Oldmachar Academy
August, 2013
Spotlight BEST WISHES FOR 2013—2014 TO YOU ALL I am pleased to present the first newsletter of the 2013 – 2014 session for parents, carers and friends of the school. It is designed to let all of our stakeholders have a clear idea of our improvement plans for the year. This includes a number of areas in which we are developing or implementing new policies. There is a section which describes our continued success in improving results of students in national examinations. We are proud of the students for achieving so highly yet again last session. We also want to flag up some important events we are working on delivering this session. These will create opportunities for people to get involved in the school and will help us to ensure that we further develop our community links.
INSIDE THIS ISSUE Student Achievements August 2013… ........................... 2 New Progress Indicators ... 3 School Improvement Priorities ...................................... 4 Key Policy Updates ........... 6
Lastly, we will explain some new procedures which will help us ensure that we help all of our young people achieve highly this session. I would also like to take this opportunity to wish all of our students and staff a successful year.
Profiling and Reporting ..... 8
Derek Brown
Images from the First Two Weeks ............................ 15
S6 Leadership Programmes ...................................... 10 S1 Settling In .................. 12 Curricular Updates ........... 14
Announcements ............... 16
SQA EXAMINATION RESULTS In August, students received
In addition, we had the high-
certificates, with results from
est number of students in S5
exams they sat in May and
achieving five passes in High-
June.
er courses for ten years.
We are pleased to report that students in last year’s S4
These amount to record breaking results, which all
achieved the highest number
students, teachers, parents
of Credit Standard Grades for
and carers deserve credit for.
seven years.
Our results are really great for last session, but we can still do better. Everyone studying for examinations this year needs to begin now. More information on this was given to students in last week’s assemblies by Mr Brown. BACCALAUREATE SUCCESS Oldmachar Academy is the one of the most successful schools in the country in helping students achieve the Scottish Baccalaureate.
THE IMPORTANCE OF ACHIEVEMENT Helping students to achieve is at the heart of our work. Our two school aims are to promote ambition and social justice. And Curriculum for Excellence encourages schools to ensure
Last year Ilyas Shafi and Bar-
that all young people are enabled to become successful learners. This is a great challenge to us and our students’ successes
tosz Gosk achieved distinctions
in examinations shows that we are steadily achieving our aims.
in the Science Baccalaureate, which meant getting good grades in two Advanced Highers and the Interdisciplinary Project. In addition, Natalia Milne also achieved our first ever Social Studies Baccalaureate, which included a project on Restorative Justice.
“More young people having more and more academic success is good for a school” says Mr Brown, Headteacher. “Every year we try to ensure that students have a better chance of achieving success in their exams.” Examinations are only part of the story of achievement, however. Last session we had our first ever student who achieved the SQA Award in Leadership at Higher Level (Jenna Cook). In June all of our current S6 completed the first unit of this award. Also, a number of S6 students achieved Crest Awards for their work in winning a national engineering competition.
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NEW PROGRESS INDICATORS VERSUS DEVELOPING, CONSOLIDATING, SECURE Parents can expect some real advantages to this new system. These were articulated by S1 and S2 students who were part of the Student Parliament consultation on this new system. In particular, students thought: 1. The system is simpler to understand and use 2. It provides clear infor-
This graphic shows the indicators to describe learning for students in S1—S3.
mation and improves feedback on work
NEW SYSTEM FOR DESCRIBING PROGRESS
3. It avoids jargon and complex language
In previous years we have provided information to young people and parents on learning within the levels of Curriculum for Excellence, us-
4. It gives you a clear set of
ing the Developing, Consolidating and Secure system. However, national advice increasingly suggests that there might be more useful ways of communicating information about young people’s learning.
5. You can get rewarded
We are working with some partner schools in Aberdeen City and one in Glasgow to develop some new arrangements, which should make
Under the old Developing, Con-
things simpler for students to understand and help teachers give clearer feedback about their work.
students can go a long time
This system involves teachers setting work at an appropriate level to challenge students. They then share learning intentions and success criteria for particular sections of work with students. The feedback that students get on their learning from teachers is based on these success criteria. If a student achieves the success criteria, they are on track with the teacher’s expectations and get a blue rating. If they do not, they are given an amber rating. The system also allows teachers to reflect excellent work by students by giving the green rating. It should be understood that the ratings will be dealt with sensitively
targets for the future
more easily for doing well.
solidating and Secure model, without appearing to make progress. The new system allows us to have a very clear dialogue with each of them about what they are currently achieving. Parents will still get information about CfE Levels (1– 4) but will have a clear sense of how their child is progressing throughout the session.
and are not labels for young people.
