Dear Parents

The school aims to provide a high quality service where the individual needs of every pupil are met
through an appropriate curriculum.
We hope that parents will work with us in partnership to achieve our aims.
We would wish to keep parents informed of all that is happening in school and encourage them to be
fully involved in all aspects of school life.

This Curricular Handbook has been prepared to give brief information regarding the work of the
school. It is intended as a brief guide to the different subjects taken by Primary and Secondary Pupils
at Carrongrange School.
The first section describes subjects undertaken in the Primary Department.
The second section gives course outlines for the different subjects of the Secondary Department.
I hope that you find it helpful and informative. Further information can also be had about the work of
the school through School Circulars, the School Development Plan, Departmental Development
Plans, Departmental Handbooks and through the School Brochure.

Please contact me if you require any further information.

Yours sincerely,

Martha Bogle
Acting Headteacher

2
Primary Department 4 – 10

English Language 5
Maths 6
Environmental Studies 7
Personal and Social Education 7
Expressive Arts 8
Religious and Moral Education 9
Speech and Language Therapy 10

Secondary Department 11 – 30

English Department 12
Maths Department 13
Information and Communications Technology 14
Science Department 15
Home Economics Department 16
Design and Engineering Technology 18
Religious and Moral Education 19
Personal and Social Education 20
Personal and Lifeskills (P.A.L.S.) 21
Art Department 22
Drama Department 23
PE Department 24
Music Department 25
Social Subjects 26
Social Education 27
Modern Languages 28
Seniors Department 26

3
The Primary Curriculum in Carrongrange School is planned and organised under the same National
Guidelines that apply to all primary schools in Scotland. The 5-14 guidelines determine which subjects
are taught and the proportion of the school week given to each.
This booklet gives details of the curriculum in the following subject areas, English, Maths,
Environmental Studies, Expressive Arts, Religious and Moral Education and Personal and Social
Education.
At all stages the importance of play is recognised as a medium for learning. Play contributes to the
development of language and imagination. It encourages children to interact, co-operate and share.
Play allows children to adopt different roles and gives them a vehicle for expressing their feelings.
The youngest pupils benefit from Early Intervention initiatives. Readiness for the more formal
curriculum is encouraged through the use of stories, songs, games and activities. Interest in early
reading, writing and Maths skills is developed in school and parents are encouraged to help at home by
sharing the same kind of activities with their children.

4
Language and communication skills are taught daily as a discrete subject and also through all other
subjects and through less formal activities such as over lunch in the dining hall. The four strands of the
5-14 Language Programme, listening, talking, reading and writing are addressed throughout the
Primary Department. Pupils have their own, individual language targets set and reviewed each term.

Literacy Links is the reading/language scheme used throughout the primary department. It is a holistic
approach to the teaching of Language and includes phonics (sounds), grammar, punctuation and
vocabulary work as well as reading. Pupils take home books to read and talk about with parents. The
same book may be retained for a while until all the associated language activities have been covered.
Early in the scheme pupils learn to recognise a number of key words which will recur frequently. They
learn these words by ‘look and say’ rather than the phonic approach.

Throughout the primary department, reading and writing skills are reinforced through use of the
computer. Pupils learn word-processing skills to aid recording and to give the children the satisfaction
of producing well-presented, attractive-looking work.

5
Maths is taught in a variety of different ways – through songs and rhymes, through mental activities,
by watching Maths TV programmes, by completing practical tasks and by doing sums.

Pupils have individual targets set each term in number, money and time. Maths work is normally done
in small groups within the class, children of similar ability work together.

The Heinemann Maths scheme introduces pupils to all areas of Maths through practical activities
followed by practice of new concepts in workbooks. Heinemann Interactive Mental Maths provides
daily practice in counting, calculating and working with time, money and shape. Pupils each have a
folder of resources – number and shape cards, a clock face and money, which is used in the mental
maths sessions.

In the early primary stages children first become familiar with the language of Maths, using terms like
big, longer than, more, half full, heavy, same as, last, after, earlier. Pupils learn basic concepts such as
colour and shape. They learn to sort, match and group objects and pictures. Much of this learning
happens through talking with the teacher during structured play activities. Money is introduced by
playing shops and time through discussion of the days of the week and of the daily timetable.
Enjoyment of numbers and of counting comes first through songs and rhymes. Children learn to count
and later to add and subtract. Pupils are also taught to use a calculator. In all areas of Maths pupils use
concrete materials –counting aids, actual money, a clock face and measuring equipment so that they
can see and understand what they are doing.

