We provide a safe, inclusive, welcoming environment in all our classrooms.

Teachers are rights respecting (and lessons often rights-focussed) and many lessons include opportunities to learn about social wellbeing and responsibility.

Some of our staff are trained in mental health first aid and all of our staff understand that safeguarding the mental wellbeing of our young people is crucial to their ability to learn.

Our teachers deliver lessons that are tailored to meet the needs of the learners in front of them, and often create bespoke materials, activities or experiences to make sure all learners are included, supported, and make progress with their learning.

Some of our lessons relate to the importance of physical health, including the negative impacts of poor physical health, and staff actively promote and encourage healthy living amongst young people.

Meet and Greet - We ensure to meet and greet all our pupils every period as soon as they come into our department. This ensures pupils are welcomed to class in a positive manner.

PE Range of Activities - We are lucky enough to have excellent facilities and equipment to allow us to offer pupils a broad range of activities. This increases the chances of pupils being able to find a physical activity to keep fit that they enjoy which increases their chances of living an active and healthy lifestyle. In our senior core PE we offer alternative activities such as yoga, HITT workouts, walking, water polo and table tennis.

Targeted Interventions - When required, we offer 1-1 support for pupils who need additional help with classwork. This gives our pupils more access to teacher time and therefore reduce stress levels for pupils who already find the classwork challenging.

Positive Learning Space - Our teaching environments ensure all pupils can work hard and be kind

Variety of Courses - We offer a range of courses at different levels, to include all learners and help all pupils achieve their full potential.

UNCRC Guidelines - We respect pupil rights and requirements by following the UNCRC guidelines.

Getting it Right for Every Child - We ensure we follow policy for GIRFEC.

PE Significant Aspects of Learning - For our S1-S2 learners our courses are based around building pupils lifelong skills in the areas of: Physical Fitness, Physical Competencies, Cognitive Skills and Personal Qualities. This ensures our pupils develop as a holistic learner equip with a skillset that will be useful lifelong and life wide.

PE National Qualification Course - Our NQ courses are based around pupil's physical, emotional, mental and social attributes. We discuss at length how these attributes can have a positive or negative impact on performance and this can transferred into pupils individual lives.

Ensure the pupil is in a safe and private environment  

Science lessons provide a safe and supportive environment where pupils can engage in open discussions about global issues such as climate change and sustainability. These discussions encourage students to reflect on their roles as global citizens and develop emotional resilience.

Pupil voice is actively promoted, giving learners the opportunity to express their opinions and contribute to decisions about their learning journey. This involves recording progress on pupil assessment records within their pupil class notebooks.

Positive teacher-pupil relationships are fostered through a consistent 'meet and greet' approach, creating a welcoming and inclusive learning environment.

Differentiated learning strategies ( including digital resources and assessments) ensure that the emotional and academic needs of all pupils are met, boosting self-esteem and a sense of achievement.

Our new S1 and S2 courses each have topics which allow pupils to engage in a more project based learning style e.g. S1 Sustainability and S2 Applied Science

Collaborative group work and practical science investigations encourage teamwork, communication, and interpersonal skills.

Additional support is provided for pupils with additional support needs, particularly in assessments such as the SQA exams. Resources and materials are managed on OneNote and Teams, ensuring easy access for all students to support independent learning.

The Achieve platform is utilised for pupils in S4-S6 to set challenges, identify areas for development, and allow pupils to track their own progress with targeted questions.

Social responsibility is developed through practical activities and classroom safety protocols. Digital assessments are integrated into the curriculum to enhance learning outcomes.

Teachers conduct ongoing risk assessments during practical lessons, and pupils are encouraged to participate in identifying and mitigating risks. Advanced Higher pupils are responsible for writing their own risk assessments for their projects, under supervision.

Lab safety is emphasised from the very beginning in S1, teaching pupils to recognise and minimise risks in all science investigations.

The science faculty actively supports pupils from S1 to S6 in planning for choices and changes through regular learner conversations. These conversations help pupils reflect on their progress, achievements, and aspirations.

For S1 and S2, pupils maintain learning journey sheets on OneNote. From S3 to S6, assessment records are used (store on pupils' Class Notebook). These tools enable pupils to track their learning, reflect on achievements, and share progress with parents, creating a transparent and supportive learning environment.

Science lessons provide a choice of experiments, encouraging pupil leadership and engagement. Pupils are also able to explore an ever increasing range of pathways within the science faculty that align with their interests and strengths. The introduction of Practical electronics and Health sector at Level 5 and Higher Psychology (level 6) are examples of alternative pathways. As we grow in size we hope to offer more vocational pathways.

Targeted interventions and intervention pathways are embedded within each subject to support pupils who may be struggling. This ensures that every learner has the opportunity to achieve their full potential and be supported.

Learning is contextualised so that pupils understand why they are learning specific content and how it relates to real-world applications and future careers. Topics are designed to prompt regular reflection through reviewing learning outcomes. In addition science trips , speakers and experiences play a vital role e.g. Careers Hive ( S1-S3) , medical speakers, Hydrogen fuel challenge, science club and S3 careers fair.

