Oldmachar Academy Magazine Inside this issue Learner Pathways .. 2—5 Interdisciplinary Learning ............................... 6—13 Film in Education Project ............................... 14—15 Our On-line Magazine ............................... 16—17 Parental Survey ...... 18—21
December
Football Teams Update ............................... 21—23 Thorpe Malloy ......... 24—25 Review of 2013 ...... 26—27
This festive edition of our magazine focuses on important achievements of our young people. The magazines are becoming larger and we are now unable to send them as e-mail attachments. Instead, we will send links to an on-line magazine, or direct parents to download it from our website.
Announcements ..... 28
Our e-magazine (on ISSUU.com) is reaching parts of the world that we did not anticipate. In the last month, people in China, USA, Norway, Switzerland and Azerbaijan have read it. We are pleased we have readers in other countries.
Read about
As a result, we are providing a detailed feature on how we are developing our magazine. We are keen to ensure that parents understand our aims in producing it and feel that they can contribute ideas to its evolution. This newsletter contains more information on our recent stakeholder survey. It also spotlights recent sporting achievements. We hope that you enjoy reading it. Please also accept our best wishes for the festive season.
Special Features Film in Education Project Interdisciplinary Learning Projects Parental Survey Review of 2013
Managing the Transition to Further Education College Programmes Further Education at college offers a wide range of opportunities for young people on leaving school.
Rachel Mathers Currently
Studying an HNC social care at Aberdeen College – really enjoying it.
Academic Study in School
Intermediate 2 Maths – B and Intermediate 2 Biology. Higher Dance – A (Dance centre – school encouraged to do this) Higher Accounts – C Higher Biology and English - D Relationship with teachers was really good – felt you weren’t just a pupil, could approach teachers and vice versa – relaxed atmosphere and mutual respect. Liked that Mr Brown made an effort to interact with pupils, cared about how you were getting on and got involved with extra-curricular activities that were organised. All through school was unsure about what to do after school. Did own research with regards to working with people. Discussion with Mrs Carnie about university versus college and suitability of courses. Did not feel ready to go to university straight after school and felt college was a better option.
The college sector is geared up to address the needs of people aged 16—25 and has a strategy to ensure
School Experience
that they all develop skills and knowledge that will help them to progress to employment. The two stories that we focus here
Preparing for a Positive Destination
are of students who saw an opportunity at college to find a pathway forward. In one case it is a means to progress
Future Plans
beyond college to university and in
Application submitted for degree in Social Work at RGU. This was as a result of discussions about progression from college.
the other case it is likely to lead to employment. In either case, they are undertaking courses which lead to valuable qualifications in their own right, but which will open doors to
Louise Fraser Currently
other things.
Academic Study in School School Experience
Preparing for a Positive Destination
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Future Plans
College to study Applied Science HNC Started working for Bilsinger Salamis as accounts assistant. Training to be a chartered accountant - ACCA. On the job training at present and then start a 5 year course through the company. Higher Biology – B Higher English – C Intermediate Maths - C Enjoyed learning especially Biology. Had an interest in the human aspect of the course. Felt that teachers were supportive and helped through challenging aspects of S5 as they were approachable and believed in me which raised my confidence. Pushed with work to achieve my potential. Wasn’t sure about exactly what wanted to do after school but wanted to go into further education. A year long course meant that could change if it was not for me. Enjoyed the subjects being taught on the course but felt employment was more for me. Accountant within oil and gas. Like to travel, possibly take a year to do this.