Later in the primary department pupils learn to work with larger numbers, to multiply and divide, to
handle basic fractions, to calculate simple bills and work out change, to read the time on a clock and
digital watch and to measure in litres, kilograms and metres. They learn how to collect information by
conducting simple surveys, how to record the information on graphs and how to read the graphs.

At each stage the computer is used to reinforce Maths learning. Throughout the primary department
maths activities are related to real situations to make learning more interesting, useful and relevant.

6
Through Environmental Studies children develop an understanding of their environment, of their place
within it and of the past and present factors that have shaped it. They gain knowledge and learn skills,
which will enable them to function effectively within the context of their immediate and wider
locality. They develop informed attitudes and values relating to the care of the environment and to the
conservation of its resources. They learn the importance of good citizenship.
Environmental Studies includes History, Geography, Science and Technology. Each project gives
special emphasis to one subject. Projects are chosen so that all subjects are covered across a school
session.

Environmental Studies is taught via a range of topics each lasting a term. Topics
in the early stages include Myself, Road Safety, Growing and Seasons. In the
middle primary stages pupils consider Trees and Paper, Transport, The Local
Area and The Senses. Older pupils study topics such as Pollution, Space,
Scotland, The Victorians and France. The Primary staff liases with the Department
of Engineering and Technology to provide technological aspects of environmental
projects.
A variety of teaching and learning methods are
employed: art and craft work, writing, visits, and
multimedia experiences. Environmental studies provides opportunities to
research information in the library and via the internet. Recording what has
been learned gives a context for writing, art and craftwork.

Skills in this subject area are developed directly, through classroom lessons, and indirectly, through
the general ethos of the school. All staff share responsibility for PSE. Lessons are learned in the
classroom, dining hall, playground and on visits out of school.

Pupils are encouraged to be aware of themselves as valued individuals; to be safe, happy, self-
confident people and to be as independent as possible. They learn to recognise and value other people
and are taught how to communicate and interact with them. They learn strategies for coping when
things go wrong. PSE includes lessons on health and hygiene, advice on diet, relationships and
keeping safe and discussion of rights and responsibilities, equal opportunities and citizenship.

Each term individual and group targets are set, introducing new skills and extending and developing
those already achieved. Targets are shared with parents so that learning can be reinforced at home.
Targets for the youngest pupils may be learning to button a coat or to share a toy.

7
Expressive Arts covers PE, Art, Music and Drama. It is taught by class teachers and specialist
teachers. The pupils also benefit from input from professional musicians and theatre groups.

Through the Expressive Arts programme pupils have their main opportunities to participate out with
school in events, performances and competitions where they are often successful enough to win prizes.

In Art children learn to use and enjoy different materials, tools and techniques. They learn to observe
and record. Random scribbling with jumbo crayons gradually develops into recognisable and
representational drawing and painting. Free play with dough leads to modelling with clay and other
materials. Children are encouraged to express their opinions and to evaluate their own and others’
work. They also look at and learn to appreciate great works of art.

Music begins by listening to and singing simple songs.

Action songs and circle games combine music and
movement. Rhythm is taught through movement and
through the use of simple percussion instruments. As they
become older pupils learn about pitch. They are encouraged to listen to music, to
appreciate and to respond to it.

The PE programme offers a wide variety of activities, which incorporate the 5-14 guidelines. These
activities include gymnastics, dance, games, swimming and
athletics. Some activities are cross curricular.

Class teachers teach drama. When children are able to play

imaginatively and cooperatively, group activities can begin
in drama. They start with the retelling of stories, sometimes
using props or puppets. Children may act out simple scenes
like a visit to the doctor. Later, drama is used to explore
moral and other issues.

8
There are two sessions of RME each week. RME in the Primary Department concentrates on
Christianity, Hinduism and Islam and involves the following programmes of study:

P4: Friendship
Light and Dark
Growing Up
A New Baby
Communion

P5: Journeys
Community
Food & Festivals
Lent & Rammadan
Signs & Symbols

P6: A Caring World

Famous Lives
Places of Worship
Church/Mosque/Temple
Signs & Symbols

P7: Belief and Action

Festivals and Celebrations
Creation Stories
Ceremonies
Weddings

Each topic starts with the child’s own experience and subsequent topics progressively build up
knowledge, understanding and skills. Moral questions can be explored in circle time. Children and
adults give their opinions about a problem or dilemma and think about different solutions. Everyone’s
opinion is valued.

9
Three speech and language therapists make up one full time post in Carrongrange School. Staff are in
the school from Monday to Thursday.

