Welcome to the Madras College Home Page. Madras College is a comprehensive secondary school founded in 1833 by Rev. Dr. Andrew Bell and located in Fife, Scotland. It currently occupies two sites in the town of St Andrews, both of which are listed buildings.   Madras College South Street   Madras College Kilrymont Road Pupils in the first three years are taught in the Kilrymont Road building, those in years four, five and six at South Street. All staff teach in both buildings. The school offers a wide curriculum and teaches to the full range of qualifications certificated by the Scottish Qualifications Authority.   Madras College has a rich extra-curricular life, with strong sporting and cultural traditions and a regular programme of overseas exchanges and trips.

Departments Art and Design Biology Business Education/ Computing Chemistry Classics Design and Technology Drama English Geography Guidance History Home Economics Learning Support Mathematics Modern Languages Modern Studies Music Physical Education Physics Religious Education Special Education

Although formal education in the classroom is undoubtedly important, it is still only one aspect of school life. The school recognises the significant part played by the so-called informal curriculum in the personal and social development of each pupil and its immense value as part of the pupil's overall education experience. The programme may vary slightly from year to year depending on the interests of pupils and staff, but the comprehensive lists which follow give an indication of clubs and activities which are available at present.

The school does not currently enjoy high-quality sports facilities. There are playing fields at Kilrymont Road and Station Park. A large number of pupils participate in a regular programme of Saturday morning fixtures with other schools and in other events such as inter-house competitions. The games hall at Kilrymont Road is used for a wide range of indoor activities. There is a small all-weather outdoor area at Kilrymont. Small teaching pools in each building allow the pupils to receive swimming instruction. Golf is played, but usually outwith the school day.

Although the process of education must always be responsive to change if it is to meet the demands placed on it by a society which itself is constantly changing, there are three broad principles on which the aims have to be based and these remain essentially the same.

The first of these relates to learning itself. Within the framework of providing appropriate education for all, the school aims:

(a)	to develop the full potential of each pupil by providing courses which:
	(i)	give all pupils a common core of knowledge about the key areas of human experience;
	(ii)	cater for all levels of ability;
	(iii)	offer a wide range of subject choice to take account of individual interests and aptitudes.

(b)	to ensure that in the choice of subjects there is no discrimination between the sexes;
(c)	to foster intellectual curiosity; a spirit of enquiry and a belief in the value of learning as an on-going process;
(d)	to give pupils appropriate experience of modern technology and its impact on society;
(e)	to make pupils aware of social and moral problems and of the cultural and spiritual aspects of life;
(f)	to provide opportunities for pupils to acquire skills and interests that will enable them to use their leisure purposefully;
(g)	to provide systems of testing and measuring achievement to ensure that pupils acquire the training and qualifications nesessary for their future careers without placing undue emphasis on mere examination success;
(h)	to employ methods of teaching that combine sensible innovation with the best of established practice.

The second principle is that the school should be a caring environment.
Here the aims are:
(a)	to respond sympathetically and quickly to the needs of the individual, and provide support with problems and difficulties;

(b)	to ensure that:
	(i)	each pupil is known and valued as a person in his or her own right;
	(ii)	decisions affecting individuals are taken on the basis of personal knowledge and an understanding of what is best for each.

(c)	to create a climate within the school which promotes good working relationships and from which all pupils can derive positive attitudes and sound values based on ideas of mutual co-operation, toleration and consideration for others;
(d)	to make pupils aware of the need for rules as a fundamental element in any organised society and encourage them to practice codes of conduct which seek to maintain clearly defined and generally accepted standards;
(e)	to help pupils to develop personally and socially and to acquire the self-discipline and sense of responsibility which will enable them to face the demands of adult life with confidence;
(f)	to see the school as an extension of the family unit and to maintain close links with parents, secure their support and understanding and ensure their involvement in decisions about their children.

The third principle concerns the school's place in the community of which it forms an integral part.
The aims under this heading are:
(a)	to encourage pupils to see the school as a model for the larger community outside and to take proper pride in belonging to the school and the community it serves;
(b)	to encourage pupils to take an interest in the history and traditions of the community, its present welfare and its future development
(c)	to involve pupils, wherever possible, in the life and work of the community through suitable projects and schemes of service;
(d)	to promote good relationships between the school and the community and develop close links between the two to the mutual benefit of both