

TECHNOLOGY PT Mr A Gallacher Mr G Laidlaw

Mr C Dickson Mr J Kingsmill Miss K Watson

SUPPORT STAFF Business Manager Mrs J Mackie Administration Officer Mrs J Carroll Librarian Mrs E Hunter Mrs H Lindsay

Clerical Officer Miss S Carr

Clerical Officer Miss E Kirk Clerical Officer Mrs P Brown (P/T) Clerical Officer Mrs G Gillies (P/T) Clerical Officer Mrs N Simpson

Senior Technician Mr K Milne

Technicians Mr G Smith Mr W Forsyth

General Assistants Mrs V Fender Mr D Bell

School Auxiliary Mrs J Ward Facilities Co-ordinator Mr D Carr I.C.T. Officer Mr S Ferguson

School Support Worker Ms J Cherry Mr P McGowan

THE SCHOOL

“The Head Teacher uses his wide experience and reflective approach to set a vision for how the school should change and develop.” – HMIE 2011

Harris Academy was founded in 1885 and is the oldest public school in Dundee. It is a prestigious and popular school with a good reputation, and its former pupils are active and prominent in every walk of life, both within the city and throughout Scotland.

Harris is a successful comprehensive school offering a wide range of courses to suit pupils of all abilities. Although modern and up to date in our methods and equipment, we have continued to promote such traditional values as academic success, hard work, good behaviour and smart appearance. We regard this mixture of progressive ideas and traditional values as one of the school’s great strengths.

The school roll at the beginning of session 2014 - 2015 was 951.

One of the distinctive features of the school is the exceptionally wide range of extra- curricular activities on offer, and the high level of participation by pupils. We have special strengths in music, sport, debating and public speaking and we have what must be one of the most successful Duke of Edinburgh Award Schemes of any school in Scotland.

Her Majesty’s Inspectors visited the school in January 2011 and identified the following as particular strengths of the school: • Leadership of the Head Teacher and Depute Head Teachers in setting a vision for school and supporting staff to implement it. • Engagement of staff in the life and work of the school, and the leadership shown by many. • The overall quality of learners’ experiences. • The supportive and inclusive ethos of the school. • The effectiveness of the enhanced provision in supporting learners and promoting their process.

SECTION 2

PARENTAL INVOLVEMENT

• Links With Parents

• A Listening and Learning School

• Parent Council

• Parent Teacher Pupil Association

• Homework

• School Uniform

• Textbooks and Equipment

• Punctuality and Attendance

LINKS WITH PARENTS

“On the whole, parents are happy with the school. Almost all parents think that their children enjoy school and are progressing well in the learning” – HMIE 2011

In Harris we believe that close and positive contact and co-operation with parents is essential for the support, well-being and progress of the young people whom we serve. We welcome contact from parents and assure you that such contact will never be considered as an imposition. The school has an open door policy and any parent visiting the school will be seen by a member of staff. It is advisable to telephone in advance to check if the person whom you wish to see is available. A mutually convenient time can usually be found which avoids disrupting teaching time.

interview with Mr Thewliss

As a matter of course the school will be in touch with you in a number of ways throughout the year.

• Four Newsletters are sent home each session • Numerous letters are sent home with specific information or for specific

purposes • Pupil reports are issued • There is one Parents’ evening for each year group during the session. • Parents are invited to attend course choice interviews at the end of S2, S3, S4, S5.

Experience has taught us that children are best educated when there is a close liaison and shared agenda between school and home. We are committed to creating, maintaining and developing such links with our parents.

A LISTENING AND LEARNING SCHOOL

“With further involvement of parents, partners and young people, the school has the capacity to continue moving forward positively”. – HMIE 2011

As part of our commitment to working in partnership with parents to ensure that young people benefit from the highest quality of educational experience we welcome and encourage feedback.

We are very interested in comment and feedback of all kinds. We value compliments if you feel that we are doing things well but are equally interested in the areas in which you think we could be doing better.

If you have a complaint about the school or a criticism of our performance I would encourage you to let us know. An ethos of achievement and culture of improvement can only be driven by active and positive criticism and evaluation of current performance. It is far better that dissatisfaction or criticism are shared openly and resolved fairly, rather than being allowed to damage the home/school relationship.

You can be assured that there will be no negative consequences arising from making a complaint and we will deal with the issue as confidentially as possible. If we have made a mistake we will apologise quickly and clearly and try to put things right.

PARENT COUNCIL

“The school benefits from having a well organised Parent Council” - HMIE 2011 A working group comprising six parents, in liaison with the Head Teacher and Dundee City Council, has now agreed the details of the new Harris Academy Parent Council. This replaces the former School Board

The role of the Parent Council will be as follows:

• To work in partnership with the school to create a welcoming school which is inclusive for all parents.

• To promote partnership between the school, its pupils, the Parent Teacher Pupil Association (PTPA) and all parents.

• To develop and engage in activities which support the education, welfare and personal development of the pupils.

• To identify and represent the views of parents on the education provided by the school and other matters affecting the education, welfare and personal development of the pupils.

The membership of the Parent Council will initially consist of nine parent members plus five co-opted members as follows:

The Head Teacher will attend Parent Council meetings and the local Councillors and MSP will be invited to attend.

Meeting dates for 2015/2016 will be published on the school website and available from our Facebook page at www.facebook.com/HarrisAcademyPC Two representatives from the Parent Council sit on the Project Board which oversees the rebuilding of the school.

All parents of pupils at the school can, and are encouraged to, attend Parent Council meetings whether they are members or not. The agenda of the meetings will be published on the school web site so please feel free to come along at any time to observe or to contribute to the meetings (with no obligation!).

NB The use of the term ‘parents’ in this note is deemed to include all carers of pupils at the school.

Email: harris@dundeeparentcouncil.org

Linsey Morgans, Chairperson

James Thewliss Headteacher

Emma Beatt Vice-Chairperson

Kirstie Simpson PTPA Rep

Audrey McGillivray Parent Member

Deborah Hill Parent Member

Graham MacKay Parent Member

Amanda Avison Parent Member

Nikki MacDonald Parent Member

Kate Elder Parent Member

Marnie Finlayson Parent Member

Clare Huxley Parent Member

Vicky Lothian Parent Member

Norma Rodley Parent Member

Heidi Fettes Parent Member

Andrea McDonald Parent Member

Pat McCallum Clerk

Fraser McPherson Scottish Liberal Democrat

Vari McDonald Scottish National Party

Bill Campbell Scottish National Party

Richard McCready Scottish Labour Party

PARENT TEACHER PUPIL ASSOCIATION

We have an active PTPA which exits to support the school and which aims to actively involve parents in school events. The Association has over the years raised significant funds for the school to support young people as individuals and as groups in taking full advantage of the opportunities which are made available to them. Funds for the PTPA are used to offset transport costs, pay subscriptions, provide sports kit, subsidise entry costs for pupils across a vast range of activities. The school minibuses were bought from PTPA generated funds.

The PTPA also fulfils an important social function bringing staff, parents and pupils together in an informal way and thus fostering an inclusive and co-operative ethos in the school.

All parents are automatically members of the PTPA and are encouraged to attend the AGM in September. Please support our young people by joining the PTPA, by helping at their events or just by turning up to take part at the events which they organise.

PTPA Committee

James Thewliss, Chairperson Kirstie Simpson, Treasurer Elaine Hunter, Secretary Nikki McDonald, Parent Member Ruth Alexander, Parent Member Ramanee Bengough, Parent Member Campbell Benn, Parent Member Tracy Dolan, Parent Member Inge Scott, Parent member Mohamed El-Haram Parent Member

Peter Murphy, School Staff Johnnie Kingsmill, School Staff Val Fender, School Staff Ramsay Kershaw, School Captain Ellie Fraser, School Captain

HOMEWORK The value of homework is generally recognised and there is evidence to suggest that regular and conscientious study at home will have a considerable and positive influence on examination performance.

The school has a policy which recognises the importance of homework. All pupils are issued with a pupil planner in which they are asked to record the homework which is issued. As a parent we ask that you check your child’s planner regularly and support him/her in the completion of homework tasks.

Homework is a valuable aid to learning and a complement to class work. It can

• To complete a piece of work begun in class and which allows the next stage of learning to take place. • To reinforce work undertaken in class. • To support pupils encountering difficulties. • To extend more able pupils. • To aid revision. • To help prepare for an assessment. • To encourage good learning habits. • To build on knowledge already acquired. • To evaluate teaching and learning. • To encourage independence. • To train pupils how to research.

Pupils in S1 and S2 are interviewed by the appropriate Year head if homework is not completed and parents are informed. The Homework Club also provides pupils with a suitable environment in which to do homework.