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

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

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

The department encourages communication between home and school. Consistency between
environments is important and difficulties experienced by children are of concern to the service.
Home-school books are provided for messages and the service has an answerphone available. Phone
01324 404040 at any time and someone will get back to you.

10
11
S1-S4 – The World of Reading

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

S1 and S2

During the first two years in the English Department at Carrongrange, pupils will spend a great deal of
time on work to improve their reading and language and communication skills. Reading schemes have
been chosen to suit the needs of pupils and to focus on making real progress. Pupils with more
complex difficulties focus on Social Sight vocabulary, which is taught in a meaningful context. Pupils
are grouped in classes of similar reading ability, and work at a pace that matches their own level.
Pupils are encouraged to work on their Writing, Talking and Listening skills. This can be through their
‘Literature Study’, which uses novels, plays, poems and media. These have been chosen carefully to
encourage reading progress and to suit the interest levels of the pupils. Pupils with more complex
difficulties work on their Social Interaction skills. This encourages pupils to have good eye contact
and clear speech/signing when communicating with others. This helps to build up their confidence to
interact with a wider circle of peers and adults.
Pupils are given good opportunities to access ICT hardware and software to aid their progress in
Language and Communication.

S3 and S4

Pupils will work towards Higher Still English and Communication, Access 1 and 2, during these two
years. The Units covered are:

Basic Communication in a Familiar Setting

Literary Study
Language Study and
Oral Communication

These will be covered through the pupils’ talking/signing, listening/signing, reading/signing and
writing/signing.

12
S1 and S2

Pupils in S1 and S2 are taught Maths in class groups. They follow a course of work at their own level
and their own pace. A wide variety of resources are used to fit the needs of individual pupils. Work is
aimed to be practical to include the skills pupils will need for everyday life. Work covered includes
number, money, time and measurement.

Pupils are given good opportunities to access ICT hardware and software to aid their progress in
Maths.

S3 and S4

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

Using Maths in Everyday Situations – Weight (Access 1)

Recognising Time - (Access 1)

Handling Money - (Access 1)

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

Using Maths in Everyday Situations 2 – Time Money Weight (Access 2)

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

13
In Carrongrange school ICT offers an exciting and vital opportunity to enhance learning, being both a
subject in its own right and also a cross-curricular tool to support all learning. Within the subject area,
pupils learn at their own pace, within the courses which have been carefully created and adapted to
suit individual needs. Access to the computer is enhanced with specialist keyboards, monitors, mouse,
switches, Interactive whiteboards and Software as required.

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

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

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

S5 and S6
Pupils will build on skills and qualifications acquired during S3 and S4.
Some students will begin Access 3 units, whilst others will still work on basic 5-14 skills.
Work undertaken at school can often be supported by experiences at Falkirk College.

Access 3 units available include: Computer Systems, Multimedia, Computer Applications Software.

This work can also be cross curricular, for example foreign trips will involve looking up the country to
be visited on the internet. Students will have Email addresses through which they will be able to
contact a foreign pen pal.

14
General Aims and Objectives

Science is a core subject for all pupils between S1 and S4 and a choice for pupils in S5 and S6.
The department aims to provide, for all pupils, meaningful and stimulating courses, differentiated to
challenge the most able and be supportive for the less able.

It is our aim that pupils will:

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

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

S1/S2

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

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

S3/4

Pupils will work towards SQA Certification in Science, Access 1, 2 or 3 during these two years.
The units covered include:

Access 1
Developing an Environmental Area
Monitoring and Maintaining an Environmental Area

Access 2
Managing Environmental Resources
Science

Access 3 Biology
Health and Technology
Biotechnological Industries
Growing Plants
Managing Environmental Resources

S5/S6
Pupils who choose Science in S5 and S6 will build on skills and qualifications acquired during S3 and
S4.

15
 Aims of Home Economics
1. Health Promotion
• To develop knowledge and skills through practical experiences which are related to
everyday life in the home.
• To be aware of the need for a safe, hygienic working environment.
• To promote healthy eating patterns and practices.
2. Personal and Social Development
• To experience personal satisfaction and a sense of achievement in the successful
execution of a task.
• To develop awareness of similarities and differences in lifestyles and
cultures.
• To develop a sense of responsibility for actions and behaviour.
3. Technology
• To encourage technological thinking and methodology.
• To select materials, equipment and procedures for some everyday tasks.
• To use selected materials, equipment and procedures correctly with due attention to
safety and hygiene.
4. Creative and Aesthetic
• To develop creative, sensory and manipulative skills of learning associated with the
home.
• To study ways in which human beings have interacted with the environment in
providing shelter, food and clothing.
• To develop economic, environmental, social and aesthetic awareness.
5. Vocational Insights.
• To increase focus on the world of work and the relevance of home economics.
• To develop a secure foundation in life skills for all pupils.
• To assist in the preparation of young people for vocational training, careers and life-
long leisure pursuits.