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SCHOOL IMPROVEMENT PRIORITIES Parents will be aware that
our planning for improvement
over the past few years the
on a rigorous programme of
staff of Oldmachar Academy
self-evaluation which involves
have worked to deliver a pro-
all of our staff and young
gramme of on-going improvements, designed to improve
people.
the experiences of learners
plans and any suggestions for
and to better meet their needs. This session we have based
We welcome feedback on our other things we can do. This section provides an overview of our plans.
“The school has made good progress in developing a culture of evaluating and reviewing its work to bring about improvements in learners’ experiences. This will further increase the school’s capacity to bring about improvements in future.” Aberdeen City Council’s VSE Report on Oldmachar, 2012 LEARNER CONVERSATIONS
RESPECT CAMPAIGN
In June 2013 a rigorous evaluation
Last session the school took forward various aspects of its Respect Campaign, which will lead to further developments in the forthcoming session.
of learning in Oldmachar Academy took place, with sample groups of students undertaking assessments and participating in focus group conversations.
All staff were trained in Restorative Practice. This is an approach to building positive relations and in dealing with situations in which there is conflict, or where some individuals have caused harm to others. There is
reflect on the perceptions of the
strong support for this approach among the staff and there seems to have been a positive improvement in behaviour in school. The school cut exclusions, for example, by two thirds over the course of last session, in com-
young people who learn in their
parison to the previous year.
subjects.
Also, The S6 Peer Listening group updated the school anti-bullying policy
Listening to the views of young people helps our colleagues to re-
(now called the Respect-Me policy). This policy will be shared again with students this session and will be widely publicised around the school. The
view the effectiveness of course
key principles students established in the policy are:
This allowed all of our teams to
arrangements and to plan future programmes and approaches. Thanks to all students who participated in these important processes.
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It’s everyone’s responsibility to look out for each other Everyone has the right to freedom and access to a safe learning environment Every child at Oldmachar Academy has the right to feel safe, and to be able to express themselves and not be judged by others Everybody in the world is different, so everyone should have the right to be themselves and should not be bullied for their differences.
NATIONAL 4 AND 5 COURSES The new courses at National 4 and 5 Levels present a significant challenge to teachers in schools across the country. Oldmachar Academy is no different. To meet this challenge, we are designing new courses and systems for moderating the assessment of young people. This is crucially important, as we want to ensure that assessments are reliable and provide learners with effective feedback which helps
This graphic shows the key priorities for improvement for 2013—2014.
them to improve their learning. One big difference between Stand-
PARTNERSHIPS WITH EMPLOYERS To help us secure positive destinations for all of our young people, Oldmachar Academy has been engaged in a process of developing a number of important partnerships which are designed to help our young people prepare for future life and work. Most importantly, we aim to create partnerships which create opportunities for young people to gain relevant and challenging experience of learning which relates to the kinds of experiences they will have at work. We have built partnerships with people in a range of professions, some of which we
ard Grade and National 5, is that the new examination is graded on an A—D basis, and pupils can fail these courses. This means that we have to be careful in managing our approach to presenting them for examinations. We will encourage all of our teams to be positive about young people and to encourage aspiration. However, we also say to parents, that if
have listed here: Engineering, Business, Film and Television; Hospitality;
young people are not achieving,
Graphic Design and Communication; Construction; Early Education and Child-
and we believe that there is a sig-
care.
nificant risk that they may fail the
These partnerships provide a range of work experience opportunities, includ-
National 4 level.
course, we may revert them to
ing placements, support with projects, curricular support and specific programmes related to helping students with job applications and interviews. At last session’s Awards Ceremonies, Ewen Kerr, Director of Global Operations for Sparrows Engineering spoke of his hopes for his company's partnership with our school. This year we are refocusing our curriculum for S4 and are reviewing our work experience arrangements. Information about this will appear in due course.
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KEY POLICIES UPDATE SCHOOL UNIFORM
This session Oldmachar Academy is updat-
Each of these is important to us and will
We would like to thank parents
ing a number of its policies to improve the
affect the way we deal with students and
way we support young people and par-
parents in future. We look forward to
ents. This section is devoted to explaining
sharing more detail throughout the year.
and students of S4—S6 for the exceptional effort they have made to comply with our new
these updates for everyone.
school uniform arrangements.
