Tranche One |
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Anderson High School | Building partnerships with other schools globally through themed curriculum development projects. Use of ICT to develop global learning through six interlinked projects with the theme of 'Living Locally, Learning Globally'. |
Arbroath Academy | leadership development;
pupil and community confidence;
enterprising teaching and learning. |
Barrhead High School | confidence and resilience;
attainment and achievement;
citizenship;
inclusion; |
Blairgowrie High School | vocational education;
learning and teaching/ ICT;
leadership development |
Braes High School | Building a strong and positive school ethos;
development of new technologies for learning;
enterprise and citizenship |
Braeview Academy | developing opportunities to engage with the Arts;
developing a learning community;
developing leadership;
increasing confidence, aspiration and ambition. |
Burnhouse School | school ethos/culture;
coaching and peer mentoring;
behaviour management;
restorative justice |
Cardinal Newman High School | Cardinal Newman High School focuses on two strands: enhancing enterprise (in its widest definition) and expanding its vocational curriculum as part of the middle school programme. |
Castlemilk High and St Margaret Mary's | teaching for effective learning;
curricular flexibility;
enhancing employability;
improving attendance. |
Doon Academy Learning Partnership | numeracy;
Arts across the curriculum;
vocational learning (curricular flexibility);
curriculum enrichment ( PE/dance/drama);
ICT
emotional health. |
Hawick High School | Hawick High School has four objectives: 1) raising girls' aspiration and motivation through the Girls of Ambition project; 2) using formative assessment to promote effective learning and, pupil attainment and achievement; 3) using ICT to enhance teaching and learning; 4) utilising the 'Heart of Hawick Regeneration' project to develop young people's self-esteem, motivation, sense of aspiration and a 'can do' culture. |
Inverness High School | social enterprise;
vocational learning;
ICT. |
Islay High School | development of new curriculum structures;
learning and teaching/ ICT;
vocational education;
leadership, ethos/culture. |
Kirkland High School | promoting leadership for pupils and staff;
enhancing the image of the school in the local community
use of drama/performing arts to enhance learning and teaching to promote pupil confidence and opportunities |
Newbattle Community High School | improved leadership skills and opportunities among pupils and staff;
strengthening the provision of Arts across the curriculum;
consolidating pupil support mechanisms
Cross-curricular sharing of good practice |
Our Lady & St Patrick's High School | OLSP High School investigates the development of creative thinking through and across the curriculum to transform the attitudes (motivation, confidence, self-esteem) and qualities (citizenship, enterprise) of all pupils. |
St Modan's RC High School | Curricular developments revolve around the Arts, culture and health |
St Ninian's High School | St Ninian's High School has four strands: pupil motivation, confidence and self-esteem; formative assessment; modern languages development; and the use of ICT in school. It is seeking to change behaviour and attitudes, broaden ambitions of pupils and enhance pupil engagement. Good practice and innovation in Modern Languages are being used as a catalyst to support whole school developments. |
St Paul's High School | effective pupil tracking;
learning beyond the classroom. |
Wallace Hall Academy | restructuring the curriculum;
learning and teaching;
raising attainment and achievement;
ICT and e-learning |
Tranche Two |
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Brechin High School | development of leadership capacity;
development of ICT and innovative approaches in the curriculum;
provision of vocational courses across the curriculum for S3-S6 pupils. |
Castle Douglas | Castle Douglas has three main objectives: to expand vocational learning appropriate to the needs of individual learners; to enhance the range of ICT courses to equip pupils with skills appropriate to work and study skills for the 21 st century; and to develop ambition, self confidence and self esteem and entrepreneurial skills through enhanced art, music, drama and personal fitness provision. |
Dunbar Grammar | The school intends to use participation in performing arts to develop pupil confidence, aspirations and give staff and pupils a shared sense of purpose and improve pupil engagement. |
Fraserburgh Academy | There are three strands to the Fraserburgh Transformational Plan: promoting leadership and enterprise; challenge and support (self confidence, high expectations and personal responsibility); and the expansion of vocational opportunities. |