Direct Entry to Work Ryan Kennedy Currently Academic Study in School School Experience
Preparing for a Positive Destination
Future Plans
Working full time and in addition to this, supporting S1/2 pupils in the Maths department at Oldmachar Academy. Intermediate 2 English - C; Highers – Maths – B, Music – B, RMPS – C, Biology –C, Modern Studies – C; Advanced Higher Maths – Unit assessments In S6 there were a lot of opportunities. I led the Prom Committee developed skills such as organisation, planning and communication skills. This was a challenging experience because there were 100 people in the year which meant deciding on things such as venue, date and menu posed a problem. It was difficult to please everyone but in the end we had an enjoyable event. I also had a chance to be part of the World Challenge team. As a result of this, I developed close friendships as we spent 2 weeks together. Skills required when working as part of a team were developed. The project involved working in an orphanage with people of various ages from 6 months to 50 years old with a variety of disabilities. This had a significant impact on me as the stories they told made me realise how lucky I was that I had a good education, a loving family and facilities that we take for granted. I’m using this year out to earn money to fund myself through University and gaining experience in the classroom. After Christmas I intend to help in a primary school which will mean I have experience of both sectors. In addition to this as part of the Boys’ Brigade I am undertaking my Queens Badge which involves working with the local church, community involvement, 3 months of learning a new skill and 6 months of physical tasks. Aim is to move into a profession that involves working with people. This may be teaching Maths. The idea of this came from working with Mrs Moir as I liked the way she was able to help us understand what was being taught and was in tune with us. She was also enthusiastic about her subject.
Getting a Job Some of our students progress directly to the workplace and employment on leaving us. We tell two such stories here. These students went directly into employment on leaving school, accessing the opportunities that this provides, while ensuring that they earned money in the process. This suits some people who have a particular focus on what they want to do and who feel ready to make such a step. Some employers actively recruit directly from us, so that it helps them demonstrate their investment in the community.
Blair Milne Currently
Academic Study in School School Experience
Preparing for a Positive Destination
Future Plans
4 year Apprenticeship at Weatherford in Mechanical Engineering. This will result in an HND. The apprenticeship is on a 2 week rotation so that he works for 2 weeks and is at college for 2 weeks. Standard grade results – PE -1, English, Craft and Design and History – 2, Maths, Physics, Chemistry and French – 3. Liked the fact that there was a wide range of subjects to choose from. The teachers were always helpful when you had any questions and were approachable. Enjoyed the fact that there were extra-curricular activities. I was involved in playing for the school golf team and took part in a number of matches. During the summer holidays he organised 2 weeks of work experience at Weatherford and enjoyed the hands on aspect of it. When he returned to school, he spoke to his guidance teacher about the various options open to him when he left school. He felt that an apprenticeship would be the best. He is glad that he made this decision. Following the completion of his apprenticeship, he plans to either go on to university or work offshore.
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Our Learners’ Journeys: Kim Beattie In S1/2 my favourite subjects were Chemistry, Design and Technology, Maths and Physics. I enjoyed these subjects as I liked problem solving and my numeracy skills were good. These four subjects were the ones I felt I was most successful in. At this stage I didn’t have a particular career in mind. In the S3 Options Booklet I read about the Engineering course and this appealed to me. My parents encouraged me to choose this option as they knew how much I enjoyed Maths and Physics. Once the course got underway I really enjoyed it and quickly came to realise that this was a subject area I realised I wanted to do more in this subject. My other subjects in S3 were Maths, English, Physics, Chemistry, English, Geography, French, Design & Manufacture. I had originally chosen Graphic Communication but I was unable to follow this course so chose Design & Manufacture instead. Although it wasn’t my first choice I really enjoyed this course. I think it appealed to me due to the problem solving element of being given a brief and have to fulfil it. When it came to S4 I was fairly certain of the subjects I wanted to continue with and chose: English, Maths, Chemistry, Physics, Design & Manufacture and Engineering. I have been the only girl in the Engineering class and one of only a few in the Design & Manufacture class. This has never been a concern for me as I find it easy to talk to others and am happy working with others or on my own. I plan to continue my studies in Chemistry, Physics and Engineering and if I am successful I would like to go to university to study Engineering. At the moment I haven’t chosen a particular type of Engineering or a specific career.
