Meldrum Academy Prospectus 2010

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7. SUPPORT FOR LEARNING (‘SFL Connections’) Meldrum Academy has been designed to cater for the individual needs of all of its pupils. There is disabled access throughout the school, including a lift. All teaching areas have facilities for disabled children and there is a specially designed Support for Learning ‘Connections’ Suite located in the centre of the Academy. This is staffed and resourced to assist identified pupil needs by supplementing the support normally given in each subject and to deliver concentrated support on a ‘one to one’ or ‘small group’ basis where deemed appropriate. The SFL Connections Suite includes Severe and Complex needs provision, Autism provision, Social, Emotional and Behavioural needs provision as well as Alternative Curriculum provision and Support for Learning. All of these facilities are managed as one integrated faculty led by a Principal Teacher of Support for Learning. An ‘Additional Support for Learning Act’ was introduced in November 2005. A short summary of the definition of ‘additional support needs’ is attached as Appendix 2 to this Prospectus. 8. PRIMARY/SECONDARY LINKS Children coming to the academy bring seven years of school based learning with them. In their first year at Meldrum Academy we build upon this prior experience. The academy and its associated primaries have a close relationship through the School’s Cluster Group and there is joint development in a number of curriculum areas. The Academy and Associated Primaries are working closely to promote the four capacities of the Curriculum for Excellence (CfE). We aim to build on this good practice to ensure that all children experience continuity and progression through the entire curriculum. In particular we are working together on literacy, numeracy and health and well-being. There is joint sharing of good practice between teachers of both sectors to help ensure all our pupils are successful learners, responsible citizens, effective contributors and confident individuals. - 9 -
To help ensure we achieve these aims we gather all the appropriate information about the individual strengths and development needs of all prospective pupils. During third term, members of the Pastoral Care and Senior Management Teams visit all of our associated primary schools to gain as much information as possible about each child coming to Meldrum Academy. A detailed picture of each child is built up and this helps to ensure that when classes are formed and children arrive in S1 we are in a position to meet their needs. In June of every year there is also a three-day induction programme for all pupils coming to Meldrum Academy. Pupils have an opportunity to tour the school, meet teachers, take part in lessons and become involved in team building and social events with their peers. On the evening of the first of these Induction Days there is also an information evening for prospective parents where they can view the facilities, ask questions and be updated with relevant information. 9. PUPIL PLANNERS, HOMEWORK AND REVISION Our Pupil Planners state that: ‘one hour of homework or revision completed every night between first and fourth year is the equivalent to one extra year at school’. What an advantage! All pupils when they start at Meldrum Academy are issued with a dated Homework and Revision Planner. It is expected that this planner be carried to school every day and used to record homework and revision. The more organised a pupil the better the quality of homework and revision produced. The Planner is an essential tool to assist in this organisation. Homework and revision tasks are set throughout the year by subject teachers and will vary in style and length. There may be times when pupils do not have specific homework tasks to complete for the next day. However, there will always be revision to be completed. For example, to be successful in Modern Languages requires revision of vocabulary learned through the day. There is mathematical formula to be read over until understood. There are notes in Science and Social Subjects to be gone over and tidied up. The list is endless… The recommendation is that, during a school week, each first year pupil sets aside the equivalent of three hours per week for homework and revision. Second year pupils should set aside the equivalent of five hours per week; pupils in third and fourth year should aim to complete - 10 -
Page 1 and 2: Amy Ogg S4 Meldrum Academy Prospect
Page 4 and 5: 1. WELCOME TO MELDRUM ACADEMY We ar
Page 6 and 7: 3. GENERAL INFORMATION: Address: Me
Page 8 and 9: SFL SOCIAL SUBJECTS SUPPORT STAFF A
Page 10 and 11: 4. SCHOOL AIMS Meldrum Academy toge
Page 14 and 15: up to eight hours per week, while p
Page 16 and 17: 12. PROMOTING POSITIVE BEHAVIOUR A
Page 18 and 19: Every school has a Designated Offic
Page 20 and 21: The dining area is stylish and brig
Page 22 and 23: Examples of the types of activities
Page 24 and 25: curricular contribution where appro
Page 26 and 27: Appendix 1 Education Learning & Lei
Page 28 and 29: Appendix 2 Education & Recreation I
Page 30 and 31: Appendix 4 EDUCATIONAL PSYCHOLOGY S
Page 32 and 33: Appendix 6 NATIONAL ENTITLEMENT CAR
Page 34 and 35: Appendix 8 INFORMATION FOR PARENTS
Page 36 and 37: INFORMATION FOR PARENTS 2009 SECOND
Page 38: INFORMATION FOR PARENTS 2008 SECOND

Meldrum Academy Prospectus 2010

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