Pupil voice in Currie Community High School is developed over a range of school experiences from involvement in their own learning to consultation on aspects of school life.
The participation, empowerment, lifelong learning, and citizenship of pupils is promoted through development of the Pupil Voice and we as a school community actively encourage participation from pupils who are from groups which may have a lower level of participation in the life of the school and wider society, less empowerment, and a less positive approach to lifelong learning and citizenship on account of their gender, religion and belief, age, sexual orientation, ability, race or social status or a combination of these factors.
Pupils are provided with opportunities to:
- develop appropriate skills whereby they can express opinions, reflect on experiences and influence the decision making process
- develop skills of reflective thought empowering pupils to empathise with others, to appreciate different points of view and to solve problems.
- develop a sense of responsible citizenship within the school and the wider community.
- be active in evaluating the progress of their own learning.
- provide effective feedback which improves the quality of learning and teaching.
- develop a sense of belonging to the group, the class, the school and their community
- take on areas of responsibility suited to age and stage.
- influence school direction through the Pupil Council and other pupil/student representative group.
The pupil council is an invaluable tool at Currie Community High School where students are afforded a forum to discuss issues that are impacting on their everyday and often long-term learning as students at the school. The pupil councils meet three times per academic year and comprise of:
- individual year group meetings (where all tutor groups are represented) and
- whole school council meetings where selected year group representatives attend.
The pupil councils plays a major role in
- complementing the range of opportunities students have to express their pupil voice.
- building responsibility for decision making.
- developing the confidence of the representatives, both through engagement at meetings and in a wider school setting.
- evaluating the school practices linked to learning and teaching, roles of responsibility e.g. prefects, S1 transition buddies, emotional wellbeing and pupil choice e.g. canteen options.