1. To begin with ...

The Junior School
(ages 2 to 10)

The Edinburgh Academy Junior School provides a balanced, progressive curriculum, based on the best practice in the national 5-14 Guidelines for children from Primary 1 to Primary 6. We provide a secure and happy environment that enables each child to fulfil his / her potential and achieve high standards in personal and social development as well as academic subjects. Within a structured and stimulating curriculum children have opportunities to increase their skills and knowledge in a number of contexts.

The Senior School Years 1 to 3
(10-13 years old)

We follow the Scottish 5-14 guidelines,  with five main curriculum areas of Language,  Mathematics,  Environmental Studies,  Performing Arts and Religious and Moral Education. In the Upper School,  teaching is by subject specialists,  and Environmental Studies branches out into its constituent parts:  History,  Geography,  Technology and Science.  Games,  Physical Education and Music all receive a greater emphasis than the minimum guidelines.  

In the Third Year,  programmes of study start from the end of the 5-14 programme,  and progress towards the General Certificate of Secondary Education (GCSE) in the Fifth Year as the assessment of Key Stage 4 of the National Curriculum.  The curriculum in the Thirds embraces the same subjects as in Years 1-2,  although it is possible to start an extra language.

At this stage

P1 - P4.

Children develop skills, knowledge and understanding of themselves, the social world and the physical world through a series of interlocking and integrated courses with their class teacher.

At this stage

P5, P6, Geits, 2nds.

Children continue to develop their skills, knowledge and understanding through a wide range of courses, increasingly with subject specialist teachers, which provide a balanced experience in language and communication, mathematics, science, social and environmental studies, technology, creative and expressive activities, physical education and games, and religious and moral education.

2. GCSE

Senior 4ths and 5ths
(14 to 16)

AN INTRODUCTION TO THE GCSE CURRICULUM

In their earlier years in secondary school, whether at the Academy or elsewhere, all pupils will have experienced a broad and balanced curriculum comprising English, Maths, Modern Languages, Social subjects (History and Geography), Creative subjects (Art, Music) and Technological subjects (D.T., Electronics and Computing). For all pupils coming up through the Academy, the only choice thus far has been whether or not to continue a second language at the expense of Latin, Geography or History.

In spite of the fact that constraints limit the number of subjects which we can offer each pupil at GCSE to eight, we continue to value breadth and balance in the curriculum at this level. We therefore recommend that our boys and girls continue a course similar to that of the first three years.

The COMPULSORY CORE

• English
• Maths
• a Modern Language (French or German or Spanish — a new option)
• either 2 Sciences (from Biology, Chemistry and Physics) or Science* The “Science” course is designed for those who might find two separate science courses overdemanding. NB it will not be possible to progress to a Higher in any of the sciences from GCSE Science.

We RECOMMEND 3 (or *4) other subjects chosen as follows:

• a Social subject (History or Geography)
• either a Creative/Aesthetic subject or a Technological subject (from Art, Drama, Music, Physical Education, Business Studies, Design Technology and Physics)
• 1 (or *2) other subjects (from all the above plus Latin and Religious Education). If two modern languages are chosen, one of these must be French.

The final elements of the curriculum at this stage will include core Physical Education and Games, Religious and Moral Education, and courses to enhance the Personal and Social Development of the pupils (P.S.D.): a series of short courses has been devised which includes Study Skills, Health Education and an input from the Careers Department.

Please note that it is possible to start a new subject, Business Studies with Economics, and to choose P.E. and Drama as academic disciplines. This year we are also introducing Religious Education and Spanish as certificate subjects.

Those choosing two Sciences should note the pivotal position of Chemistry. Its study is vital to any future scientist in combination with Biology for the Biological Scientist (including health professions) or with Physics for the Physical Scientist/Engineer. The combination of Physics and Biology forms a good general education but the lack of Chemistry closes too many career doors to make it suitable for any but the committed nonscientist.

Making Choices

The subject descriptions on the departmental pages accessed from the menu on the right are designed to help your choice. If you need any further information, please do not hesitate to contact classteachers or Heads of Departments. The Director of Studies is also happy to deal with any queries which you may have.