There are two main strands to work at home

Set Homework Much of the homework issued by teachers will be in the nature of consolidation of work already done in class. This is frequently achieved by tackling examples of problems already studied in class, or by practicing new skills acquired in class.

Pupils will not be asked to complete “new work” for homework. If they experience difficulties these should be capable of being overcome by reference to textbooks, notes or examples which have already been covered in class. Success at this stage usually means that the piece of work is probably absorbed. If, after several attempts a pupil is still uncertain, she/he should ask the teacher to explain the topic again.

Private Study This aspect of homework which is vital to a young person’s ultimate success is often neglected as it is not governed by the formality of set homework tasks but is reliant on the personal responsibility taken by young people for their own learning. It is important that young people are able to develop the capacity to study on their own reading to ensure the consolidation of work already done and to work in developing the areas in which they may have weaknesses. Ultimate success can only be attained by frequent and systematic revision of work already done.

SCHOOL UNIFORM

We expect our pupils to come to school dressed in the FULL SCHOOL UNIFORM. This session virtually all pupils are supporting a fresh initiative to wear uniform. The school’s excellent tradition in this area has prompted positive comments from visitors and members of the local community.

Our uniform consists of

*Harris Academy blazer *Harris Academy black fleece *Harris Academy tie *White shirt or blouse *Black cardigan/sweatshirt Black skirt Black trousers Black shoes

Starred items may be bought directly from school.

Uniform Evenings will be held in school on Monday 11th May and Tuesday 12th May 2015 between 6.30pm and 8.30pm.

In physical education the school’s policy on appropriate kit is totally consistent with Dundee City Council’s guidelines.

PE Kit As part of our preparation for moving into the new school and in response to pupil’s requests for a more up-to-date style of kit the PE department consulted with pupils designing a new range of kit. It is our long term aim to have all pupils attending PE in the school version of kit. This can be ordered from the following link: http://www.pslteamsports.com/harris-academy.html

If you do not wish to purchase the school kit, pupils are expected to wear navy shorts and a navy t-shirt to PE. No other colours will be accepted.

Games As above plus warm tracksuit in cold weather. Studded footwear is an advantage but not essential. However, different trainers must be worn for outdoor games.

Swimming Girls – one piece dark costume Boys – dark swimming trunks

Both sexes should wear swim cap and goggles.

NB If pupils are unable to take part in swimming they must bring PE kit to wear at the poolside.

Why should pupils wear the School Uniform?

It clearly identifies young people as Harris Academy pupils both within the school and outside in the community.

It fosters a pride in oneself and in the school and leads to the strengthening

of the school’s image and ethos.

The wearing of a common uniform prevents competition amongst

youngsters to be dressed in the most expensive current designer clothing. School uniform therefore prevents an unhealthy air of competition, cuts down on arguments at home and saves parents money.

Uniform plays a large part in the Harris tradition and ethos. We believe that it contributes to the good atmosphere which prevails in the school and helps to promote a good work ethic.

TEXTBOOKS AND EQUIPMENT

Pupils should come to school equipped with a strong school bag of suitable size and shape to carry large books and folders. For preference bags should have a separate waterproof compartment to carry games kit or large enough to allow kit to be carried in a polythene bag in order that books are given maximum protection. Books and jotters should also be covered. All pupils will require to be equipped with a pen, pencil and ruler as a minimum.

It is the pupil’s responsibility to look after his/her own equipment and belongings. Bags should not be left unattended in the school premises. In Physical Education pupils should give valuables to the teacher for safe keeping during lessons. They should not be left in bags/pockets in the changing rooms.

PUNCTUALITY AND ATTENDANCE

Pupils can only gain the maximum benefit from education if they attend school regularly and on time. We feel that it is important to monitor latecoming and absence and will make early contact with parents if we feel we require support in ensuring that pupils attend school and arrive on time.

Punctuality

A warning bell is rung five minutes before the start of school at 8.40 in the morning and 12.35 in the afternoon. This is to enable pupils to get to class in time for the start of registration in the morning and period 4 in the afternoon. Pupils who arrive at class after that are regarded as late. Anyone arriving late in school is required to attend 15 minutes detention during the lunch break.

Attendance

We believe in working with parents in ensuring pupils attend school regularly. While we encourage full attendance at school, we realise that absence is at times unavoidable e.g. through illness. We would ask you:

• if possible, not to take your child on holiday during the school term • if possible, to arrange dental, medical appointments etc. for times out with

the school day. • to inform us in advance of any known absences • to telephone the school to alert us to any unexpected absence during the first

day of that absence – even if you know that it is only going to be a single day of absence

• If you are unable to tell us of an anticipated date of return from absence please phone the school in the morning of each day on which your child continues to be absent

• to send a letter with your child on the day of his/her return to school indicating your child’s name, the reason for absence, the dates of absence and signed by yourself

If you do not contact us on the first day of an unexpected absence, in the interest of your child’s safety

• You will receive a message from the school • If we do not receive a reply to the text, we will send you a letter • If, after three days of the absence, you have not contacted us informing us of

the reason for your child’s absence you will be contacted by one of Dundee Council’s Education Welfare Officers.

We firmly believe that in Harris we provide educational opportunities of the highest standard and ask your support in ensuring that your child is in school to gain the benefit of these opportunities.

SECTION 3

SCHOOL ETHOS

• Ethos and Values

• School Aims

• School Role in The Community

ETHOS AND VALUES

“Young people from diverse backgrounds are well integrated into the life of the school.” – HMIE 2011

Pupils’ Values

In Harris Academy we are committed to providing appropriate opportunities for the development of pupils’ spiritual, moral, social and cultural values.

The school welcomes and encourages religious and cultural diversity while emphasising our commitment to common values such as honesty, respect for others, compassion and justice. It is a fundamental principle of our school that all who are involved in the life of the school have the right to be respected as individuals. In return, they have the responsibility to act in a considerate and respectful way towards others.

In Harris we are committed to the principles of Equality of Opportunity and Social Justice. In our work and in our attitudes we strive to provide education of the highest quality to every one of our pupils regardless of gender, racial origin, religion or disability.

Parental Rights

Under the terms of the Education (Scotland) Act 1980 “any pupil may be withdrawn by his or her parents from any instruction in religious subjects and from religious observance.” Any parent who wishes to exercise this right should first discuss the matter with the Assistant Head Teacher responsible for the pupil’s year group.

Conflict of Values

From time to time, we find ourselves in conflict with pupils who do not share our views and values and occasionally (but rarely) we have similar differences of opinion with parents. Not all pupils, for example, share our belief that violence is an unacceptable way of settling disagreements. Not all pupils are as sensitive or as tolerant to the feelings of others as we would like. Some pupils, influenced by popular culture and peer pressure, are not as sympathetic as we would like to the school’s work ethic or to its dress code. For our part, we have gone to some lengths over the years to ascertain the views of parents, pupils and staff on various aspects of school life. We are confident that the values that underpin our codes of behaviour have the support of the vast majority of the school community. We also, on a day-to-day basis, try to explain to pupils why it is necessary in any society to have a set of values and an agreed code of behaviour to which its members are expected to conform. We understand that parents may not always agree with us on specific issues, but we ask you to understand that we are trying to promote positive values and behaviour and to give us their support in this.

SCHOOL AIMS

“Staff have high expectations of young people’s achievement and behaviour, and young people respond appropriately” – HMIE 2011

We feel that it is important that we have a clearly set out statement of responsibilities to the young people who attend Harris. The School Aims are a statement of what you and your child can expect of us. We ask that you support us in the achievement of our aims.

1. To ensure that all pupils fulfil their potential, academically, personally, socially and vocationally.

The first of these aims is the most important. School is a place where young people come to learn. In Harris, we believe that every young person, regardless of how clever or talented he/she may be, has something to offer and must be valued equally with every other child in the school. Every child will be encouraged to give of his/her best and will be fully supported by the school in attempting to reach his/her potential. There is more to school, however, than class work and that is why we want to see pupils developing as individuals, making the most of all their talents. Young people also have to learn to live in society and we try to help them do that by encouraging them to play a full part in the school community to which they belong. Finally, school is only one stage in the lives of our children and we try to prepare them for whatever lies beyond school.

2. To create a disciplined and caring environment in which all members of the school community can work happily and effectively.

That first aim can only be achieved if we also achieve our second one. Learning can only take place if there is good order and discipline in classes and if pupils feel happy, safe and confident in school. We put a great deal of time and effort into trying to ensure that this is the case. The vast majority of our pupils choose to behave well, and seem motivated to learn, but, like every school, we have pupils who on occasion choose to break the rules. Many of these pupils come to school with difficulties and problems that are deep-seated and we try to be as sympathetic and supportive as we can. We never lose sight, however, of the right of the majority to work in an orderly, safe and happy environment.