Our Learners’ Journeys: Shannen Middleton At the end of S2 I chose: English, Maths, Biology, Geography, Art & Design, Chemistry, Home Economics and Music. I had already decided I wanted a career in Hair and Beauty so knew that the Biology, Chemistry and Art & Design would be useful for my future. I also enjoyed these subjects which helped me and allowed me to make good progress. My Standard Grade results were good, I achieved Credit and General grades, in some subjects, like Chemistry I did better than I had anticipated. These results gave me the confidence to continue in S5. The only time I wavered about my choice of career was when I did Work Experience in S4. During my placement I found the standing all day, the constant running around and the smell of chemicals offputting. It was only when I started to work on people’s hair again that I knew it was still what I wanted to do. In S5 I chose: Art & Design, Biology, English, Modern Studies and the Introduction to Hairdressing course at Aberdeen College. The course is challenging as it is the equivalent of a full time Hair & Beauty course. I did not expect to get this opportunity while I was still at school and am really pleased we have been able to join the course. By doing this course it will reduce the time it takes me to gain my final qualification. This course has suited me as I don’t feel ready to leave school as I appreciate the security I have here. This way I have the best of both worlds as I have the taste of work but still have the security which school provides. As part of the course we have been taught to shampoo, dry and style hair. I am enjoying all aspects of the course. Recently I was entered into a competition and was shocked to have come second and to hear that the judges felt that the hair I had put up was smooth and sturdy. I plan to stay on for S6 and I would like to be able to continue at college in the hope that I can gain entry to second year of the Hair & Beauty course.
Interdisciplinary Learning This photo shows the return of water back to the sea following a breaking wave, which is called backwash. You can also see the groynes in the photo. Groynes are a low wall or wooden barrier built to stop movement of material along a beach to prevent erosion.
Coasts Project (S3) Below is an image of Aberdeen beach which shows deposition in the sand. Deposition is the laying down of material, as you can see the sand textures. You can also see the waves of the sea and the clear blue water in the background of this image.
The very first period of this course we looked at different pictures of landscapes of Scotland in a power point lesson. We then looked at the simple shapes in the pictures and attempted to draw them. We then bit by bit built up layers of tone and texture to create a realistic drawing of a Scottish landscape. We also looked at different geographical terms for different aspects on the theme of coast such as – long shore drift and groynes. The second period we took a trip to Aberdeen beach and took photos of different views of coastal features at the beach from different angles. We used our geography terms to look for photo opportunities that included these and our group has been using Photoshop to enhance our pictures and Microsoft word to write up our geographical terminology to go with these. By Lauren Sykes
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This photo shows the tide of the sea. A Tide is the rising and falling of the sea which usually happens twice a day due to the attraction of the moon and sun. You can also see headland in the background. Headland is a piece of land that extends out into the sea.
Feature by Ms Jamieson
These images were taken by students in the S3 Art/ Geography Interdisciplinary Learning project– coordinated by Ms Jamieson and Mrs Wilson
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Interdisciplinary Learning
Feature by Mrs Simpson
This expressive project based on Art and Design and Literacy taking the theme of “Fantasy and Imagination� as a starting point. Using prose and poetry, students developed their knowledge of vocabulary and techniques in conveying atmosphere and emotions through the use of language.
Fantasy Project (S3)
This was also developed by using artists/writers to encourage visual images, taking Surrealism as a starting point. Art techniques and skills as well as language was very important to the delivery of this six week block of lessons.
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Students in the IDL Fantasy Group are pictured here exhibiting work. All of them elected to do this project and have been working over the course of ten weeks to produce the work.
Practical art techniques were based on group work and the creation of a sculpture of a monster. This incorporated the use of use of 3D sculpture techniques produced in groups and resulted in some bright and lively monsters.
These images were taken by students in the S3 Art / English Interdisciplinary Learning project – coordinated by Mrs Simpson and Mrs Davidson
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Interdisciplinary Learning
“The Legend of the Dragon� Project (S3)
What We Did 3rd year pupils have been working with Drama and Art and Design to explore the traditions and values of Chinese culture. They have investigated shadow puppetry and how significant the iconic image of the dragon is to this culture. Pupils created a large scale 3D model dragon as part of their drama performance to tell their chosen story. This was also performed by the S1 and S2 drama club at the 30th Anniversary street fair event.
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Students in the IDL Legend of the Dragon Group are pictured here working during the project. All of them elected to do this project and have been working over the course of ten weeks to produce the work. At the end of the project, there was a performance for members of the public.