The updates we will describe are in rela-
In the first few weeks of these
tion to the following:
new arrangements, we are aware that things will take some time to bed in. We also understand that wearing
School Uniform Personal Support Profiling and Reporting
school blazers and ties is a new
Equalities
thing for all of our students. We
Respect-Me
are working hard to encourage the habit of wearing the blazer in and around school. We have made a remarkable start, with all but a few students wearing the full school uniform by the second week of term.
SCHOOL UNIFORM
Students at our recent Summer Challenge Day
Since the start of term we have had many comments from visitors to the school about how purposeful and smart our students look. This includes representatives of
We have established some sys-
Aberdeen City Council and Education Scotland. We have also had a number of posi-
tems for communicating issues
tive endorsements from people in the community about the new look.
related to uniform wearing by students to parents. But, we are feeling our way carefully with this, as we want to persuade the
The new school uniform is only one of many things we are doing to raise standards, but it is a very visual symbol of our school. How we present ourselves to others is one element of preparing our students for future life and work.
young people of the importance of working with us on this important issue.
DEVELOPING GOOD HABITS
Given that organizing the new
We want to help our young people devel-
but arrangements are made at the discre-
uniform has meant considerable
op some good habits in wearing uniform
efforts by everyone to get on
tion of teachers.
and hope that parents will support us. In
board with our policy, we are
order to ensure that parents get the best
delighted to report the success
value out of the investment they have
of the venture and the support
made in school blazers, we have tried to
we have had from parents.
encourage students to wear them and not avoid crumpling them in school bags. This is to avoid them being damaged and to ensure that when students turn up for a lesson, they present themselves well.
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Blazers do not have to be worn in class —
PERSONAL SUPPORT FOR YOUNG PEOPLE This session we have restructured our school day to expand Tutor Time. Each period is now 52 minutes in length, with Tutor Time lasting 18 minutes. This longer Tutor Time slot allows us to deliver various aspects of Universal Personal Support to our young people. These aspects include: Our new Assembly Programme, devoted to Global Issues Homework Support by teachers and senior students e-portfolios: on a weekly basis students update electronic profiles Health and Wellbeing message delivered by Guidance teachers Relationship Building activities involving Class Tutors
Every child and young person is entitled to personal support and challenge to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide.
ENTITLEMENTS OF YOUNG PEOPLE Our support systems are designed to ensure that young people are prepared for future learning, life and work. They have opportunities to review their learning and set goals to achieve in future work. The learner journeys of young people are documented and these are shared with parents. The social and emotional needs of young people are planned for in school and there is a clear focus on ensuring that everyone works to achieve. We support all young people in planning for life beyond school and help them to plan to go to a positive destination.
WHAT STUDENTS SAY ABOUT SUPPORT When we consulted students last session about the support they received with their learning, they told us the following: They receive a good level of challenge They get good feedback, but it could be more precise at times and we could help them to capture it better They need to have more homework We are working to improve these three things through our new systems.
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PROFILING AND REPORTING ENTITLEMENTS
Last session we also piloted some
and coherent approaches to support,
Individual young people are at the
new profiling arrangements for the
with all teachers asking them to rec-
heart of the learning process. The
senior school. Feedback from stu-
ord feedback in their planners and
curriculum takes account of their individual needs and abilities.
dents suggests they benefit from opportunities to reflect on learning. It
weekly opportunities to update this information onto their electronic pro-
Their understanding of what they
seems to have helped S4 and S5 stu-
files.
need to do to improve their learning
dents to achieve.
is crucial. They are entitled to opportunities to review their work and to set goals for the future.
This session we are expanding our approach to mentoring, which we ini-
sure that appropriate information
tially developed for S4—S6 students to include all students from S1 on-
about learning is provided for par-
wards.
How we do this is crucial. Making
ents is an important element. If we work together effectively and have good systems for communicating,
We believe that this session young people will benefit from more focused
Students engaged in self evaluation activities.
we do better. Teachers give feedback to young people about progress and ask
E-PORTFOLIOS
them to record it in planners.
Our e-portfolios system is based on a Blogging tool and is coordinated through the
This session in Tutor Time students
national digital network, Glow, by Education Scotland. Each student is given their
will have dedicated time to work on
own web space, which has been organized by categories to help them reflect on pro-
reviewing their learning across the
gress in different subject areas. It also allows them to record personal achievements.
curriculum.
It can also capture their goals and record their progress towards these.