3. To maintain good links and relationships with parents and with the community out with the school.

Schools do not exist in isolation and teachers are not the only people who have a role in educating young people. Our third aim recognises this. The single most important factor in determining whether a pupil will achieve his/her potential is the home and we seek to work with parents as partners in educating their children. Others can help as well and we look to local businesses and professions to help us prepare our pupils for life after school.

4. To foster in pupils positive attitudes towards themselves, towards others and towards the school, and to inculcate good personal habits of dress, conduct, attendance and punctuality.

As our fourth aim implies, the school places great importance on encouraging positive attitudes in pupils, not least towards themselves. Only if they have self-respect and self-esteem will they show respect and consideration for others.

SCHOOL ROLE IN THE COMMUNITY Over the years the school has developed an interactive role within the West End of Dundee and the city as a whole. Oaklands Nursing Home St Pauls Cathedral Pupils are engaged in work experience within the community and supported formally and informally by external bodies and organisations. The school contributes fully to social and cultural events within Dundee. Our school Chaplain is Reverend Andrew Greaves from Dundee West Church.

SECTION 4

THE CURRICULUM

• The Curriculum

• Religious Education

THE CURRICULUM

“The school offers a broad and balanced curriculum. Overall, courses are stimulating and enjoyable. “- HMIE 2011

The curriculum of a school might be defined as “all that is learned by the pupils”. In Harris we believe most strongly that we have an obligation to educate the whole child. Learning in Harris is a holistic and inclusive experience which includes

• the formal curriculum – the timetable courses, class work and homework.

• The informal or extended curriculum – out of class and out of school activities which

are either related to the coursework or to the personal and social development of the young person.

• The hidden curriculum - the values, sense of purpose and self-esteem which young

people develop through living in a school community and experiencing its ethos.

In Harris we work hard to ensure that the educational experience of every young person consists of a balance input from all 3 aspects of the curriculum.

First year classes from 2010 have followed a newly structured, broad-based curriculum designed on Curriculum for Excellence principles. This curriculum has been designed to build on Primary School experiences and will develop skills for learning, life and work as well as introducing pupils to the curricular areas of the school. All pupils will study Languages, Mathematics, Science, Social Studies, Expressive Arts, Health and Wellbeing, Technologies, Computing and Business Enterprise and Religious Education.

Curriculum for Excellence aims to provide a coherent flexible and enriched curriculum from age 3 to 18. The curriculum develops the four capacities of successful learners, confident individuals, responsible citizens and effective contributors as well as developing curricular knowledge and understanding.

On progressing from the broad general curriculum at the end of S3 pupils will engage in the senior phase of learning. Choice of course will be made on the basis of aptitude, interest and future career plans. Pupils will be supported in making choice by school staff and parents will be fully engaged in this process.

Further information on the aims, purposes and principles of Curriculum for Excellence is available from www.ltscotland.org.uk/curriculumforexcellence.

RELIGIOUS EDUCATION

The programme for Religious Education within our school aims to help pupils learn about Christianity and other major world religions and to recognise religion as an important part of human experience. Pupils will be encouraged to learn from religions in developing their own beliefs, attitudes, values and practices.

Religious Observance School assemblies are secular and there is no religious element to them. Separate arrangements are made for the School Chaplains to speak to smaller groups of pupils where they can reflect on spiritual and moral concerns in a specifically religious context. That context is Christian, but is not specifically denominational.

SECTION 5

ASSESSMENT AND REPORTING

• Assessment

• Tracking Pupil Progress

• Reporting to Parents

ASSESSMENT

“Young people are clear about what they are learning and receive good advice about what to do to improve their work.” – HMIE 2011

This is the process by which we measure the work done by individual pupils in the course of the school day and at home. For all pupils assessment is based on a mixture of continuous assessment and tests carried out during class time and more formal examinations.

• Why do we assess?

– To help pupils learn – To find out if each individual pupil is progressing at a rate appropriate to his/her ability – To ascertain each individual pupils strengths and development needs – To evaluate the effectiveness of teaching and learning – To provide accurate information for parents, pupils and teachers to enable

correct decisions to be made when choosing courses

• How do we assess? Assessment can take

many forms – A series of small tests at the end of each unit of work – Observing and judging work done in class be it academic, aesthetic or practical – Special projects and homework – Compilation of profiles of performance over a period of time – A combination of all of these

Formal Examination in the Assembly Hall S1 Classroom Test

TRACKING AND PUPIL PROGRESS

Our tracking process begins before pupils arrive in Harris through discussion with our primary colleagues. The next step is the baseline assessment which pupils complete early in S1. This information together with early reports from our own staff helps us to identify possible areas of weakness so that extra support can be provided if necessary. Strengths are also identified to ensure that work is set at an appropriate level. Finally, it allows us to set targets for every pupil in the subjects they take in S3,S4,S5 and S6.

These targets are our best estimate of what each pupil is capable of achieving. They are intended to be realistic, but challenging. Although pupils can exceed or fail to achieve their target, it is important to be able to see how they are performing at any given time compared with the target they are aiming for.

All pupils have two individual interviews with their class adviser and at least one individual interview with their guidance teacher every session. One of the main things discussed at these meetings is how the grade the pupil is currently achieving compares with the target grade. The idea is to encourage each pupil to regularly think about their progress and where necessary provide some advice and support to get things back on track.

REPORTING TO PARENTS

Providing information about pupil progress plays a very important part in a successful partnership between home and school.

Each pupil will be given a formal written report to take home at least once per session. There is also a parent contact evening for each year group every session. We try to issue the report and arrange the parent contact evening at the most appropriate times to suit the young person’s stage within the school.

The times for the reports and parent contact evenings for session 2015/2016 are as follow.

Year Group Full Report Parents’ Night S1 June 2016 November 2015 S2 March 2016 March 2016 S3 December 2015 March 2016 S4/S5/S6 November 2015 & February 2016 February 2016

As always, if you have any concerns at any time during the school session over your child’s progress at school we encourage you to make contact with his/her Guidance Teacher to discuss your concern.

In first, second and third years, reports are based on information gained from a mixture of continuous assessment of class work and tests carried out in class time. In fourth, fifth and sixth year reports will, for most pupils, follow formal preliminary examinations in January-February.

Most courses in S4,5 and 6 involve end of unit tests. There is usually an exam at the end of the course as well. It is necessary to pass all of the unit tests as well as the final exam to achieve an overall award for any subject.

SECTION 6

TRANSITIONS

• Primary Secondary Liaison

PRIMARY SECONDARY LIAISON

ASSOCIATED PRIMARY SCHOOLS

Ancrum Road Primary

Rosebank Primary School

Invergowrie Primary School

Blackness Primary School

Victoria Park Primary School

The designated Associated Primary Schools for Harris are Ancrum Road, Blackness, Invergowrie, Victoria Park and Rosebank, although in a typical year we enrol pupils from over 20 primary schools from within and out with the city.

Throughout the school year we work closely with our primary colleagues. Regular meetings are held with the Head Teachers of our Associated Primaries to promote a close liaison which has 2 purposes

• to develop continuity in our curricular provision

to ensure a smooth transition for pupils from P7 to S1

Curricular continuity has been developed through the Government’s 5 – 14 programme. This has ensured that, for some years now, there has been a secure continuity of progression in Mathematics and English. Pupils are introduced to the study of a Modern Language in almost all of our Associated Primaries.

Throughout a child’s P7 year there is a constant and increasing contact and consultation between Harris staff and teachers in primary schools. We find that time spent on building both academic and social profile of the young people ensures that the move to the secondary school is conducted with minimum stress to them. This in turn allows the youngsters to build on the 7 years of progress made in the primary school as soon as they move into secondary.

In June our Guidance Staff will visit the pupils in their primary

school to introduce them to life at Harris Academy and the Head Teacher will thereafter visit to answer any questions which they might have. The pupils will then attend Harris for two days during which they will be in their S1 class groups and follow a timetable similar to the one which they will get in August. Parents of P7 pupils will receive an invitation to visit the school in June to meet with their child’s Guidance Teacher and to raise any issues or concerns which they might have with the Head Teacher.

By the end of liaison programme we hope to have built up a comprehensive picture of every pupil entering S1 in Harris. Pupils will have met many of the staff with whom they will be coming into contact in August as well as the pupils in their class and we hope that parents will be confident that their child will move more easily into the secondary school.

