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Curriculum

Curriculum

Curriculum

As a result of our curriculum, we intend to ensure that every student

  • Leaves us with a love of learning and knowing how to learn, sound moral compass, high aspirations and expectations of themselves, whilst having achieved their full potential academically
  • Understands and actively demonstrates the importance of showing care and respect for others, including our environment, whilst promoting strong British values which enable them to contribute positively to society and be fully prepared for life in modern Britain
  • Is encouraged to develop their character, confidence, resilience and independence which prepares them for future success
  • Has access to a curriculum which provides equality of opportunity, particularly for the most disadvantaged, including those with special needs/disabilities, that enables them to develop the knowledge and cultural capital to succeed in life
  • Positively benefits from a coherently planned and sequenced curriculum over the five years that supports the cumulative acquisition of knowledge and skills to be successful in their chosen subjects

 

Organisation

  • The school operates a two-week timetable. there are five teaching periods a day, each lasting 60 minutes. There are 50 periods in a full timetable cycle
  • Each morning students have a 20-minute registration which follows its own curriculum plan. It also involves a house assembly once a week
  • Every lesson is also formally registered in SIMS
  • Students participate in a full PSHE and careers programme, please see separate section of the curriculum webpage for further details
  • In addition to the formal curriculum, there is an extensive range of extra-curricular activities offered to all students
  • The governing body scrutinise the curriculum and its impact regularly through the scrutiny sub-committee
  • The provision of subjects at key stage 4 is reviewed annually at both senior and middle leader level
  • All lessons are taught in both mixed and ability based groups. We feel this best reflects are broad intake

 

Key stage 3

  • We facilitate a two-year key stage 3 where all students experience the full range of national curriculum subjects
  • The aim of our key stage 3 curriculum is to provide equality of opportunity and build solid foundations in knowledge and skills for the next phase of learning
  • We provide both breadth and depth in each subject area

Key stage 4

  • We facilitate a three-year key stage 4 where all students follow a core curriculum plus three option subjects
  • We believe a three-year programme offers numerous benefits to students which can vary between subjects
  • The breadth is maintained in delivering fewer lessons but spread across a greater number of years
  • Delivering content over three years allows for repetition, retrieval and purposeful practice
  • Students appreciate the earlier opportunity to specialise in subjects that they are most interested in

Key Stage 3

In key stage 3, all students follow the same curriculum. For organisational purposes the timetable is divided into two equal ability bands (L/H). L stands for ‘Light’ and H for ‘Hall’

 

In Year 7, there is a mixture of both mixed and ability based groups. At appropriate points in the year, student movement between groups can occur. This can be for both academic and pastoral reasons. 

 

In Year 8, a similar model exists. However, maths, modern foreign languages and science set on ability.

 

 

Key Stage 3

Year 7

Year 8

Total

English

7

7

14

Maths

6

6

12

Science

6

6

12

History

4

4

8

Geography

4

4

8

Life/Morality

3

3

6

MFL

4

4

8

Music

2

2

4

PE

4

4

8

Drama

2

2

4

ICT

2

2

4

Art and Design

2

2

4

Design and Tech

4

4

8

Total

50

50

100

 

 

Key Stage 4

We operate a three-year key stage 4.

 

In key stage 4, all students follow a compulsory curriculum that includes History or Geography throughout the three years. All students are given the choice to study a modern foreign language regardless of background or ability. This currently equates to approximately 40% of the year group.

 

There is a variety of both mixed ability and academic sets in key stage 4. This is largely dependent on the subject and the subject combinations chosen by students.

 

Key Stage 4

Year 9

Year 10

Year 11

Total

English

8

8

8

24

Maths

8

8

8

24

Science

6

6

6

18

History/Geography

6

6

6

18

Life/Morality

3

3

3

9

MFL Option

(5)

(5)

5

(15) 5

PE

4

4

4

12

Options

15

15

10

45

Total

50

50

50

155

 

 

Subjects

All subjects in key stage 3 follow the requirements of the national curriculum. Subject leaders have mapped their planning, both medium and long term, to ensure appropriate coverage. These documents are available on request.

All subjects in key stage 4 follow the requirements of the national awarding examination body relevant to each subject. Coverage is evidenced through long and medium term planning. 

 

Curriculum content

All subjects in both key stage 3 and 4 have recently reviewed their curriculum. The emphasis of which is on clear, coherent planning of the knowledge and skills required to be successful learners. The tracking of repeated knowledge across the key stages is also important. This is now identified by RAG rated sections on the long term plans.

During each half term, faculties also hold curriculum meetings to ensure the successful delivery and pacing of long/medium term plans for appropriate curriculum coverage. The meetings also allow the sharing of good practice amongst colleagues, identify key upcoming topics, whilst addressing common misconceptions before they are taught to students. These meetings provide an invaluable opportunity for newly-qualified or less experienced teachers to fully engage with the curriculum they are teaching.

Curriculum impact

The impact of our curriculum is assessed through:

  • The final examination outcomes at GCSE
  • The destinations of our students when they leave Light Hall
  • The range and variety of both curricular and extra-curricular activities available to students in order to provide further enrichment to their secondary school experience
  • The ability of our students to demonstrate a sound moral compass, as well as care and respect for others, including our school environment
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