On a weekly basis all young people
When students log on, they can see an overall profile that records their most recent
will update their electronic profiles
posts. Over time, a detailed record of their perception of their learner journey is built
(e-portfolios). Teachers will support
up, which parents and teachers can reflect on as well.
this process, as will S6 Learning Buddies. The information will be checked and
S6 LEARNING BUDDIES
will form a regular part of the dia-
Last year members of our S6 Student
are prepared for the challenges the cur-
logue with young people as the
Leadership Team led a Study Skills event
riculum presents.
session progresses.
for parents and students of S3—S4. This
At certain points of the session,
was targeted at students who had told us
parents will be given access to this
they lacked confidence in their learning.
information on-line. If parents need support in accessing the information, the school will run drop in sessions for them to allow them to view their children’s profiles.
This session we are training some of our senior students to support younger students with planning homework, constructing and sticking to study schedules and preparing for assessments. This is all part of making sure that young people
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Learning Buddies will also provide Study Skills sessions for parents.
BUILDING LEARNING POWER The approach we take to building up the skills for learning of our young people has developed out of our mentoring programme, which Mr Reid coordinates. This programme focuses on developing the resilience of young people to cope with academic and personal challenge. It emphasizes the importance of: Having a positive mindset—especially in bouncing back from setbacks Believing that you can improve your learning Not comparing yourself unfavourably with other people Having an organized approach to study Active revision (processing of information)
“Building Learning Power helped me to realise that I could be successful and that there were practical things I could do to prepare for my exams. This was important because it stopped me from being overwhelmed and gave me back control.” S5 student
REPORTING AND PROFILING IN 2013—2014 This session there will be on-going profiling of learning by students. This allows them to have their voice in the learning process. Parents will be directed to review these profiles at particular times of the session. However, there will also be sets of teacher written reports produced for all students. This is to ensure that teachers’ views are also reflected. In committing to providing information from both the perspective of the teacher and the student, we hope to improve relationships throughout the school and make sure that everyone is focused on achieving success. Parents are asked to note that our systems are evolving in this area and our ultimate plan is to incorporate teacher comments on the profiling system, so that we can move away from set piece annual reports to a Live Reporting system. More information about this will be provided in due course.
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S6 LEADERSHIP PROJECTS 30TH ANNIVERSARY CELEBRATION
As part of our S6 Leadership Devel-
tra-curricular opportunities, to sup-
opment programme, all of our stu-
porting younger learners. This sec-
This year we are planning an
dents undertake a project, which
tion gives a flavour of some of the
event which will take place
can help them to achieve an award
fantastic opportunities we provide
in Leadership (SQA) at Higher or Intermediate 2 level.
students with.
on Saturday 30th November, to celebrate our 30th anniversary. We hope to have as many visitors to the event as possible. Students have been involved in designing the events, which is to be an International Streetfair, with many countries of the world represented.
There are around twenty planned projects this session, which give a wide range of opportunities for students to affect change in our school. These projects range from running committees, to leading exStudents at our recent Leadership Development events.
We hope to celebrate the arts, crafts, culture, and mu-
SENIOR STUDENT LEADERSHIP TEAM
sic of countries, including
Last week in assemblies, our Senior Student Leadership team has been introducing
their food and drink. In this project, S6 students will recruit teams of volunteers from lower years, with the purpose of getting as many people involved as is possible.
itself to all different year groups. The team are: Ryan Cameron, Andrew Morgan, Fraser Strachan, Marcus Lee, David Scott, Lauren Birnie, Katie Thomson, Gemma Morgan, Hannah Urquhart, Beth Alexander and Christy Foster. These students were elected to their roles by an electorate of their peers in S6 and by the staff of the school. They therefore have the substantial trust of the school community to undertake their roles. These students will have important duties working on behalf of the school this session. Every Monday morning at 08.15 they meet with Mr Brown and Mrs Stopani to discuss upcoming business. We wish the students the very best of success this session.
REFERENDUM QUESTION TIME EVENT On September 18th, 2013—a year in advance of the referendum on Scottish Independence, Oldmachar Academy is staging a question time event after school for all students in S4—S6. Representatives from both the Better Together Campaign and the Yes Scotland Campaign will speak at the event, which will be chaired by former student Henry Hepburn. Senior students have been involved in developing the concept and the organization for this events. We plan to poll students before and after the event to check the ef-
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fect on their perceptions. This event will give young people a chance to ask questions and to reflect on their own views.
S6 FILM PRODUCTION PROJECT Scottish film-maker, Beatrix Alexander will be beginning a Film in Education project with a group of S6 students today. The students are: Hannah Gough, Lauren McNaught, Lisa Fraser, Ebony Diack, Jason Donald, Leonard Atorough and Emily Reid. In this project, students are learning to make documentary films. They will begin by experimenting with subjects in school and will make two films for school advertising purposes as part of the project. Ms Anderson will act as staff contact for this project.