Placing Request Forms If you wish to apply for school, whether you are moving to Dundee, moving between two Dundee schools or applying to begin primary or secondary school, you are required to complete a Placing Request form. These forms are available from Dundee House, from Harris Academy office or from Dundee City Council website. You should also provide your child(ren)'s full birth certificate which has parent details on. If you do not hold this, current Tax Credit Award Notice with your name and the child(ren)'s name on would be acceptable, as would a child benefit letter stating both names. Please also provide proof of your permanent address dated within 2 months of making the application form. This should be in the form of a utility bill, council tax letter or full tenancy agreement which must have the name of the applying adult shown. If you are living with someone in their property, they should provide the proof of address in their name along with a letter stating that you and your child(ren) are living with them at their address. If your child(ren) were born outside of the UK but in the EU, we require to see both the applying adult and child's passport or ID card. If your child was born outside the EU, both passports and visa entry cards are required for applying adult and child(ren). For information on the catchment schools for your area, please refer to the 'My Dundee' section of the council website. Contact Details: School Support Admin Team Email: placingrequests@dundeecity.gov.uk Tel: 01382 433716 Floor 2 Dundee House 50 North Lindsay Street Dundee DD1 1NL The school office will contact parents if a placing request is granted to make arrangements for your child(ren) to start as soon as practicable. Please contact the school office if you wish to visit our school or make enquiries before making a placing request.

SECTION 7

SUPPORT FOR PUPILS

• Pupil Behaviour

• Support For Pupils

• Guidance

• Personal And Social Education

• Library Resource Centre

• Skills Development Scotland in Harris Academy

PUPIL BEHAVIOUR

“Young people are well behaved. They are well motivated and actively engaged in their learning.” – HMIE 2011

As has already been stated, we work hard to create a school environment in which our pupils will feel happy, safe and enthusiastic about learning. The most effective learning takes place when the teacher is able to concentrate fully on the teaching process and is not distracted from it by having to deal with pupils who choose to misbehave.

We believe that no child has the right to disrupt the learning of those who wish to learn.

Over the past year, we have implemented a revised behaviour policy called “Discipline for Learning” in the school. This policy is based on three fundamental principles.

Rules

We have a set of rules which is

easy to understand

small in number

the same in every class

These are taught by every teacher to every pupil – therefore the breaking of a rule is not through lack of understanding of what the rules are but by choice.

Rewards Pupils who choose to abide by the rules (and this is by far the majority) will be rewarded for that choice.

Sanctions Pupils who choose to break the rules will enter into a system of sanctions which will be

uniformly applied in all classes by all staff

escalating for those who continue to choose to break rules.

Discipline for Learning is based on acknowledging, praising and rewarding those who choose to behave well. We believe that all pupils are capable of choosing to do this. We will be consistent in our recognition of those pupils who choose good behaviour but will also consistently apply sanctions to those pupils who choose to misbehave.

Detention

As part of our system of sanctions, we operate detention after the end of the school day. Parents will always be given at least 24 hours notice if their child is to be detained. It becomes the parent’s responsibility to ensure that the child gets home safely. While we have a legal right to detain pupils, subject to adequate warning, we are always willing to discuss any alternative sanctions which a parent wishes to suggest. We would expect this to happen only in exceptional circumstances.

Temporary Exclusion from School

The Head Teacher reserves the right to exclude pupils from the school if their behaviour is causing disruption to the learning of others or poses a danger to the well-being of others.

Behaviour on Buses

Many pupils travel to school on buses and most behave well. It should be clearly understood, however, that any misbehaviour on the way to or on the way from school will be dealt with as if it had happened in school. In addition, pupils who misbehave on buses may have travel permits withdrawn or may be banned from travelling on service buses. Parents will be held responsible by the bus company for any damage caused by their children. It is important that pupils avoid any behaviour which might cause offence to other members of the public travelling on the bus and, above all, they must not do anything which might jeopardise their own safety or the safety of others.

Tobacco/Alcohol/Illegal Substances

Smoking is not allowed during the school day or on the way to school. Although a number of our pupils are legally of age to smoke, Dundee City Council’s no-smoking policy applies to them as it does to school staff.

Alcohol, drugs and other illegal substances are prohibited in school. Pupils found to be in possession, or under the influence, of such will be subject to the full process of law.

SUPPORT FOR PUPILS

As a parent/carer you can access a wide range of information with regard to additional support needs. The information is available both at your local school and on the Dundee City Council website on this internet page http://www.dundeecity.gov.uk/education/support/

The following are available for you at the above internet page.

• Assessing Additional Support Needs

• Attending Pupil Support Planning Meetings

• Co-ordinated Support Plan

• Dispute Resolution

• Dispute Resolution Referral Form

• Mediation - Parent to Parent leaflet

• Supporting Learning (Dundee City Council Education Department, Support for Learning Policy)

• Supporting Learning in Dundee

This internet page also has many other leaflets on related topics which might be of interest to you. If you

cannot access the internet, please ask the school office if you would like a copy of any of these documents.

The Additional Support for Learning (Scotland) Act 2004 as amended by the 2009 Act came into force on 15 November 2010. The recommendations of the Children and Young People’s Bill (2012), in particular the Child’s Plan and the responsibility of the Named Person, also affects how we assess and plan for all children and young people. We try to keep all our documents as current as possible. They are in the process of being revised to reflect the changes in legislation and to ensure the information is as up-to-date as possible.

Information on additional support needs is also available to you from outside Dundee City Council.

Enquire - the Scottish advice service for additional support for learning

Operated by Children in Scotland, Enquire offers independent, confidential advice and information on additional support for learning through:

a telephone helpline - 0845 123 2303 an email enquiry service - info@enquire.org.uk an online enquiry service two websites - www.enquire.org.uk (for parents/carers and practitioners) and www.enquire.org.uk/yp (for children and young people)

Enquire also provide a range of clear and easy-to-read guides and fact sheets explaining everything from ‘additional support in the early years’ to ‘what planning should take place for moving on from school’.

The Scottish Independent Advocacy Alliance Ltd

The Scottish Independent Advocacy Alliance: is a charitable body under registration number SC033576. It offers a free of charge advocacy service which provides support for parents and young people from the time they have grounds to make a reference to the Additional Support Needs Tribunal for Scotland (ASNTS). Advice and information regarding this service can be obtained from their website - www.siaa.org.uk

Scottish Child Law Centre,

The Scottish Child Law Centre is a charitable body registered in Scotland under registration number SCO12741.” It offers advice and support for families in regard of additional support needs.

SUPPORT FOR PUPILS

“Teachers and specialist staff, including support workers and assistants, work together to meet the learning needs of young people very well.” – HMIE 2011

Every pupil can experience difficulties with learning - even the most able pupil. It is the policy of the school to help all pupils overcome difficulties. For many pupils support may be minimal. Indeed a question directed to the teacher and subsequent explanation may be all that is required. Other pupils, however may have greater difficulties and may require an enhanced level of support if they are to achieve of their best.

Pupil Support Staff at Harris Academy help pupils to learn effectively. Support for pupils may be delivered through one or more different strategies. A Pupil Support teacher may, for example, work in a consultative capacity with classroom teachers to ensure that teaching materials and teaching methods are appropriate for groups of pupils or for individual pupils. There may also be instances when a Pupil Support teacher works directly with a class group or with individual pupils for a period of time to address an area of need.

Individual needs are identified through tracking of pupil progress by a Pupil Support teacher.

Stages of Assessment & Intervention

An Individualised Education Plan (IEP) will be used to identify specific difficulties. Such a plan will include strategies and targets (agreed by staff, pupil and carer) designed to address these difficulties. Stages 0-5 of Assessment and Intervention are used to identify pupils who require support. Intervention strategies are implemented, monitored and reviewed by support teachers in consultation with staff, pupils and carers. This strategy sets the individual pupil firmly at the centre of the learning process. The philosophy of the learning experience at Harris Academy is that it should be appropriate and achievable to each and every pupil.

Additional Support Needs

Since November 2005, there has been a new way of supporting children and young people who are having problems making progress at school.

Most young people make satisfactory progress in school and their education can be fully supported by their subject teachers.

Some young people with significant additional support needs may need the support of an Individualised Education Programme in school.

A very small number of young people with significant and long-term additional support needs may need a Co-ordinated Support Plan as well as an Individualised Education Programme. These will be young people who also receive a lot of support from people outside education; for example, from health or social work staff.

If necessary, please contact the school for further advice.

Enhanced Provision

“In the enhanced provision, skilled teachers and classroom assistants ensure that all young people progress very well in their learning and personal and social development.” – HMIE 2011

The school serves as one of Dundee City Council’s two Resourced Locations for pupils on the Autistic Spectrum. A number of pupils for whom mainstream secondary school education is deemed appropriate will be supported in a base within the school by specialist staff and resources.

Pupils attending the school on this basis will be integrated into our mainstream curriculum at the appropriate level and with the support necessary to achieve their potential.

