SUPPORTING YOUNGSTERS
Every house-group has a Head of House and group tutors to look after pupils' needs. The Head of House will interview every child individually as soon after they enter first year as possible. Before this they will have visited them in the primary schools, talked to them and answered many questions. By the time primary 7 pupils have visited the school in May, they will have learned much about the pupil support system and the staff who are there to help.
The Principal Teachers: Pupil Support are Mrs Coghill and Ms Mackie, who have an overview of the pupil support system. Support teachers are sources of help and advice, when choices have to be made. When pupils are making subject choices in second and fourth years, the support team draws on its knowledge of the individual and works closely with subject departments in helping pupils make the best possible choices. All look at the results of pupil assessments; the choice of possible career and the wishes of parents in helping to advise pupils about the subjects to be taken.
When a crisis occurs major or minor - it is to the Support Team that the pupil may turn. A member of this team may telephone you at home, write to you or perhaps even request an interview, during the school day or afterwards - if it is felt that there is a problem with pupil behaviour or progress.
The Support Team is committed to promoting the welfare of your child and to developing a caring environment throughout the school.
Guidance work is sometimes categorised under three main headings:-
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PERSONAL GUIDANCE
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CURRICULAR
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VOCATIONAL
PERSONAL GUIDANCE
From the point where the pupil makes the switch from primary to secondary school, all members of the pupil support system seek to foster a caring relationship with the pupils; to provide a point of reference which remains with the pupil as he or she progresses through the school, the aim being that the support system is seen as having someone with a particular interest in the development of each individual. It is hoped that mutual understanding and trust will grow to the point where the pupil will feel able to approach any member of the support system for help and advcie as required.
Personal Guidance is every pupil's right to seek or reject as the case may be. It may be that the pupil will seek guidance from a member of staff other than a support teacher. This approach is perfectly acceptable and the Guidance Staff will be informed of any issues of concern that may occur through this contact. As a general rule, strict confidentiallity would be observed concerning anything a pupil might reveal in the process of an interview, but the ultimate criterion is always the welfare of the pupil.
CURRICULAR GUIDANCE
As a collator of information and assessments from class teachers, the guidance teacher is in a unique position to monitor and record pupil progress. This body of knowledge, which the guidance teacher builds up over a period of time, is particularly useful at key decision-making times in a pupil's career, such as the subject choice at the end of second year.
PERSONAL AND SOCIAL EDUCATION
Personal and Social Education is included in the the curriculum of all pupils. They follow a programme of study, which has been devised in the school and covers:-
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Personal development
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Curricular/Vocational Education
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Health Education
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The individual in the community
VOCATIONAL GUIDANCE
Working through a programme of study, which is part of the school's Personal and Social Education programme, combined with a series of individual interviews the pupils are encouraged to assess their own aptitudes, abilities and vocational preferences. Options are explained, information is provided from the Schools Careers Library and practical help is available from the Support Team working in association with the Careers Service. A comprehensive picture of pupil attainment, personality and interests is built up over a period of time and is particularly useful when dealing with requests for references from employers and educational establishments.
Personal and Social Education is taught as a classroom discipline on a single period per week basis for S1-S4, the aim of which is to focus the pupils' attention on their personal growth and development as they pass through school. The focus of the course is on the development of the interactive skills which will help pupils cope with personal relationships, with authority, with family and peer groups, with feelings about self and the ability to make friends of either sex.
The P.S.E period adopts a multi-disciplinary approach to teaching, ranging from individual and group project and discussion work, to teacher or pupil led whole class activities. As each year progresses the pupil builds up a folder, providing in effect, a record of personal development through school. Particular emphasis is placed, in the first year, on helping pupils to settle quickly and easily into the challenge of high school.
Personal and Social develoment however, is not confined to a 3-minute slot once a week; any activity, which promotes social skills, self-confidence and concern for others, is part of the social education of our pupils. To this end, many of the activities carried out in the process of subject teaching which encourage active pupil participation fulfil many of the aims of the P.S.E. programme. We know, of course, that most of the social education of our pupils takes place in the home; we believe that the right approach in school will support parents in their efforst to ensure that their children are well prepared to cope with life in our increadingly competitive society.