Lossiemouth High | Lossiemouth is committed to: developing leadership capacity and opportunities for pupils and staff; the promotion of pupil-focused teaching and learning; and building a positive ethos and relationships in school. |
Springburn Academy | The Transformational Plan at Springburn Academy is based on the following four strands: learning and teaching; raising the aspirations, ambitions and positive destinations of vulnerable young people; leadership development of staff and young people; and increasing parental involvement. |
St Machar | The St. Machar Transformational Plan has the following objectives: to improve health and fitness activity levels of all pupils and staff with the aim of improving attainment and engagement with all aspects of school life; the development of pupil confidence, self-esteem and motivation through work on teaching and learning to raise attainment; and to develop further the school's ability to work with parents and the wider school community in Aberdeen City. |
Tranche Three |
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Alford Academy | successful leadership;
effective learning experiences;
high quality professional development;
21st-century curriculum. |
Alloa Academy, Alva Academy and Lornshill Academy | The transformational for three secondary schools - Alva, Alloa and Lornshill - focuses on the adoption and implementation of restorative practice in association with nationally-recognised training organisations and schools with previous experience in the use of such practice. |
Auchenharvie | raising pupil ambitions;
enhancing the curriculum;
improving the health of pupils;
celebrating success (pupil reward system) |
Carrick Academy | leadership, learning and community |
Charleston Academy | improving health and well-being;
increasing community use of Charleston campus;
developing school ethos and promoting achievement;
promoting effective learning and teaching;
developing curriculum for excellence. |
Gracemount High School | The Gracemount Transformational Plan has four strands: ethos for achievement (promoting confident individuals, ambition, high achievement and the determination to succeed); leadership and capacity development; promoting the effective use of ICT to enhance the learning experience, supporting learner independence and promoting successful learners; and pathway development to provide enhanced choice (a wider range of learning opportunities). |
Kilsyth Academy | The Kilsyth Transformational Plan has three underpinning aims: the use of expressive arts and creativity to motivate the whole school community; the promotion of creative and active teaching and learning; and leadership development of both pupils and staff. |
Kirkcaldy High School | Kilcaldy aims to develop the leadership skills and abilities and attitudes in staff, pupils and parents through: the development of leadership programmes; facilitation of leadership opportunities at every level in the school; the development of pupils as Ambassadors for the school; and the development of a coaching and mentoring programme for staff and pupils. There are four core themes to the plan: effective leadership, motivational environments, aspirational learning and enhanced collaboration. |
Lanark Grammar School | staff and pupil development; ICT; communication and sharing good practice; rich tasks; pupil progression and decision making; and baseline performance and progress |
Orkney: Kirkwall Grammar School, North Walls Community School, Pierowall Junior High School, Sanday Junior High School, Stromness Academy and Stronsay Junior High School | Enhancing Skills - maximise the impact of learning and leadership opportunities;
Transforming the curriculum- parity of curricular opportunity for all pupils in Orkney, enhanced e-learning opportunities;
Celebrating Success - e-recording of achievement.
Connecting with others - active participants in the global educational community. |
Queensferry | The Transformational Plan addresses culture and ethos, learning and teaching, community engagement and leadership. |
Renfrew High School | Renfrew High School's Transformational Plan has four strands: to develop Renfrew High School as a learning community; to enhance the use of ICT in the learning process; to develop the leadership of pupils and staff; and to develop the creative abilities of the pupils. |
Rothesay Academy, Bute | improving attainment;
recognising wider achievement;
improving pupil support and engagement in learning;
pursuing excellence; |
St Stephen's and Port Glasgow | strengthening leadership skills across the schools' communities;
maximising pupils' learning by raising confidence and self esteem;
improved well-being through health education and participation in sport, music, art and drama. |
Taylor High School | The school will use technology in all aspects of learning and teaching using co-operative learning approaches for the benefit of all pupils. |
The Nicolson Institute | Pupil confidence and self-esteem, school ethos, leadership and vocational education. |