Feature by Ms Norrie
These images were taken by students in the S3 Art / Drama Interdisciplinary Learning project – coordinated by Ms Norrie and and Ms Walker
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Film in Education Project Giving Pupils a Voice in Education We were approached by Scottish film producer, Beatrix Alexander about doing a film project.
The idea is to help young people learn to tell their stories through the medium of documentary film making.
Beatrix has worked with a number of students in S6 since the start of session. Every Monday they meet to plan, shoot and edit the films.
What students have learned about Students have learned about all aspects of production and have worked in pro-
Thanks to Beatrix for supporting
ject teams, so as to have the experience of making films in a way that repli-
our students and for providing
cates the conditions in the film and television industry. This is a work experi-
them with this important oppor-
ence project as well as a Student Voice project.
tunity.
In the future, we plan to give more students the chance to make films about their experiences in school and to build up a library of films about our school.
Pictured right are four members of the group: Jason Donald, Leonard Atorough, Lauren McNaught and Hannah Gough (all S6).
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The students involved in the project are: Ebony Diack, Leonard Atorough, Jason Donald, Lauren McNaught, Emily Reid and Hannah Gough.
Ebony Diack
Emily Reid and Hannah Gough
Our film has S1 students speaking about their experience of coming to Oldmachar Academy. It also has teachers describing the process that we go through to help new S1 students settle in.
We made a film that focused on the support that S6 students provide for the new S1. We had lots of film of the S6 students explaining what they did to help.
In our team we had me, Leonard Atorough and Jason Donald. We worked well as a team.
Our team had us in it and also Lauren McNaught. We decided together what things we needed to include.
Leonard Atorough We call the Film in Education Project Film Club. It has been running since the start of the year. There are six of us involved and we have worked in two teams. Each team has made a short film.
We made films about first year pupils settling in to Oldmachar Academy. The pictures shown here are from our film.
We had a lot of challenges to overcome in making the film. We lost some of our footage and had to start again.
But we learned a lot about making films and how to put them together technically.
We showed the films to parents at the S1 Parents’ Evening. They seemed to like them.
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Giving Parents a Window into Secondary Education The school magazine captures stories of our students achieve-
Our School Magazine
ments. This is its primary intention. We try to include as many quotes and articles from students and their teachers about achievement, so that their voices are heard. Since a picture is worth a thousand words, we try to include as many images as possible. We also showcase our planning
Readers Around
and feature things that feed into it, such as the recent survey of our parents’ perceptions.
The on-line magazine tool provides us with interesting statistics about our magazine’s readership. We know, for instance, that 450 people have read the No-
Lastly, we feature learning experi-
vember magazine on-line, most of them accessing it through mobile devices,
ences of our young people, so a
such as smart phones or tablets. We also know that on average our readers
window into school day to day life
spend around 4 minutes looking at it. Lastly, we get information about readers
is created for our parents.
around the world. The map below shows this, with highlighted countries show-
We think that this is important, as
ing where our readers are. For example, six people read it in China in the first
secondary schools can seem quite remote at times for parents. And we want people to have confidence in how we are delivering Curriculum for Excellence. We are always pleased to receive ideas from parents about features they’d like to read about. Let us know if you have an idea.
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week of December.
Evolution of the Newsletter In the past months, our newsletter has evolved into an on-line magazine, designed to be accessed electronically. There are regular thematic features that tell the story of the school. We have also created magazines to cover particular issues, such as Transitions and Business Mentoring. We are planning others to explain how we plan for Personal Achievement and on Leaner Pathways. We think that these magazines will help young people and parents in planning transitions and helping them decide on course options. PDF versions are available on the school website.
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Analysis
Parents’ Perceptions Survey
Last month we started to feature information from our recent survey of parental perceptions. This comprehensive survey helps us to plan future improvements. It also helps teachers to identify important concerns that parents might have and address them. Doing such surveys helps us to stay in tune with the parent body and to ensure that we hear their views. We thank everyone who took part in the survey for their input. Since 344 parents responded to the survey, we can claim with some confidence that it represents their current view of the school’s performance. However, within the survey there are lots of things that we can learn from. This feature unpicks some of these things and suggests what we can do next in light of parental feedback.
