All East Lothian Council schools will be closed on Wednesday
Due to the continuing severe weather conditions, it has been confirmed that ALL East Lothian schools will remain closed on Tuesday 30 November. Primary 5 – Art Gallery will need to be rescheduled.
All East Lothian Schools are closed Monday, November 29th due to severe weather conditions.
Parents and carers are advised that headteachers will make the decision as to whether they believe their schools can open depending on the weather conditions in the area. This will be done as early as possible tomorrow morning, and each morning thereafter.
At this stage, all schools are set to open on Monday, 29 November as normal, though parents and children are asked to be careful given likely underfoot conditions.
Any school closure announcement will be added to the East Lothian Council website and published through other local media, including Radio Forth, as soon as possible.
Monday 1st to 7th November is Dyslexia awareness week. This year the title is “Hidden Dyslexia”. There are loads of events happening in Edinburgh. CLICK HERE for the programme and go along and find out more.
O r try this link to the support for all blog https://www.edubuzz.org/supportforall/ it will show daily posts next week on the theme of Dyslexia Awareness.
Here is a wordle relating to some of the support that is given to children with dyslexia in Gullane.
New Reports for the Curriculum for Excellence Session 2009-2010
The aim of this leaflet is to try to give you a fuller/clearer picture when it comes to understanding the content of the new report and to reassure you that although no national assessment levels A-E are given on the report there is a clear picture of your child’s progress in all curricular areas.
At the present time there are no formal assessments linked to the new curriculum. These are currently being developed across Scotland. All schools are involved in these developments. Please be assured that teaching staff keep records for all pupils in the range of areas. These records are discussed with the depute head teacher and the head teacher and are used to shape the cycle of learning and teaching for each child.
What has changed and why has it changed?
As you will now have gathered from other leaflets in the school that you have read, the way we deliver teaching and learning to your children has changed in many cases. You will see less teacher directed learning and much more interactive, cognitive engagement by the children.
We appreciate that if you do not have an educational background other than your own, it may seem (especially in the light of negative press from time to time) a little hard to take in the range of changes and why they are with us. The intention of this, and other leaflets you have received, is to try and put your mind at rest by taking you on a learning journey with your child/ren that is full of enjoyment, investigation, discovery, exploring, understanding and learning skills for life.
The shape of education has changed as successive years have passed. The focus is still on the ability to grasp reading, writing and number. The new curriculum asks schools/teachers to develop teaching and learning with fewer ‘instructions’ and focus on being able to develop a young person’s ability to link what they learn across subject areas and understand the purpose of the activities set in school. There is more emphasis on the young person taking responsibility for their learning. Teaching is still about teaching though. There are key areas to be taken forward and progress is built on step by step.
We cannot know or begin to guess the types of jobs that our children will be engaged in later life. We must prepare our children for the 21st Century.
Children learn best when they can discuss what they are learning, ask questions, problem solve and make mistakes without fear. They must also learn self-discipline, independent learning skills, the concentration to work alone or in a group, to transfer skills learned with others to independent tasks.
However, the person it concerns most is the child themselves, they need to know what they are going to learn, how they are going to learn it and then be able to discuss if they do know and understand the learning and if not what they need to do differently. This can only happen when the assessment that is most important is the assessment that includes the child in a dialogue about his/her learning and where that learning needs to go next and how they are going to get there.
It is our intention at school to help children become quality learners. Quality learners are not fixed on competing in learning with anyone other than themselves, they see mistakes as learning opportunities and not an excuse to give up, they need no external rewards because the reward of learning is precious in itself and they continue to learn even when no one is telling them to – it becomes, in itself, a life skill.
The assessments that your child will experience most at Gullane is the kind that is developed as they learn, known to teachers as assessment is for learning. The learning has outcomes that are made clear to the pupils and has a context also made clear.
Clear success criteria are set that will show that they have learned the content. The teacher and the children enter into a dialogue about what learning has taken place and what needs to be done to take the learning to the next stage. Clearly this cannot be the same for every child and both child and teacher become proficient at working together to frame the next stages of the learning.
Much of the curriculum is delivered using interdisciplinary or cross-curricular teaching. This means that knowledge of language may be used in learning maths or science. Cooking may be used to teach maths, language and science. Embedding the learning in real life contexts helps children to see the purpose in their learning. When children understand why they need to learn something, it is an incentive to remember it and transfer it to other areas of learning.
This process is much more in depth and personalised than any external assessment
How will we know that our school is comparable with other schools? The local authority expects us to moderate the work of our school with other schools. That means that there will be times in the session when we work with others to review the work of the school assessment policies.
Reports with no 5-14 levels
This brings me to the point of this leaflet, how do you make sense of this new report? Firstly this report should be a summary of your child’s work this year as has been in the past. There should be nothing in it that has not been discussed with you and your child already throughout the year – it should not come as a surprise! There is room only for a sentence or two for each subject area as all the important information has already been discussed verbally with you at either parent’s evenings or other appointments when necessary. The sentences should simply sum up what the teacher has already said to you.
The ‘Effort’ and ‘Support’ boxes give you an indication of their journey through either early, first, middle or second / third level in the new curriculum. Early Level is related to Nursery through to Primary 1, First is from P2 –4 and second is from P5-7 – these are guides. Please see attached information on the structure of the new curriculum.
Each child makes their own journey through these levels and although averages are given to help you, the main thing is to encourage your child to be a life long learner by instilling them with an “I can” attitude towards their learning. Tracking, observations, rubrics, jotter work, photo and film evidence etc are all collated to establish where each child is on their journey. It does not hang on the balance of a test and a score to define your child’s efforts and abilities.
“Effort” and “Support” are a limited way of saying how far along the road to independent learning your child is. Where greater effort is required it usually indicates some work that needs to be done on establishing better learning behaviours. Support simply means that your child requires a bit more scaffolding with their learning to allow them to be successful. This support may be more or less in different subject areas as the need arises.
I hope this has been helpful and reassures you that the teaching and learning your child receives will be of the highest standard.
Primary 7 have arrived safely at Benmore in the last 15 minutes.
The journey was fun and uneventful with no requirement for any paper bags!
After a quick snack, the children will be finding their dorms, making their beds and getting to know each other whilst exploring the building and the beautiful grounds.
From 10th April until late June, local artists from Studio D will be exhibiting their work at Dirleton Art Gallery.
A one-off exhibition of work from Studio D will include painting, furniture, design, jewellery and installation art. The various elements will be accompanied by original music inspired by some of the works,
live at the preview on April 10th 2010.
Our very own art specialist Alan Connell, will be showing some of his own works featuring architecture and still life.
Tomorrow, Gullane Primary is hosting an open day. We will open our doors between 9.00 and 10.30 in the morning and between 1.30 and 3.00 (2.30 for infants) in the afternoon. Come along to see classes in action and look at some brilliant displays showing how we learn at Gullane. Primary 7 guides will be on hand to lead you around our school and talk to you about some of the things we get up to.