Bilingual Pupil Support Service

“The area bi-lingual principal teacher and her staff provide well targeted and effective support to young people who have English as an additional language.” – HMIE 2011

As a multilingual school Harris has many pupils for whom English is not their first language. Most of these pupils are members of the city’s ethnic minority communities, although an increasing number come from abroad with parents who are studying in Dundee.

As part of the Support for Learning team, we have a teacher who works with bilingual pupils, their parents and teachers where necessary. Parents’ Role

This section started out by pointing out that everyone has problems with learning at some time or another. This is not just a problem for a tiny minority, but for all pupils. As parents, you can help your child and the school by taking an interest in school work. Many parents feel unable to offer direct help – with Maths problems, for example – but every parent can encourage children to read, to do their homework, to find materials for projects or investigations, and generally to have a positive attitude towards school.

GUIDANCE

“Most young people feel safe and cared for and feel there is someone they can speak to about any concerns.” – HMIE 2011

More than one hundred years ago the Harris school prospectus included this statement:

“It will be the duty of every member of the school staff to give careful attention to the personal comfort and training of the pupils both in the classroom and in the playground”

Although it is still true that all members of staff are expected to take an interest in their pupils as individuals, we now have trained Guidance Staff who have a special responsibility for helping and supporting young people. The aim of the Guidance Staff is to provide a point of personal contact and support for a youngster throughout her/his school career by monitoring his/her academic, personal, social and vocational development.

Guidance in Harris is based on our house system. On enrolling in the school pupils will be allocated to one of 4 houses; Birnam/Cawdor, Forres/Kinloch. Each house has 2 or 3 Guidance teachers.

Birnam/ Cawdor

Mrs K Cuthbertson Mrs E Smith Mr A Cunningham Mrs M Taylor

Forres/ Kinloch

Mrs R Walker Mrs L Gow Mr V Clements

Within each house pupils will be the responsibility of one Guidance teacher who will be with them throughout their school career. We always try to ensure that youngsters from the same family have the same Guidance teacher.

Guidance teachers get to know their pupils very well and they are normally the first people to whom youngsters and their parents turn if they are experiencing any difficulties. Your child’s Guidance teacher will usually be your first point of contact with the school. If you have any concerns at all they will be most glad to hear from you.

How will your child be supported by her/his Guidance Teacher? He or

she will:

Conduct a formal interview with every child at some stage during the school year

Be available to respond to pupil needs or request

Advise pupils on subject course choice at the end of S2, S3, S4 and S5

Advise pupils on careers and arrange interviews with the Careers Officer

Monitor pupil progress and intervene when necessary

Monitor pupil attendance and intervene when necessary

Teach Personal and Social Education classes

Write references for employers and Higher Education

Compile information on pupils moving up from Primary School

Liaise with parents as appropriate

This is a less than comprehensive list of the support made available to young people by the Guidance team. The prime aim of any Guidance teacher is to know the young people for whom they are responsible as individuals.

Guidance Interview

PERSONAL AND SOCIAL EDUCATION

“Equality and diversity are addressed effectively through personal and social education.” – HMIE 2011

Social Education Peer Group Support

The school has a comprehensive and well-structured Personal and Social Education (PSE) programme, the aim of which is to provide all pupils with support appropriate to their stage in education as well as giving them the opportunity to learn about and discuss issues relevant to their lives. The programme is recognised as a vital ingredient in promoting the development relationships between the Guidance Teachers and each pupil in his/ her caseload.

The programme which is taught by the Guidance Staff includes

• Discussion and advice on making the most of the opportunities which the

school offers – for instance, study skills, how to go about course choice, advice on careers and opportunities in and requirements of Higher Education.

• Support and advice on aspects of citizenship, involvement in the community

and family relationships.

• Discussion and advice on the topic of Health Education covering areas such as, drug and substance abuse, sex education, AIDS and HIV, and the aspects of a healthy lifestyle.

When appropriate staff with expertise from out with the school such as police, health professionals and representatives from Higher and Further Education come into school to support the PSE programme.

In first year pupils are supported in their early introduction to the school through our Peer Support programme. Sixth year pupils who have volunteered to take part are trained to take responsibility for a first year PSE group and during the early stages of S1 spend time with that group in class introducing them to life in Harris.

LIBRARY RESOURCE CENTRE

The library is a welcoming area in which pupils can work in a supportive environment. The school library is much more than books. It is a learning hub with a full range of print and electronic resources that support student achievement.

The school library is a gathering place for pupils of all ages and interests to explore and debate ideas.

The Librarian, working collaboratively with all teachers, helps pupils develop a love of reading, become skilled users of ideas and information and explore the world through print and electronic resources.

Our library also has a substantial and well stocked careers section to which all pupils have access.

Library Resource Centre

Pupils will visit the library during class time but will also have access before registration and at lunchtime. Year groups may apply during certain times of the year.

Monday 12.25 – 12.40pm Tuesday S1/2 Book Club Wednesday 12.25 – 12.40pm Thursday 12.25 – 12.40pm Friday 12.25 – 12.40pm

Library Resource Centre

SKILLS DEVELOPMENT SCOTLAND IN HARRIS ACADEMY

“Most young people move on to positive destinations when they leave school. There are also signs of improvement in this aspect. For example, the proportion moving into unemployment has decreased over the last three years” - HMIE 2011

Skills Development Scotland works in partnership with members of the guidance staff to offer targeted careers guidance and a broad range of related support to all pupils.

Careers advisors visit Harris Academy regularly, interviewing individual and groups of pupils to discuss their plans for the future. Information is provided on all options, including work, Skillseekers, Modern Apprenticeships, further/higher education, voluntary work, self- employment and taking a year out.

Pupils are likely to meet their careers adviser first during Social Education. Skills Development Scotland welcomes contact from parents and pupils from S1 to S6 and our Careers advisers regularly attend parent contact meetings.

website: www.skillsdevelopmentscotland.co.uk

SECTION 8

SCHOOL IMPROVEMENT

• School Improvement Plan

SCHOOL IMPROVEMENT PLAN

As has been the case over the past 15 years development and progress in the school will be guided by the School Improvement Plan. School staff have identified the major Improvement Projects which will sustain our development over the next 6 years.

Project 1 – Improving Pupil Performance

Target 1 Continue the development of a whole school strategy for assessment within a Curriculum for Excellence.

Target 2 Review procedures for tracking pupil progress and prepare new guidelines in light of a Curriculum for Excellence.

Target 3 Review procedures for reporting pupil progress to parents and prepare updated guidelines for staff.

Project 2 - Curriculum Development

Target 1 Further develop Curriculum for Excellence.

Target 2 Ensure that Curriculum for Excellence courses for senior phase is in place for session 2014/2015

Target 3 Plan and make arrangements for all pupils to have a S3 profile. Further development procedures to enable every pupil in S3 to complete an S3 profile.

Target 4 Refine the use of E—Portfolios for all pupils in S3

Target 5 Ensure appropriate curricular pathways are available for pupils entering senior phase.

Target 6 Support Staff in developing the knowledge and expertise of National Qualifications

Target 7 Establish procedures for moderation of assessment.

Project 3

Target 1 With reference to the GIRFEC (Get It Right For Every Child) Framework, develop a strategy to allow all young people to access support to achieve their potential through the opportunities provided through Curriculum for Excellence.

Target 2 With reference to the GIRFEC Framework, develop a strategy to provide the necessary targeted support to those young people who require this in order to overcome barriers to their learning.

Target 3 Develop a strategy to promote the wellbeing of everyone in Harris Academy Community, to include professional update, learning round opportunities for staff and further engagement with young people.

Project 4 - Rebuilding of Harris Academy

Target 1 Construct a timeline of events to sustain the school during its tenure of the Rockwell Building.

Target 2 Continue to engage in planned consultation to ensure a new school fit for purpose is on the Perth Road site by June 2016.

Target 3 Construct a timeline to support a move into a new school in August 2016.

Target 4 Continue and sustain a strategy of consultation and communication with all key stakeholders in Harris Academy.

SECTION 9

EXTRA CURRICULAR ACTIVITIES

• Music

• Sports and Games

• Debating

• Home and Away

• Duke of Edinburgh Award

• World Challenge

EXTRA CURRICULAR ACTIVITIES

“Your people benefit from a wide range of out-of-class opportunities. They are developing confidence and are learning to be responsible citizens.” – HMIE 2011

We consider these to be an important element in our pupils’ education and, as a matter of school policy, we encourage staff and pupils to participate in them. They introduce pupils to a range of activities in which they might not otherwise have an opportunity to take part. They bring pupils together in a shared common interest (and many lasting friendships are formed in this way). They also bring teachers and pupils together in a context which is quite different from the formal one of the classroom.

The range of activities on offer can vary from year to year, but there is always something for everybody and what follows will give some idea of what is normally available. We believe that this is one of the great strengths of the school and that few schools can match the range of activities on offer or the level of participation in them by pupils. We urge parents to encourage their children to take advantage of these activities, to make a positive contribution to school life through them and to benefit from them.

