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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

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’

 

We adopt a philosophy in key stage 3 that students should not be defined early in their secondary schooling by their key stage 2 results. Although, we use SATs scores in a variety of ways, we aim to promote aspirations of students through a combined set and mixed ability approach. We believe this provides a greater balance until more assessment is available. As a result:

 

In Year 7, most subjects teach two equal top sets (using scaled scores from national curriculum ks2 tests) with the remainder of students taught in three mixed ability groups per band. 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. We believe that students should spend more time learning subjects they are interested in and feel provide a realistic link to their future career aspirations. This helps foster stronger student engagement, particularly in subjects that have traditionally experienced a Year 9 dip such as drama, art and music.

 

In key stage 4, all students follow a compulsory curriculum that includes History or Geography throughout the three years. For a number of students, this also involves a modern foreign language, if they have opted for it as part of their options programme. 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 are requested to map 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 adapted their plans to follow our new pro-forma. The emphasis of which is on clear, coherent planning of knowledge and skills. 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. As a result of our planning, all subject content and knowledge is delivered prior to our full mock exams in the December of Year 11. This improves the validity of the mock results and allows for targeted intervention during the spring term of Year 11 according to need of both groups and individual students.

During each half term, faculties also hold curriculum meetings to ensure the successful 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.