Parental Recommendations In this section we look at the overall level of parental recommendation of Oldmachar Academy. We can report that 90% of parents would recommend this school to another parent. This is very pleasing information for us to have. However, staff of the school will consider how we might address the fact that a small number of parents would not recommend the school. Additionally, we can report that of the new parents to the school 72% report that the school is as good as or better than they had expected. With only 4% reporting that it is worse. This information is an important endorsement of the work we do to help young people manage the transition to school. In general, we are trying to make the process as simple and seamless as we can. However, the school will reflect on the 24% of parents of pupils new to the school reported that they did not know if the school was as good as expected. One explanatory factor here is that when the survey was done, S1 pupils had only experienced ten weeks or so of education at Oldmachar.
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We have also provided a breakdown of perceptions of the school in terms of the primary school that pupils previously attended. This helps us reflect on how we need to communicate with primaries in future.
Analysis It is a good thing that our teachers are generally in tune with our parents and have a number of shared ideas about what is important about the school and how it meets the needs of young people. But there were one or two difference of perception that we need to reflect on. These are listed below: Developing Confidence is a much greater priority for our parents than was appreciated by our teaching staff. This is something we can work on addressing Caring Teachers is also a greater priority for parents than the staff of the school had considered it to be. We will explore this discrepancy in due course Developing potential is in the top three of parents priorities. Teachers will reflect on this.
Parents’ priorities and teachers’ perception of them.
These three issues will feature in our future planning as a teaching staff and we will publish plans to address parental perceptions about this in the near future.
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School Discipline Two of the most improved areas of school performance over the past few years is that of School Discipline and Control of Bullying.
Parents’ Perceptions Survey (continued)
Parents report that these areas are better than when we last surveyed their perceptions. This information correlates with feedback from students themselves, who have also reported that these things are better than in the past. We have worked hard to improve this area in the last two years. We have a clear set of procedures for responding to incidences of pupil behaviour which disrupts learning. We are also implementing Restorative Practice, as part of our Respect Campaign. We will be introducing these ideas to parents in workshops as this session progresses—this should help parents to feel even more positive about our work.
Caring Teachers and Pupil Confidence Two of the most important parental priorities are that we are caring as teachers about young people and that we develop their confidence and potential. Most parents think that we are good at this but there are a number of parents think that we are neither good nor poor at this. Over the next few months we will reflect on how we can improve these perceptions. This will feature in our discussions with parents and students. We hope that everyone will support our work in developing this area.
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Analysis We are pleased that almost half of parents think that the school website is an effective source of information. We also take some confidence from the fact that very few people thought that it was not an effective source of information. However, we will consider ways to make the website a more useful environment for all parents. We plan to consider ways of laying out information so that it is more accessible and easy to explore.
Our school website
Systems for Communicating In the last eighteen months we have had approximately 90,000 hits on our school website. It is a rich source of information and has over two hundred pages of content. When it was developed, we consulted with students and parents about what to include.
The most important aspects of our website are that it allows to share information about: Curriculum for Excellence Our students’ achievements News of recent and forthcoming events Policy and procedure
In this session, we plan to review the material that is presented on the website and would welcome the input of any parent who felt that they could make a contribution to this process. We also ask that if any parent has an idea about something they would like to see included on the website, but which is not there at present, we would be pleased to hear about it.