Music We have a long, proud and flourishing musical tradition and a very high proportion of our pupils are involved in music-making of one kind or another.

Our choirs (we have both a junior choir and a senior choir) tackle very ambitious choral works at our annual Christmas Concert and at our summer musical productions. Our small madrigal group performs more intricate pieces.

Many of our pupils receive instrumental tuition from the council’s instructors and they come together in various groupings. The main body, of course, is the full school orchestra which performs classical pieces to a high standard, but there is also a string group, a concert band, a swing band, and a new band which performs Celtic music.

Such is the high level of participation that we are able to hold an Inter-House Music Competition every year and that is usually followed by an evening concert at which the main prizewinners perform. Every second year, instead of a summer concert, we put on a musical show which gives pupils an opportunity to display their dramatic as well as their musical skills.

Our musicians play a prominent part in the life of the school, providing entertainment, for example, at the first and second year Christmas parties, at our annual Burns Supper and at the occasional ceilidhs which have become a feature of our winter terms. Our annual rock concert, featuring pupils and former pupils, has raised several hundred pounds for charity in recent years.

The Swing Band was revived two years ago after an overlong absence. Pupils (and a few staff) members enthusiastically rehearsethetraditionalbigbandarrangementsas wellas contemporary good quality popular music.

Sports and Games As with all extra-curricular activities, the range of sports will vary a little from year to year. What is on offer will depend as much on pupils’ willingness to participate as on teachers’ willingness to give their time to organise and coach. All pupils, of course, take part in a wide range of activities in their P.E. classes which are part of the normal curriculum, but, in addition, there are a number of games which are played competitively between Houses or against other schools out with the school day at four o’clock or on Saturday mornings. These normally include:

Athletics Badminton Basketball Football – boys and girls Hockey Netball Rugby Swimming Table Tennis Water Polo

Senior Football Team

This is, alas, not typical. We are one of a dwindling band of state schools still playing hockey and rugby and we hope to continue to offer these sports and others to our pupils.

We enjoy a good reputation for sportsmanship and for high standards of achievement. Those who run our teams insist on the highest standards of sporting behaviour,which is not always the case in competitive sport these days. Many of our pupils achieve very high standards indeed and in recent years many have represented their country. We have had “caps” at football, rugby, athletics, hockey, swimming, basketball, cricket and table tennis and many more pupils have played for Midlands District teams.

Debating Debating and public speaking are excellent activities for developing self-confidence and, since they involve doing research into the topic for debate, they are of considerable educational value as well. We enter teams in a number of debating and public speaking competitions and in recent years our pupils have won several of these, including the Dundee Speakers’ Club competition for public speaking and the Courier-T.S.B. junior debating competition. There are also opportunities within the school for pupils to debate with each other.

Drama Club Drama club helps your personal and social development through a variety of activities. Your language and movement skills will improve and your self - confidence, concentration and imagination will develop. Working with others helps you to learn patience, tolerance, self–discipline and respect. This is an informal group with varying levels of ability – ranging from students who work with The Rep already, to pupils who have no prior knowledge of drama. Come along and join in the fun – we hold the club one lunchtime a week.

School Pantomine

And Others There are a number of other activities available to pupils from time to time. The computer labs are always open at lunchtime as is the Art and Design department. In each of our last four years, our senior pupils have written and performed their own Christmas Pantomime and the sixth year organise an annual fashion show for charity. And so on ….. A busy and lively school!

Home…… We encourage our pupils to take a responsible interest in their local environment and in their local community. Many are involved as individuals helping out in hospitals, old people’s homes, nurseries, playgroups and primary schools, but there are some collective projects as well.

Fund-raising for charity is one of the most practical ways of expressing concern for others and our pupils give very generously, not just in terms of money, but in terms of effort. The biggest fund-raiser in recent years has been The MacMillan Coffee morning. But there are many smaller enterprises, sometimes by individuals or small groups as part of their social education programme. Most of the money from these goes to local charities.

Money isn’t everything, of course, and every year pupils distribute about 200 Christmas parcels to old people living locally. I know from the responses that the recipients appreciate the thought and consideration that the parcels represent as much as, or more than, their contents.

……And Away The Battlefield Experience to France and Belgium This year the History Department were very pleased to be able to offer this very intense and interactive experience to 30 pupils from S3-5. The 4th Harris Pals Battalion, as we became known, were led by Major Thewliss and his officers, Ms Harris, Mrs McLagan and Mr Clements.

The Battalion visited many memorials in Southern Lip of Ypres Salient, such as The Pool of Peace, the background of which astonished everyone. Alternatively Sanctuary Wood presented a very stark contrast as we entered the trenches, appreciating something of the experience of the soldiers. We next visited France and the Somme which was again overwhelming. At Thiepval and Ulster Tower personal tributes were paid while the Vimy Ridge Memorial rendered everyone speechless with its beauty and peaceful surroundings, while not forgetting what it represented.

Moving on to the Northern Lip of Ypres Salient, the Battalion retraced the steps of the soldiers marching to Passchaendaele and at Tyne Cot further personal tributes were laid. Langemark, Germany’s memorial to their own soldiers touched everyone. Finally, we attended the Last Post Ceremony at Menin Gate and later held our own service, laying a poppy wreath from the 4th Harris Pals Battalion. These were exceptionally intensive experiences and the Battalion spent some time during these days in deep reflection.

Our last day was spent sightseeing in Brugge before returning to the Ferry at Zeebrugge for the final journey home. All staff, our guide and driver acknowledged the absolutely superb behaviour of our pupils as they were indeed a great credit to their school and families. The History Department looks forward to offering this unique opportunity to all S3 – S5 pupils on an annual basis.

Maths Disneyland Paris Trip This Maths trip provides an exclusive opportunity for our pupils to discover the importance of everyday Maths, showing how it is a universal language and why it helps us make better daily decisions in many aspects of our lives.

Crucially the education sessions aim to link areas of the curriculum to their application at Disneyland Resort Paris. Our pupils attend three presentation-style sessions where they learn about the Resort and how Disney managers and staff put their own experience and expertise into entertaining millions of guests every year. These seminars are held in the state of the art Gaumont Cinema Complex. Schools from all over the world gather there for our three sessions of Maths.

There are cinema clips and guest speakers including engineers, fashion designers and architects explaining how much Maths is involved in the whole Disneyland Organisation. This trip showed how much Maths contributes to having FUN.

Duke of Edinburgh’s Award The Duke of Edinburgh’s Award Group in Harris continues to be very popular with pupils and they gain a great sense of satisfaction and achievement through participating in the award scheme. The award is a balanced programme designed to develop young people, in an environment of social interaction and team working. Pupils have great fun working together on their awards and they especially enjoy the challenge and adventure of the outdoor expedition section. There are three levels of Duke of Edinburgh programmes – Bronze, Silver and Gold, and pupils in Harris have the opportunity to work progressively through these levels. The group at Harris currently represents pupils completing current awards at all three levels. Pupils wishing to embark on new awards at Bronze or Silver this year have been encouraged to register with Dundee Open Award to ensure smooth continuation through the three awards whilst we are out of the Harris for the rebuild. They can continue to plan and carry out their skills, volunteering and physical sections and some limited expedition training and assessment with the help and support of the Harris staff leaders.

To achieve each level of the award pupils must select and plan their programme of activities. Pupils undertake many and varied activities. This year the volunteering activities have included first aid, fire-fighter and police courses, working with the countryside rangers, scout and brownie young leaders and a variety of charity and sports coaching activities. Skills have included cookery, music, photography, dance choreography, arts and crafts, and animal husbandry. Physical activities have been just as varied from football and rugby, running and gymnastics to break dancing and swimming. The award offers choice and opportunity, allowing young people to realise their individual interests and talents. At the same time it bridges the gap between informal and formal learning and accredits young people’s informal learning and wider achievement. Duke of Edinburgh Award log books have been replaced by an electronic recoding system. Each participant has their own Duke of Edinburgh account on which they record their progress and achievements along with any assessment records. It allows them to build up a fantastic bank of evidence which they can link to their school portfolios and later use with their personal statements for CV’s, and further education applications.

As young people plan their own programme they are able to choose to include the things that interest them. The programme will involve helping the community/environment, becoming fitter, developing new skills, planning, training for and completing an expedition and, for Gold only, working with a team on a residential activity. We have had several gold participants complete their residential section whilst on expedition with world challenge groups to Malaysia, Zambia and Uganda and several will do so whilst on expedition to Mongolia in June 2013.