Metaskills development is a key focus across science. This year, particular emphasis is being placed on collaboration, creative thinking, and adaptability—skills essential for both further learning and the workplace.

In S1, the focus is on developing strong foundations in science safety and investigation skills. These themes are carried through S2 and into S3 and the senior phase, supporting smooth transitions and progression throughout the curriculum.

Positive relationships are at the heart of the Science Department's success. Strong teacher-pupil relationships are built through consistent practices such as the meet-and-greet at the beginning of each lesson, setting a warm and welcoming tone for learning as well as having an effective plenary for the end and send.

The department promotes collaboration and teamwork through regular group work activities, research tasks, and peer-led projects. These tasks help develop respect, trust, and accountability among learners while supporting a sense of shared responsibility.

Pupils regularly engage in self-assessment and reflection activities, which encourage them to take ownership of their progress and support personal growth.

High expectations are maintained for all learners and staff, contributing to a productive, happy, and inclusive learning environment where pupils feel motivated and valued.

Most importantly, the department places strong emphasis on truly knowing each learner. Teachers are familiar with pupils’ prior attainment and aware of any additional support needs, which enables them to deliver tailored and inclusive support to ensure every pupil has the opportunity to thrive.

Attainment Hub – Supports pupils in reducing stress related to learning and achieving their full potential.

Forest School – Encourages resilience and confidence through outdoor learning, promoting mental and physical health.

PE (Physical Education) – Develops physical literacy, teamwork, and lifelong healthy habits.

WBH Check-ins – Provides emotional support through regular wellbeing conversations.

1:1 Wellbeing Support – Tailored sessions to help pupils manage emotions and personal challenges.

Edinburgh Leisure – Access to sports facilities, encouraging active lifestyles for physical and mental wellbeing.

JET (Jobs, Education & Training) – Supports pupils transitioning into employment, apprenticeships, or further education. DYW (Developing the

Young Workforce) – Connects pupils to career pathways, work experience, and employability skills.

Bridge 8 – Outdoor adventure activities that build resilience and practical skills for future opportunities.

Maritime – Provides hands-on experiences to develop problem-solving, leadership, and career readiness.

Youth Worker Support – Mentorship and personal development, fostering positive connections and emotional support.

Partnership Working – Collaboration with external organizations to build pupils’ engagement with wider communities.

WBH Check-ins & 1:1 Support – Strengthens relationships by providing trusted adults for pupils to connect with.

PE & Team Activities – Encourages social interaction and teamwork, helping pupils develop confidence in group settings.

Starting in S1, learners are given opportunities to express themselves creatively. A wide and varied selection of projects that encompass physical models, written work as well as digital outcomes enable learners to produce work that reflect both their individuality and personality.

Staff work closely with learners to build confidence in selecting and using appropriate tools and equipment for specific tasks. Support is tailored to encourage independent working as well as bolster individuals who may be apprehensive when exposed to a new skill or unfamiliar experiences - something that is particularly common in many of our practical settings.

Responsible use of our workshops and computer suites requires high standards of behaviour from our learners, raising awareness of the inherent dangers is key, targeted lessons with periodic refreshers and lesson to lesson reminders help ensure good online safety, responsible sourcing of information and reduced risk of accident or injury in our workshops.

School Topic - At the beginning of S1, Pupils are welcomed to Modern Languages with the school topic. This allows young people to process the massive change they are experiencing and gives them an opportunity to discuss their opinions on school, different subjects and the activities available.

Paris Cultural Unit - Pupils explore Paris to begin developing the idea of what living in another country may be like. This develops their cultural awareness and understanding of different lifestyles.

I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. HWB 0-10a / HWB 1-10a / HWB 2-10a / HWB 3-10a / HWB 4-10a

Film Study - In S1 we study the film Petit Nicolas. The key themes are friendship and family. Throughout character analysis, pupils begin to develop their awareness of what it means to be a good friend and the positive and negative influences your peers may have on you.

I understand the importance of being cared for and caring for others in relationships, and can explain why. HWB 4-44a

I understand and can demonstrate the qualities and skills required to sustain different types of relationships. HWB 3-44b / HWB 4-44b

Hola Peru - This unit is S1’s first experience of Spanish. We prepare for a hypothetical trip to Peru, discussing what items may be needed to travel abroad. Pupils can identify items such as suncream and a passport in Spanish and discuss the importance of these.

Health and Wellbeing Topic - Pupils learn about the human body, food groups, and having a balanced diet.

Football and Francophonie Unit - Collaboration with HWB department. Pupils explore the lifestyles and diets of major French footballers and discuss what sustenance is needed to perform at a top level. Pupils then prepare for a listening and talking assessment around Football drills. Pupils must be able to give and understand key football drills and are also assessed by the HWB department on their football accuracy!