ALUMNI PROJECT As part of our 30th Anniversary celebrations, we are building a project designed to connect us up with former pupils of the school. Some of our S6 students have responsibility for this project as well, which centres on the library. The students will build a net-
Worldwide, people are making documentary films and posting them on line. The world is more closely linked through visual communications. Our students have the opportunity to learn about film-making from a professional perspective.
work of connections, and encourage former pupils to share their stories of life beyond school. We hope to use this information as a resource to help
CHARITIES COMMITTEE Oldmachar Academy has a well established Charities Committee which regularly undertakes activities to support a range of charitable organizations. The projects and charities are chosen by the students themselves.
our current students understand the amazing opportunities there are for them in the world and to reinforce the message that Education Can
Open Doors for You.
Typically, they organize events such as non-uniform days, extra-curricular fund raising events and fun activities that take place at lunch times. In previous years we have seen fashion shows and race nights. There have been concerts and Wii-fit challenges. The committee adds considerably to the life of the school, giving students an important outlet for their talents. Students pictured here were members of the S6 team last session. Here we see them taking part in a Christmas Concert.
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S1 SETTLING IN S6 BUDDIES
We welcome all 140 of our new stu-
over the next few years, within our
Since the start of the new ses-
dents and their parents, carers and
curriculum plan.
sion, our S1 students have been
friends to our school community.
supported in finding their way around Oldmachar Academy by S6 students. These students act as Buddies for the first few weeks. The senior students involved organize the programme of support. They meet the students at the start of the day and take them
Information about these things will be
We are pleased to see that our new S1 students are settling in well to life at
provided by Mr Brown at the parents’ briefing on Tuesday 17th September.
Oldmachar Academy, after a few weeks of adjustment. We can already tell that they are a group of students with many talents that we look forward to helping them develop in their time with us.
to and from lessons throughout
We are planning some important op-
the day. They help with issues
portunities and experiences for them
related to understanding the
Students in June at the P7 Induction Days
way things work—dealing with Accord cards, for example. However, very soon, the S1 stu-
LEARNING IN CLASSES
dents become independent and
S1 students have a wide ranging curriculum that involves them undertaking fifteen
no longer need such intensive
different subjects, with different teachers, each week. Some of those subjects
support, so we ask the Buddies
(English and Maths) take place during four periods in the week. Others, like Drama,
to gradually reduce their con-
run only once. Some subjects, like French and History are taught in class groups of
tact with the younger students.
thirty. Others, like Art and Science are taught in groups of twenty. The entire curriculum in S1 is based on Experiences and Outcomes, which ensure that young people are challenged. As we get to know our students, we increasingly customize the curriculum to meet their needs. Initially the curriculum and the arrangements that we have in place for S1 students to undertake it, can seem quite complicated. However, S1 students we consulted last year say that it involved a good level of challenge. Mr Brown told all S1 students recently that if they have no other homework from teachers, they always had homework from him—this is to make sure they do twenty minutes private reading each evening and to go over class work from the day.
S1 TRIP TO OLD ABERDEEN At the end of September all S1 students go on a trip to Old Aberdeen. This trip is focused on the history and geography of the city, helping young people to understand and value their local cultural heritage. The students enjoy the chance to learn in a different way to the normal routine of going to classes. The school provides this trip free. It is paid for by sponsored
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events that we run later in the session, that we hope parents will support when they take place.
SETTLING IN INTERVIEWS In October, after a few weeks of time in school, the Guidance team conduct settling in interviews with S1 students in their Houses. These interviews help us to check the progress of students up to that point. We make sure that their friendship groups are supporting them and that any issues about life in Oldmachar that are causing concern to the young people are flagged up. Parents can be involved
PEER LISTENING PROJECT Every day at lunch time our Peer Listening team of S6
in these discussions, should this be required.
students are available in the
Of course, class tutors and Guidance colleagues are in regular contact with the students throughout the first few weeks, regularly checking that students are
These students can have vol-
coping with the process of adapting to secondary school. But the S1 Settling In Interviews are important moments in the transition process.
foyer to chat to S1 students. unteered to provide this service and are planning different events to involve the younger students. The first event the students
Feedback from students and parents in previous years endorses our transitions programme and gives confidence that the process is well managed by our staff.