The award is not a competition or about being first. It’s all about self-development. It recognises a young person’s successful journey of self-discovery and development. Employers and universities alike, value it highly, recognising the qualities that a young person demonstrates through successful completion of an aware.

Pupils who successfully complete their Gold Award are invited to a special presentation ceremony at Holyrood Palace. This is always a very special event, a fitting reward and recognition of the tremendous effort and commitment shown by our Gold Award holders to become the next generation of Leaders.

S2 Rugby Team in Orleans

Pupil to pupil exchanges provide an excellentopportunity for young people to use their foreign language and to learn about the culture of another country. But is also good fun with day trips to a theme park and to neighbouring towns and cities. Already friendships have been forged between staff and pupils of the two schools.

The pattern of trips will vary from year to year and, indeed, it is possible (though, on past form, unlikely) that in some years there might be no major trips at all. However, we do see these activities as important because, like all extra-curricular activities, they broaden pupils’ horizons and are, in the deepest sense, genuinely educational experiences, so we do all we can to encourage them.

World Challenge

World Challenge have given students the opportunity to travel, experience different cultures and build motivated young people with the added benefit of accreditation for university for the past 26years.

World Challenge policy is education through exploration. They are 100% focused on education with this in mind they build an expedition designed with students’ personal development in mind.

As the original schools expedition company, World Challenge offers an unrivalled range of programmes geared to the education of young people. Their focus is on learning outside the classroom.

The World Challenge Programme establishes a wide range of learning outcomes and as a registered ASDAN Centre, students can earn up to 70 UCAS points. Their expedition leaders ‘lead from behind’, facilitating students to work as a self- contained team so they can learn from mistakes and enjoy the personal rewards of success, but at the same time with no compromise on safety issues.

World Challenge helps to develop crucial life skills that will help set students apart in terms of communication, team work, risk assessment, negotiation, delegation and money management.

Students who participate on a World Challenge Programme embark on an amazing journey of self- discovery. The life skills they learn not only aid

personal growth, but help secure university places and impress future employers. Our rigorous and inspirational expeditions allow participants to build strong friendships and gain confidence – all while having the time of their lives.

Harris Academy have been involved with World Challenge since 2006. We have been on four World Challenge expeditions. The first in 2008 to Malaysia then 2010 to Zambia, 2012 to Uganda and 2013 to Mongolia as a result 68 pupils have taken part in this experience of a lifetime. We are currently involved with organising the next expedition Namibia 2014.

SECTION 10

GENERAL INFORMATION

• The Directorate

• Clothing Grants

• Education Maintenance Allowance

• School Meals

• Transport

• Insurance

• Pupil Records

• Child Protection

• Health Care

• Music Tuition

• Transferring Educational Data About Pupils

GENERAL INFORMATION

The information that follows is common to all schools. In most cases, further information can be obtained from Dundee City Council Education Department, Dundee House, North Lindsay Street, Dundee.

Directorate The Director of Education for Dundee City Council is Mr M Wood. The Head of Secondary Education for Dundee Secondary schools is Mr P Clancy.

School Clothing Grants If parents are in receipt of Income Support, Income based Job Seekers Allowance, Income Related Employment and Support Allowance, support under Part VI of the Immigration and Asylum Act 1999, Child Tax Credit or Working Tax Credit and an annual income of less than £16,010, the Authority will consider one application per year for a grant towards the cost of purchasing essential clothing to enable their children, up to the age of 16, to attend school. The school clothing grant payment will be made through BACS transfer into a nominated bank account or paid by cheque. Application forms may be obtained from your child's school, Main Reception, Dundee House, or download from the Council website. Secondary schools should include information regarding the application by parents for an Education Maintenance Allowance for pupils over the statutory leaving age of 16.

Education Maintenance Allowance – 2015-2016

EMA is part of the Scottish Executive's agenda of encouraging access to, and participation in, further and higher education by young people from low-income families. EMAs provide financial support for 16–19 year olds who stay on in full time non advanced education after their statutory school leaving date (i.e. those continuing in post-compulsory education). To be eligible for an EMA in 2015/2016 the student must: Have been born between 1 March 1995 and 28 February 1999. Have a household income of £22,403 or below (for families with more than one dependent child in

the household) based on 2014/15 income or Have a household income of £20,351 or below (for families with a single dependent child in the

household) based on 2014/15 income EMA is a weekly allowance of £30 payable to eligible young people who have achieved 100%

attendance per week. It is payable in arrears, generally on a 2 weekly basis. EMA Application forms will be available in all Dundee Secondary Schools from June 2015.

School Meals and Milk

Parents must clearly understand that such snacks are provided on self financing basis and that to cover such costs, a small charge is made to the parent.

Primary/Secondary/Special - Information should be provided with regard to the provision and cost of school meals and the arrangements and facilities for packed lunches. A statement of the Authority's Policy on free school meals and milk should be included to the effect that free school meals are available to pupils whose parents are in receipt of Income Support, Income based Job Seekers Allowance, Income Related Employment and Support Allowance, Support under Part VI of the Immigration and Asylum Act 1999, Guaranteed Pension Credit, or in receipt of Child Tax Credit only and have an annual income of less than £16,010 or Working Tax Credit and have an annual income of less than £6420.

Transport The Education Committee has agreed to provide transport for all secondary pupils attending their delineated area school and living over three miles from that school and, in addition, to those pupils whose journey between home and delineated area school is deemed to be unduly hazardous. Vacant seats on contract transport may be made available to pupils not normally entitled to free transport. Parents who have made successful placing requests for their children at other schools of their choice have to make their own transport arrangements. Forms of application for free transport are issued by the Education Authority, usually through the primary school of the primary 7 pupil, or the secondary school when the permit is being renewed. Pupils living in Dundee are served by local buses. Parents are asked to impress on their children the importance of good conduct on buses.

Insurance The Authority insures against its legal liability for (a) accidental personal injury or (b) loss or damage to property of third parties. Parents are advised that no insurance cover is maintained for circumstances in which the Council does not have a legal liability. Parents may wish to consider their own insurance arrangements.

Note: The Harris Academy Parent, Pupils and Teacher Association organises comprehensive insurance to cover pupils against accident in school. You will receive a letter from the P.P.T.A. giving details of the scheme.

Pupil Records The School Pupil Records Regulations 1990 grant access by parents and pupils to manually maintained records held on pupils. Parents and pupils wishing to avail themselves of this service must submit their request on a form available from the Head Teacher.

Child Protection Because of public concern on this matter, and because of recent changes in the law, we are required by the Director of Education to report if we think that any child has come to harm as a result of child abuse. Two members of our Guidance staff have been appointed as Designated Officers (Child Abuse). Mrs Gow and Ms Mitchell have undergone training in this area and they are the people to whom any pupil, parent or member of staff should turn if abuse is suspected.

We have good contacts with the School Medical Officer, with the Social Work Department and with the Police, any or all of whom may become involved if abuse is suspected. Parents are assured that they will be informed about and involved in any action which we may initiate regarding their children.

Health Care It is most important that parents inform the school of any medical condition affecting their child. Medical certificates are required if the child is to be excused Physical Education for a lengthy period. Pupils must not carry any medication around the school. Any pupil requiring medication throughout the day should leave a small quantity, labelled with name, class and dosage at the school office where auxiliary staff will deal with them. When it is deemed necessary to send a child home or to send him or her to hospital, you will be informed.

The school Doctor, Nurse and Dentist carry out regular inspections and can be contacted at Ryehill Health Centre. Instrumental Tuition Tuition fees are currently free and instrumental hire is £83.00 per year.

TRANSFERRING EDUCATIONAL DATA ABOUT PUPILS

Education authorities and Scottish Government have collected data about pupils on paper forms for many years. We now work together with schools to transfer data electronically through the ScotXed programme. Thus Scottish Government has two functions: acting as a ‘hub’ for supporting data exchange within the education system in Scotland and the analysis of data for statistical purposes within Scottish Government itself.

Why do we need your data? In order to make the best decisions about how to improve our education service, Scottish Government, education authorities and other partners such as the SQA and Careers Scotland need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better examination results. Accurate and up-to-date data allows us to:

• plan and deliver better policies for the benefit of all pupils, • plan and deliver better policies for the benefit of specific groups of pupils, • better understand some of the factors which influence pupil attainment

and achievement, • share good practice, • target resources better.

Data policy The ScotXed programme aims to support schools and Local Authorities by supporting the collection, processing and dissemination of statistical information required for planning, management and monitoring of Scottish education services.

A subset of this information is passed to Scottish Government for research and National Statistics publications. Education data within Scottish Government is managed effectively by secure systems and is exploited as a valuable corporate resource, subject to confidentiality restraints. As part of its data policy, Scottish Government will not publish or make publicly available any information that allows individual pupils to be identified, nor will data be used by Scottish Government to take any actions in respect of individuals. Data is held securely and no information on individual pupils can or would be published by Scottish Government.