Note for those making choices in February 2008: As you will see from the accompanying choices form there is, at this stage, no rigid blocking scheme for the time-table. The core of English, Maths, a Language and two Sciences is fi xed, but beyond that we shall endeavour to be as flexible as possible. It is inevitable that we shall not be able to accommodate every one of the over 2000 possible different combinations of subjects. Equally, while we hope to offer all the courses listed on the choice form you should realise that we must reserve the right to delete any course for which there is insufficient demand. For these reasons, it is important that you list a reserve choice (R) on the form. We do understand that some pupils’ ideas may change between February and September and are always happy to accommodate such changes provided that space exists in sets.

GCSE coursework

Most GCSE  syllabuses involve coursework.  To assist with time management,  we prepare a coursework planner.

GCSE style questions

The GCSE style of question can seem deceptively easy. There is an art to understanding exactly what you are being asked. We have prepared some guidance on dealing with GCSE questions.

At this stage

The emphasis is on pupils actively applying knowledge and skills within a range of courses selected by them and allowing much of the previous balanced experience to be retained. Some degree of specialisation will occur.

3. Highers and A-Levels - The best from two systems

Senior 6th and 7th Years (S5 & S6)

The Academy has traditionally been  pleased to be able to offer its students the best of both systems. In the Senior School it is possible to devise programmes based either on English or Scottish examinations, with a view to entry to university in either country.

Entry requirements

Academic entry into the sixth form normally requires at least 5 C grades in GCSE subjects,  or the equivalent in other examinations.  "A" Level courses tend to require A or B grades at GCSE  or equivalent. 

Highers and A-Levels

Highers

Highers offer a broader,  though less deep,  education than "A" Level.   It is possible to obtain unconditional offers on the basis of Highers from Scottish universities. 

Higher examination is by a combination of internal assessments and final public examination.

A-Levels

A-Level enables a narrower range of subjects to be studied to a more satisfying intellectual depth,  and provides a very good basis for the transition to university education. 

Examination is by six public examination modules, the first three of which constitute the AS Level and the second three of which are called A2. (AS + A2 = A-Level.) Since there are three opportunities during the course to sit modules, students sometimes choose to re-sit module that they need to improve.

6th form Subject combinations

The combination of subjects available is limited by the need to timetable five blocks of seven periods into the week. By definition,  no-one is unable to choose their favourite subject,  and problems only arise when that subject is combined with an unusual range of complementary subjects. Nearly all of the common combinations are in fact possible.  

The blocking scheme evolves to take account of demand,   rather than constraining future choices.   Those starting a programme in the Sixth chose one subject from each of the five blocks.

Sixth Year (S5)

The majority of our students are aiming at Higher Grade as their immediate target in the sixth. These examinations take place in May - June and are preceded by Prelims early in the Spring Term. It is important that Prelims are taken seriously. They serve both as an indicator of the ground so far covered and yet to be covered and as the crucial evidence in the event of an appeal against the grade that a student is awarded in the summer. The Higher course also involves a number of internal assessments that must be passed successfully in order to qualify for grading at Higher. Scores in internal assessments are also used by teachers as a guide to likely Higher grades.

Many of those who take Highers in the Sixth go on to take "A" Level in the Seventh also.  Others in the Seventh may embark on fresh Highers or re-sit Highers in which their grades need to be improved.

In most cases for those going on to A-Level it is possible to take one or more of the AS modules at the end of the sixth year,  immediately after Highers.  No students take AS modules in January of their AS year, since this would cause unnecessary examination distractions in a term that already includes Higher Prelims.

There are a small number of subjects that are exclusively Higher or AS / A-level courses because the structure of the English and Scottish examinations makes it impractical to continue to combine the two systems.

Seventh Year (S6)

The A2 year is the year in which A-Level course add depth to the breadth that has been covered the previous year. Occasionally some or all AS modules are postponed to January of the A-Level Year. This exam diet also affords an opportunity to sit one or more A-Level modules as well as re-sit if necessary modules from the previous summer. There is a final diet of public examinations at the end of the course in the summer.

At this stage

The emphasis moves towards young people engaged in individualised courses which are increasingly specialised, and in some cases vocational in preparation for higher education and working life.