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Our Football Teams’ Progress Cults Academy v Oldmachar Academy Match Report: 4/9/13 Cults Academy and Oldmachar Academy fought out a thrilling two all encounter on the astro turf pitch at Cults Academy. Goals from Irvyn Hall and a last minute own goal with the help of Murray Esson saw Oldmachar battle back bravely in a match where they never took the lead. The school bell rang out loudly and the S1 football team gathered in the foyer in buoyant mood along with their new look management team, comprising of: Mr Grieve and Mr Biggart whose enthusiasm, along with the pupils, was tangible. The match kicked off a little later than scheduled due to Cults being the other side of the city and a certain staff member (who shall remain anonymous) getting lost! The first half was an onslaught from Cults with Oldmachar only able to get out of their own half on the counter attack. The first blow came when Cults opened the scoring with a neat goal starting down the right wing. Fortunately, the lead was only temporary. Irvyn Hall’s deftly floated in swinging corner outwitted the goalkeeper and nestled in the back of the net. A moment of genius! One all! After some moments of wisdom from the management team during the half time break we were underway again. Sadly, these words fell on deaf ears and Cults took the lead again. Oldmachar continued to battle throughout the half and showed a steely determination to get back into the game. There were only moments left and the boys were looking tired; they had fought valiantly but it looked like they were going to leave empty handed. However, after a clever bit of movement from Murray Esson who ghosted into a clever position, he then whipped in a ball across the box which deflected off their right back and looped over the stranded goalkeeper’s head into the awaiting net. Two all. The final whistle blew and Oldmachar’s new S1 team had started with a solid draw. The management team concluded that there were some very impressive signs and are hopeful of a successful season. Man of the Match: Murray Esson
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Hazlehead Academy v Oldmachar Academy Match Report: 4/9/13 Oldmachar’s U14 Football team continued their impressive start to the 2013/14 with a 13-1 demolition of Hazlehead Academy, including three hat-tricks. While an undoubtedly impressive score line, it was the attitude of the boys which impressed the coaches the most. The players maintained a professional attitude throughout the entire game and continued to give 100% despite the fact that it was a freezing Saturday morning and that the game was essentially over after thirty minutes. Both the coaches and the players are aware that something special is being developed and they hope to bring some well -deserved glory back to Oldmachar Academy. Team captain Aaron Leslie had the following words about the team, “I am very honoured to have been picked to represent the school at the captain of the S2 team. We have a strong team full of good players who play well together, so we hope to do well in our upcoming matches.” Strong words from a strong leader. Oldmachar was due to play Cults Academy on the 7th of December, but, unfortunately, Cults had to cancel the fixture, which ends the festive season with the boys raring to go, but lacking the opposition. Despite this lack of fixtures (due to no cup competition), the spirit in the U14 camp remains at a high, with vice-captain Cameron Cooke stating, “It’s great being vice-captain. It’s much better now having a team to represent the school. We all bond well because we are all good friends and the boys all respect each other really well.” Finally, the coaches would like to extend their gratitude to the consistent hard-work from the following S6 pupils: Lewis Rose, Jamie Findlay, David Scott, Marcus Lee, and Jack Alexander. These senior pupils have been invaluable in their voluntary work with the running of the U14 team. The boys have come to view the senior as both as role-models and leaders, and it is very much in the spirit of leadership which Oldmachar is infusing its senior pupils with. Lewis Rose had the following to say about the seniors’ role in the team, “We, as a group, all wanted an opportunity to show we could be strong leaders, so, when the U14 team started, we didn’t hesitate to become involved. We aim to succeed and inspire the team, and we have found that we have been inspired by the lads in the team.” Again, strong words from another strong leader, and an epitome of what school football should be about.
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Thorpe Malloy Competition 2013 The Art and Design department participate annually in the Thorpe Malloy Competition which encourages pupils to visually represent themselves and their ambitions for the future. Oldmachar pupils have had some success in the competition. Jay Ferguson has been awarded Certificate of Excellence Keira Dunnet and Ryan Stewart have been awarded Certificate of Commendation Ola Kabat was awarded “Peoples Choice” Individuals voted on Facebook and the virtual gallery for Ola’s work. The on-line gallery, which includes all entries sent with parental consent is ready to view at: http://www.thorpemolloy.com/artgallery2013/?tmr and an album on the Facebook page has been created for each school toowww.facebook.com/thorpemolloyrecruitment. Every entry is currently on show at The Tivoli and the exhibition runs from 6th December – 6th January.