The individual data collected by Scottish Government is used for statistical and research purposes only. We hope that the explanations contained on the ScotXed website will help you understand the importance of providing the information.

Your data protection rights The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to know how we will use your data. This message can give only a brief description of how we use data. Fuller details of the uses of pupil data can be found on the ScotXed website (www.scotxed.net).

Scottish Government works with a range of partners including HM Inspectorate of Education and the SQA. On occasion, we will make individual data available to partners and also academic institutions and organisations to carry out research and statistical analysis. In addition, we will provide our partners with information they need in order to fulfil their official responsibilities. Any sharing of data will be done under the strict control of Scottish Government, which will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any actions in respect of an individual. Decisions on the sharing of data will be taken in consultation with relevant colleagues and individuals within and out with Scottish Government.

Concerns If you have any concerns about the ScotXed data collections you can email the Senior Statistician, Peter Whitehouse, at Peter.Whitehouse@scotland.gsi.gov.uk or write to The ScotXed Support Office, Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on request from the ScotXed Support Office, in other languages, audio tape, braille and large print.

Want more information? Further details about ScotXed are available on the ScotXed website, www.scotxed. net., which contains a section on ‘frequently asked questions’ at https://www.scotxed. net/jahia/Jahia/lang/en/pid/220.

SECTION 11

STATISTICAL INFORMATION

• Examination Results

EXAMINATION RESULTS

“Teachers monitor the progress and achievement of individual learners well. Led by senior managers, staff analyse examinations results carefully to help them target those aspects in need of improvement.” – HMIE 2011

For some years now schools have published their examination results as part of the Government’s policy of providing information to parents.

There has been a lot of controversy about “league tables” of schools and it is certainly true that these results need to be very carefully analysed and interpreted. They take no account, for example, of difference in schools’ catchment areas and there can be no doubt that this is a major factor in determining the performance of pupils in examinations.

On the other hand, the information is not worthless. It provides us, in the school, with information which we use to monitor academic achievements and standards and, indeed, we receive much more, and much more useful information than appears in the handbook. We know our school and our pupils thoroughly, of course, so the exam results and statistics are only one factor among many which tell us whether our performance has been to expectations in any one year.

What can these results tell parents?

They show that we are a school which presents a large number of pupils a very wide range of subjects at all levels. We have a very mixed school population, probably more varied than most, and, given that, they show a very good overall level of achievement with particularly good qualities in the upper grades and this is borne out by the more detailed information that we receive from the Scottish Qualifications Authority.

As parents, you will be interested to note that our results are significantly above local and national averages.

Eng Lev

3

Maths Lev

3

Eng &

Maths

5+ Level

3

5+ Level

4

5+ Level

5

1+ Level

6

3+ Level

6

5+ Level

6

1+ Level

7

% NCO % NCO % NCO % NCO % NCO % NCO % NCO % NCO % NCO % NCO

2013 98 4 100 1 97 3 95 5 87 3 36 6 1 2 0 0 0 0 0 0

2012 98 3 99 1 98 2 98 2 88 2 41 4 1 3 0 0 0 0 1 1

2011 100 100 101 100 100 100 99 1 83 4 41 3 0 0 0 0 0 0 0 0

2010 97 3 97 3 97 2 94 4 76 6 36 5 1 2 0 0 0 0 1 1

2009 98 2 98 2 98 2 98 2 78 6 39 4 0 0 0 0 0 0 0 0

.

Whole School All Measures for Harris Academy, STACs 2013 post-appeals

Percentages and NCDs based on 54 Roll for passes achieved during the selected stage (54)

All Candidates

•

Male

Eng Lev

3

Maths Lev

3

Eng &

Maths

5+ Level

3

5+ Level

4

5+ Level

5

1+ Level

6

3+ Level

6

5+ Level

6

1+ Level

7

% NCO % NCO % NCO % NCO % NCO % NCO % NCO % NCO % NCO % NCO

2013 96 6 98 3 95 4 94 5 82 5 34 5 0 0 0 0 0 0 0 0

2012 99 2 100 100 99 2 100 100 87 3 36 4 0 0 0 0 0 0 0 0

2011 100 100 100 100 100 100 99 2 74 6 36 4 0 0 0 0 0 0 0 0

2010 99 2 99 2 99 1 94 3 77 5 32 5 1 2 0 0 0 0 1 1

2009 99 2 100 100 99 1 98 2 76 5 31 5 0 0 0 0 0 0 0 0

Female

Eng Lev

3

Maths Lev

3

Eng &

Maths

5+ Level

3

5+ Level

4

5+ Level

5

1+ Level

6

3+ Level

6

5+ Level

6

1+ Level

7

% NCO % NCO % NCO % NCO % NCO % NCO % NCO % NCO % NCO % NCO

2013 99 3 101 100 99 2 96 4 93 2 38 6 2 2 0 0 0 0 0 0

2012 98 4 99 2 98 3 97 4 90 3 48 4 1 2 0 0 0 0 1 1

2011 100 100 101 100 100 100 99 1 91 2 45 4 0 0 0 0 0 0 0 0

2010 96 5 96 4 96 3 94 5 76 7 39 5 1 2 0 0 0 0 0 0

2009 97 4 97 4 97 3 97 2 79 6 45 4 0 0 0 0 0 0 0 0

The above tables display percentages and NCDs, based on the corresponding S4 roll, calculated on an Annual

, or Cumulative basis for whole school measures . '

Your current choices:

Publication:

Establishment:

Sector:

STAGs 2013 post-appeals

Harris Academy (Dundee City)

secondary

Output:

Calculation Type:

Stage:

Whole School All Measures

Annual

S4

Eng Lev

3

Maths Lev

3

Eng &

Maths

5+ Level

3

5+ Level

4

5+ Level

5

1+ Level

6

3+ Level

6

5+ Level

6

1+Level

7

% NCD % NCD % NCD % NCD % NCD % NCD % NCD % NCD % NCD % NCD

2013 41 3 30 3 19 4 13 3 13 4 12 3 52 3 30 3 7 4 15 2

2012 41 2 27 4 17 5 16 2 16 2 14 2 49 4 31 2 8 3 9 4

2011 35 5 26 5 17 5 14 3 13 3 11 4 44 5 23 4 7 4 12 2

2010 28 6 27 3 15 4 14 2 14 2 13 2 43 4 26 3 8 3 10 3

2009 31 4 23 4 14 5 12 3 12 2 11 3 42 3 25 2 7 3 10 2

1

Whole School All Measures for Harris Academy, STACs 2013 post-appeals

Percentages and NCDs based on 54 Roll for passes achieved during the selected stage (55/56)

All Candidates

•

Male

Eng Lev

3

Maths Lev

3

Eng &

Maths

5+ Level

3

5+ Level

4

5+ Level

5

1+ Level

6

3+ Level

6

5+ Level

6

1+ Level

7

% NCO % NCD % NCO % NCO % NCO % NCO % NCD % NCD % NCO % NCO

2013 39 2 33 3 19 4 15 2 14 2 13 2 48 3 25 3 6 4 12 2

2012 35 3 26 5 16 5 15 2 15 2 14 2 42 4 29 2 9 2 6 5

20 11 30 5 29 3 16 4 13 3 13 3 10 3 38 5 22 4 6 4 10 3

2010 23 6 27 3 13 5 10 3 10 3 10 3 40 4 26 2 5 4 11 2

2009 29 3 23 5 13 5 14 1 14 1 14 1 41 3 23 2 10 1 7 3

Female

Eng Lev

3

Maths Lev

3

Eng &

Maths

5+ Level

3

5+ Level

4

5+ Level

5

1+ Level

6

3+ Level

6

5+ Level

6

1+ Level

7

% NCO % NCO % NCO % NCO % NCD % NCO % NCO % NCO % NCD % NCO

2013 44 4 27 5 19 5 12 6 11 6 11 5 56 3 34 3 7 6 17 2

2012 46 2 27 4 18 4 17 2 17 2 15 3 55 3 33 3 8 4 12 3

2011 38 5 23 6 18 5 14 3 14 3 12 4 49 4 25 5 7 4 14 2

2010 33 6 27 4 18 4 17 2 17 2 16 2 46 4 25 4 11 2 9 4

2009 33 5 24 4 15 5 11 5 11 4 8 6 43 5 27 3 5 5 13 2

The above tables display percentages and NCDs, based on the corresponding S4 roll, calculated on an Annual or Cumulative basis for whole school measures.

Your current choices :

Publication:

Establishment:

Sector:

STACs 2013 post-appeals

Harris Academy (Dundee City)

secondary

Output: Whole School All Measures

Calculation Type: Annual

Stage: S5/S6