organized was a litter pick activity, which took place last Friday. This allowed the students to make a contribution to the local community and
S1 FILM PROJECT
see the impact that litter can have on the local environ-
As part of our S6 Leadership programme, a number of S6 students are being
ment.
given the task of making a documentary programme about the process S1 students go through in settling into Oldmachar Academy. This, in turn, creates a number of leadership opportunities for S1 students to take responsibility. Some of them will feature in the film, describing their experiences. The film is being made for future generations of students coming to Oldmachar Academy. It will be made available to primary schools in our cluster. We may arrange to show it to parents during a forthcoming Parents’ Evening. We hope that all parents will support our project, which involves the students taking responsibility for the planning, creating and production of the film. It is an exciting project for us and one which we think will make an important contribution to the experience of students in Oldmachar Academy in future years.
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ALLOCATION OF TUTOR GROUPS Curriculum Updates S3 This year we mark the beginning of our new curriculum arrange-
This session we have four House groups rather than five. As a result of this a number of Tutor Groups have had to be allocated to a different PT Pupil Support and Head of House. The new arrangements are as follows:
ments for S3. This involves students undertaking Maths, English, a Modern Language, Health and Wellbeing subjects and eight other curricular options. This model
Auchindoun PT Pupil Support – Mrs Williamson
was designed in collaboration
Head of House - Mr Gibson
with students themselves. It also
Tutor Groups: 1A, 1B, 2A, 3A, 4A, 4B, 5A, 6A
involves a series of interdisciplinary projects which involve them working with teachers from more than one subject. We are excited about this new curriculum, but want to make sure that it challenges students and ensures that they are ready for the challenge of examinations in S4. We will be monitoring arrangements for this curriculum carefully.
Crathes PT Pupil Support – Mrs Carnie Head of House – Mrs Taylor Tutor Groups: 1C, 2B, 2C, 3C, 3D, 4C, 5C, 6B, 6C Esslemont PT Pupil Support – Ms Dowie Head of House – Miss Gordon
S4
Tutor Groups: 1E, 2E, 3B, 3E, 4D, 4E, 5E, 6E
This is the first year of the Aberdeen City Council policy on the number of subjects in the senior
Fyvie
phase. Our students are follow-
PT Pupil Support – Mrs Murray / Mr Strudwick
ing a curriculum of six subject
Head of House – Mr Gibson
options. They are supplemented by a programme of Senior Phase Entitlements that we are working to deliver. This is a programme focusing on preparing students for learning, life and work.
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Tutor Groups: 1F, 2D, 2F, 3F, 4F, 5B, 5D, 5F, 6D, 6F
NEW TEACHERS AT OLDMACHAR
From left to right: Mr MacKay (Pupil Support); Mr Jooty (Physics); Ms Anderson (Design and Tech.), Mr Alexander (PE); Ms Marsland (Modern Studies).
We welcome ten new members of the teaching staff to Oldmachar Academy for this session . We wish them the best of success for their time with us.
From left to right: Ms Norrie (ART), Mr Lambrou (Design and Tech.), Ms Wilson (Maths) and Ms Birrell (Modern Studies) - picture of Mrs Dutton not available.
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ANNOUNCEMENTS Parents Evening Dates S1 Information Evening: Sept 17th S1 Parents Evening: Dec 10th S2 Parents Evening: Nov 14th S3 Parents Evening: Mar 10th S4 Parents Evening: Feb 19th S5/6 Parents Evening: Feb 25th
Park and Stride Parents are reminded that they should not bring cars into the school car park in the mornings before school. If all of our parents were to do this, we would have a gridlock situation. Parents can use our Park and Stride scheme, which allows them to use the car park of the health centre as a drop off point.
Litter Reports Dates S1 Reports: Mar 1st S2 Reports: Feb 13th S3 Reports: Nov 25th S3 Profile: Mar 7th S4 Reports: Nov 12th S5/6 Reports: Nov 12th
We ask parents to remind their young people that they should not drop litter in the local community. This a problem at lunch time in particular, when pupils are not under the supervision of the school. Litter created by several hundred Oldmachar Academy students can be a problem for residents.
The Parent Council Oldmachar Academy Jesmond Drive Bridge of Dnn Aberdeen AB22 8UR Phone: 01224 820 887
The Parent Council announces the following meeting dates for this session: 10 September (AGM) 08 October 2013 26 November 2013 14 January 2014
Please contact us at: enquiries@oldmachar.aberdeen. sch.uk
11 March 2014 13 May 2014
Please visit our school website at: http://s416003572.initial-website.co.uk/