S1-S2
These courses are based on the 5-14 Environmental Studies and Health Education.
Get started in Home Economics: Practising safe food preparation.
Get ready for Christmas: Developing practical & organisational skills.
Get tested for Home Economics: Knowledge & understanding assessed.
Go away with Home Economics: Planning & preparing.
Go Green: Recycling issues in school and at home
Taste of Nutrition: Develop knowledge and understanding of food in relation to health. Encourage
healthy choices.
Try a Takeaway: Convenience foods
Test the Gadgets: Technology in the home, costs, functions and suitability.

16
Tour of the World: involves appreciating other food, cultures & customs.

S3-S6

SQA Units include

Living safely at Home Access 1 & 2

Organisation in the Home Access 1 & 2
Healthy Basic Cooking Access 1 & 2
Organisation of practical skills Access 3

S5-S6
Home economics is an option subject for seniors.
SQA units on offer are:
Introduction to Craft Baking, Introduction to Cake Decoration Intermediate 1
Pre-school child, food, clothing & play. Intermediate 1.

17
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18
The RME courses in Carrongrange School are designed to enable pupils to develop a knowledge and
understanding of Christianity and other world religions with recognition and respect for religion as an
important expression of human experience. The courses also aim to help pupils appreciate moral
values such as honesty, liberty, justice, fairness and concern for others. Pupils are helped in their
development of personal beliefs and attitudes.
RME is a core subject for pupils in S1 – S4, and a choice for those in S5 and S6.
RME in the Secondary Department involves the following programmes of study:

S1: Introduction to Religious Education

Talking about God
Jesus and his Teachings
Moses
The Ten Commandments
The Passover and the Last Supper
Rules and Regulations

S2: Life Stories

A Jewish Family
A Christian Family
Stories of People with Faith
Being Happy

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

Questioning Belief
Questioning the World
Questioning Morality

19
PSE is at the heart of the education of the whole child. All aspects of a child’s experience at home, in
school and out with school contribute to the personal and social development of that child.
All staff and pupils have a part to play in PSE which above all should be an enjoyable way of helping
pupils to develop, mature and become all that they can be as adults in our society.

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

More specifically the school aims to assist pupils to

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

Contexts

PSE is delivered both informally and formally in many contexts throughout the school. As well as
formal PSE classes delivered by the core teacher for each class, PSE is delivered informally through
cross-curricular approaches, for example, sex education in Biology.

Content

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

Assessment, Recording and Reporting

Pupils are assessed through individual targets set in their Individualised Education Programme. Pupils
are fully involved in these targets and are encouraged to see assessment as a positive way of reviewing
progress, setting targets and celebrating their achievements. This is reinforced through each pupil’s
Progress File.

20
P.A.L.S. is a two-year course that is offered to pupils in S3 and S4, who are working at Access 2/3
level.

Pupils attend P.A.L. S. for 3 periods per week. This two-year course consists of five Higher Still
Personal and Social Education Units at Access 2 and 3 level.

The course focuses on the personal, social and vocational development of the pupil. The themes
running throughout many of the learning outcomes are: organising and target setting skills, also
planning, evaluating and team-working skills. There is an emphasis on task management, and self-
organisation.
Much of the course work is cross-curricular and practical. The skills developed include: finding out
information, carrying out instructions, planning and organising events, using leisure time, making a
variety of items and living away from home.

Over the course of two years the pupils will take part in five SQA Units.

1. Personal Presentation for Everyday Living. Access 2

2. Using Work-Related Skills Access 2
3. Participating in Leisure Time Activities. Access 2
4. Participating in a Community Event. Access 2
5. Residential Experience. Access 3

Assessment
Each unit has a number of learning outcomes which pupils must pass to gain the complete unit.
Successful completion of the five units gains a PSE Course Award at Access 2 level.

21
The Art Department of Carrongrange School aims to create an atmosphere, which is relaxed,
enjoyable and constructive. Although the approach is always supportive and understanding of
individual needs, pupils are generally encouraged to develop independence and find their individual
strengths. They are given the opportunity to express their own ideas and interests in a wide range of art
materials.
Art is a core subject in S1 and S2, and a choice for pupils who are in S3 – S6.