Sports and Free Time Unit - Pupils explore using language to talk about key sports in Spanish. Pupils investigate extreme sports and what the dangers may be of these. Pupils are able to talk about what they enjoy doing in their free time, and why it may be good for their physical and mental wellbeing.

I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and the development of my performance in my place of learning and beyond. HWB 3-26a

S1 Core PE - Pupils get an additional period of PE per week to allow for a broad range of activities within the curriculum. This is to help aid S1 pupils find their interests when they first join secondary school. Pupils cover a block of games making, orienteering, dance, gymnastics, basketball, football, volleyball, badminton, swimming, fitness, rugby, athletics and summer games. We believe this broad variety of sports allows pupils to understand their own individual interests and begin to build skills for further education and beyond school.

S1 - S3 FNT - Pupils in BGE complete both textiles and food, to build their life skills and knowledge.

S1 - S6 Core PE - All pupils at QHS get a minimum of 2 periods of core PE per week. We ensure we teach to our subject's benchmarks so pupils are not only engaging in physical activity but they are developing life skills which are useful beyond school such as communication, problem solving and motivation.

Skills Academy - We offer a broad range of skills academies to ensure our pupils have additional time taking part in activities that make them feel happy and healthy. Currently in S1 and S2 we offer netball, basketball, swimming, football, volleyball and dance.

National Progression Awards (NPAs) - We offer a broad variety of NPAs subjects in their senior years of QHS. We believe this allows our pupils to study a specific interest which will help them when deciding future carer plans e.g. FNT offer REHIS Food and Health, NPA Professional Cookery and Barista to help pupils achieve their full potential in their endeavours.

Literacy is fundamental to the development of positive health and wellbeing. 

The subject’s core skills of reading, writing, talking and listening are intrinsically linked with the cultivation of empathy, emotional and social literacy, the ability to analyse and articulate internal and external experiences. 

Texts studied at all stages are chosen, in part, because they contain themes that are relevant to students’ lives and the world around them, are thought provoking and worthy of discussion. Many texts have a focus on a social justice related issue. Study of these texts is inherently positive for social and emotional development. Equally, writing outcomes such as discursive or informative writing will usually have a focus on similar types of ideas and, in researching and writing these essays, students are encouraged to engage critically with important issues in society. 

Lesson activities within the department frequently involve group work, pair work and class discussions. Expectations regarding appropriate and respectful ways to conduct these interactions are outlined and regularly reinforced - supported by the use of Group Discussion stems - thus meeting a high number of the Social Wellbeing and Relationships Experiences and Outcomes. 

As teachers tailor their choices of texts, resources and tasks to meet the needs of the young people in their classes, these Experiences and Outcomes are inevitably met at different times and in different ways – not a uniform approach. 

In the ASN Hub, we support learners’ mental and emotional wellbeing through daily check-ins, the use of Emotion Talks and Zones of Regulation, and opportunities for learners to express feelings in a safe and structured way.

Teachers encourage and provide opportunities for young people to take an active, and leading role, in their own learning.

Young people are encouraged to be responsible and kind. They are challenged to solve problems and approach lessons with an analytical and critical mindset enabling them to have the skills to make good choices in their own lives.

Lessons in all subjects are rooted in real-world examples, developing skills for life & work, providing young people with a broad range of relevant knowledge to be able to flourish in the modern society we live in.

We provide a wide range of suitable pathways for all learners and are actively looking to add more choice to our curriculum to ensure it is accessible for all. This will provide young people with more choice, and the ability to fine-tune their education to suit their intended destination after school.

Social Subjects staff offer a wide range of opportunities outside the curriculum, including (but not limited to): sports clubs (rugby/cycling), young carers groups, rights respecting schools award, activities week, sponsored walk, mental health first aid, and school trips.

All staff in Social Subjects model positive relationships – with colleagues and young people alike. Our values are rooted in being kind to others and providing support to those who need it – we encourage young people to behave in the same manner.

We use a restorative and solution-focussed approach in our classrooms to promote a positive learning environment.

Pupils are greeted at the door at the start of every lesson.

Teachers regularly check in with pupils throughout the lesson to offer support where needed.

Differentiated learning strategies are used in all lessons to ensure that the emotional and academic needs of all pupils are met, boosting self-esteem and a sense of achievement.

Positive teacher-pupil relationships are fostered through a consistent 'meet and greet' approach, creating a welcoming and inclusive learning environment.

Teachers work closely with learners to help build confidence in Maths.

Pupils are encouraged to be responsible and kind. They are challenged to solve problems and approach lessons with an analytical and critical mindset.

Pupils are encouraged to become independent learners, taking an active and leading role in their own learning.

We provide a wide range of suitable pathways for all learners and are actively looking to add more choice to our curriculum to ensure it is accessible for all. This will provide young people with more choice, and the ability to fine-tune their education to suit their intended destination after school.

All Teachers promote positive relationships with pupils. Our values are rooted in being kind to others and providing support to those who need it.

We use a restorative and solution-focussed approach in our classrooms to promote a positive learning environment.

We celebrate success in the department with activities such as learner of the month.