Thorpe Malloy by Jay Ferguson 2B 2.2 I got a mirror and I drew a self-portrait of myself, I tried to get the proportions right. Then I drew a picture of what I wanted to be when I grow up and what I like doing with black felt tip pen using lots of lines and marks. I want to be an architect when I grow up, which is what I tried to get across in my picture. Then I used my self-portrait to make a mono print using black ink. I cut out blue eyes from a second mono print and stuck them on. Finally, my two pictures were stuck back to back to each other and cut out in a cool way and made into a small book that you can open and look at. When I went to the Thorpe Malloy exhibition to receive my Certificate of Excellence, it was very artistic and colourful. There was other artwork in the exhibition by pupils from Oldmachar. When I was at the exhibition, I went up onto the stage with other people who had entered the competition and a professional photographer took several pictures of us and then we went to look at the artwork.
Review of 2013 Highlights of the Year On these pages we highlight some of our major successes of 2013. We provide an overview of some of these
January Primary 5 Burns Event Mrs Gill and Ms Walker from Music & Drama staged a Burns event for Primary 5 students. A performance took place in January. All the P5 students in our ASG were involved. S6 students were also involved in the performance. Parents of the primary students were invited to see the performance. Refreshments were served, making the event into a community activity.
February
March
April
Study Skills for Parents
Engineering Scheme Champs
Youth Philanthropy Initiative
Mr Reid and S6 Learning Buddies lead an evening of workshops for parents and students of S3 and S4.
S6 students work with engineers from Sparrows to solve a design challenge. They win a national competition.
S5 students take part in the competition, resulting in £3000 being donated to the winning team’s charity.
May
June
July
S1 / S2 Trips
World Challenge
S1 Awards Ceremony
S1 and S2 trips took place to Dukes House Wood in Cumbria. Students undertook outdoor team challenges.
Senior students and staff went on our first ever World Challenge expedition to Malaysia.
Former student, Ewen Kerr from Sparrows presented awards to all of our S1 students.
August
September
October
School Uniform Upgrade
Referendum Event
Business Mentoring
The student led implementation of school blazers came into effect from August.
S6 students organized a question time style event one year before the referendum on independence.
Mrs Rennie coordinated an event in school for ten of our students to meet with Business Mentors.
November
December
Primary 7 Curriculum Days
30th Anniversary Street Fair
Students in S6 delivered a citizenship activity for P7 students visiting Oldmachar.
S6 students organized a 30th Anniversary Street Fair for the community, to celebrate our anniversary.
Well done to all of our students and staff for organizing all of their achievements in 2013. We are proud of all of the hard and excellent work that everyone put in over the year.
ANNOUNCEMENTS Upcoming Events
Park and Stride
Thursday 31st January: S1 Health & Wellbeing Day
Parents are reminded that they
Tuesday 11th February: S1 Student Parliament
car park in the mornings before
should not bring cars into the school
school. If all of our parents were to Wednesday 12th February: S2 Student do this, we would have a gridlock situation. Parents can use our Park and Parliament Friday 14th February: Holiday Monday 17th February: Holiday
Stride scheme, which allows them to use the car park of the health centre as a drop off point.
Tuesday 18th February: In-service Day
Christmas Assemblies Thank you to David Stewart, Minister of Oldmachar Parish Church for delivering a series of religious assemblies to mark Christmas.
Litter 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
Rag Bag Collection If you are clearing out your wardrobe over the holiday period, please note that we will be having a Rag Bag Collection early in the new term.
the supervision of the school. Litter The assemblies were positively received by both staff and students of the school.
created by several hundred
Prelim Exaninations
Merry Christmas and a Happy New Year
Parents are advised that prelim examinations arrangements are as follows:
Oldmachar Academy students can be a problem for residents.
Merry Christmas and a Happy New Year to all of our parents, carers and
The deadline for delivering bags to school will be Friday 17th January. Oldmachar Academy Jesmond Drive Bridge of Dnn Aberdeen AB22 8UR
S4: Monday 27th January—
friends from the staff and students of
Friday 31st January
Oldmachar Academy.
S5/6: Friday 31st January—
2013 has been a year full of fantastic
Wednesday 12th February
achievements at Oldmachar. We wish enquiries@oldmachar.aberdeen.sch.uk everyone the best of success for
Phone: 01224 820 887 Please contact us at:
2014.
Please visit our school website at: http://s416003572.initial-website.co.uk/