S1 and S2

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

S3 – S6

SQA Units include:

Working with Materials Access 1

Exploring Visual Images Access 1
Developing Personal Ideas Access 1

Working with Materials Access 2

Developing Personal Ideas Access 2
Exploring Visual Images Access 2

Art and Design Studies Access 3

Expressive Activity Access 3
Design Activity Access 3

22
Drama contributes in many different ways to pupil learning and to their personal and social
development. At all stages, drama at Carrongrange offers pupils opportunities to enter imaginatively
into other worlds, to consider issues and to explore relationships from different viewpoints. Drama
allows pupils to explore relationships in a safe environment, develop their self-confidence and work
co-operatively with others.
Drama is a core subject in S1 and S2, and a choice for pupils who are in S3 – S6.

S1 and S2

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

S3 – S6

SQA Units include:

Drama at Access 1

Developing Drama Skills Access 2

Using Drama Skills Access 2
Presenting Drama Access 2

23
24
 All Primary and Secondary pupils have a minimum of one session
per week in the PE Department.

S1 to S4
S1 and S2 follow a common programme which helps develop basic skills and techniques in a range of
activities including swimming, fitness, basketball, football, trampolining, carpet bowling, uni-hoc and
athletics. S3 and S4 continue to develop skills in these areas, but are also introduced to new activities
such as table tennis, volleyball and badminton.

S5 and S6
S5/6 pupils undertake SQA course work. The Units taught within the department are entitled “P.E. -
Participating in Leisure Time Activities” and/or “P.E. - An Activity Approach”. Lessons are structured
to meet the learning outcomes required to complete the courses. There is an element of activity choice
within each course.

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

25
Music is a core subject in s1 and S2, and a choice for pupils in S5 – S6.

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

S3 and S4:
SQA Units include:

Performing and Creating at Access 1 or Access2.

Pupils’ study involves discussion, listening and researching

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

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

26
General Aims

S1 and S2
Social Subjects brings together the main ways in which pupils learn about the world. Therefore, a
range of measures will be in place to meet pupils’ needs, including the use of differentiated materials,
coursework, and direct support from the teacher.

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

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

S3 and S4

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

- Decide, contrast, organise and present information.

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

New S.Q.A. Units of work at appropriate levels, currently being developed, will provide opportunities
to enhance core skills. The courses are based on challenging material with suitable problem solving
activities.

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The Social Education Programme within Carrongrange includes the lunch time Social Education
classes, the after schools clubs and the summer school. The programme’s main aim is to contribute to
the pupil’s personal and social development.

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

Lunch time social education clubs run in 6 – 8 week blocks, and there is a variety of activities,
including a range of sports, ICT, board games and paired reading. Pupils have a balance of activities
throughout the week.

After school clubs are optional for S2 – S6 pupils. The activities are organised and run mainly by
teaching staff, and there is also a community sports coach who makes a very valuable contribution to
the sporting activities.

Summer School is offered to Carrongrange P7 pupils and incoming S1 pupils: current S1 pupils are
also invited. This enables new pupils to meet with staff in an informal setting, and become familiar
with the school building. They make new friends before the start of the new session, and therefore find
the primary/secondary transition much easier. Summer school runs for a week, offering a variety of
activities, including a day-trip organised for everyone.

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 Language is a central element of the curriculum and is at the heart of pupils’ learning. Through
language they receive much of their knowledge and development and express their own personal
understandings. Language enables them to communicate with others and to express their feelings,
thoughts and ideas.
Language learning enhances the pupils’ ability to communicate and contribute to their
interpersonal skills.
Learning to communicate in a foreign language also helps pupils to develop intercultural
awareness and to understand the need to act with empathy and responsibility towards others.
Pupils have the opportunity to learn about language and culture in a practical and meaningful
context.

S1 and S2

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

• Introduction to France (the country)

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

S3 and S4

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

• Introduce ‘school day’ in French

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

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

S5 and S6

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

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

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

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

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

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

For those students who may go on to access Day Care Centre provision we are piloting an induction
to Day Care Services with the aim of providing a lengthy planned transition to Day Care Centre. We
are working closely with parents, Social Work Services and Bainsford Day Care Centre to offer some
students a one day placement at the centre.

On Friday afternoons most senior students choose from various games and activities ranging from
skittles, bowls, quoits, football, keep-fit, swimming, grooming. These activities promote constructive
use of leisure time whilst developing sporting interests, social skills and personal presentation skills.

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

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

Work Awareness Work Experience

Finding and Keeping a Job or Job Seeking Skills

Life Skills are taught and certificated in the Seniors through a variety of PSE (Personal and Social
Education) Units, including:

Residential Experience
Using Support Services in the Local Community
Enterprise Activity

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

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

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