The curriculum is the formal means by which the school translates its aims and values into practice. It comprises all the planned activities and experiences which the school provides to help pupils to learn.
The aims of our curriculum are to:
provide equal opportunities for all pupils regardless of gender, aptitude or cultural, ethnic or religious background;
offer a broad and balanced entitlement core of experiences to all pupils;
prepare pupils for further study, the world of work and to become active citizens;
develop positive personal and social values;
provide a variety of activities which bring about effective learning, provide appropriate challenges for all pupils and lead to achievement for all pupils;
provide continuity and progression from the point of transfer to the time of leaving school.
2 CURRICULUM STRUCTURE
The curriculum is planned in a coherent manner ensuring it meets legal requirements, including those of the National Curriculum, and embraces cross-curricular themes (including careers education and guidance, citizenship, economic and industrial understanding, environmental, health and sex education) and cross-curricular skills, in particular those of literacy, numeracy and ICT.
The development of pupils’ personal and social skills and their spiritual and cultural development are addressed specifically through the citizenship programme and school assemblies, as well as permeating the whole curriculum, both formal and hidden.
The importance of developing ICT, literacy and numeracy is recognised by the allocation of discrete lesson time at KS3 and a continuing emphasis on the further development of these skills across the whole curriculum.
In years 7, 8 and 9 pupils study a common curriculum comprising timetabled lessons in Art, Citizenship, DT, English, French, Geography, History, ICT, Maths, Music, PE, RE and Science. An element of Drama is built into the English curriculum in year 7 and year 8 but Drama is offered as a discrete subject in year 9.
Together these subjects contribute to pupil learning broadly in the following ways:
Amended by Teaching and Learning Committee
24 January 2006
Adopted by full governing body on
1 March 2006
Date for Review:
|Years 7/8/9 core
||Aspect of learning|
|Art, Drama, DT, English, Music, RE, PE
||aesthetic, creative, expressive |
|English, French, History, RE
||linguistic, literacy |
|DT, Geography, ICT, Maths, Science
||mathematical, spatial |
|Art, Drama, Music, PE
||physical, recreational |
|DT, Geography, ICT, Science
|Citizenship English, Geography, History, RE, Science
||social, environmental |
In years 10/11 pupils study a broad core of subjects. In addition they are able to express a limited preference for further subjects to support their individual interests and aspirations.
||*plus two from
|French and/or ICT
||Resistant Materials |
3 CURRICULUM TIME
The taught school week comprises thirty 50 minute periods. Teaching time per subject reflects the need to maintain a broad and balanced curriculum. A generous time allocation is made in particular for English, Maths and Science reflecting the importance of these subjects for all pupils at KS3 and KS4 and the development of vital basic skills.
4 SCHEMES OF WORK
A scheme of work for each subject is essential in helping to plan teaching and learning within and across subjects, as well as documenting the curricular activities planned for groups of pupils and coverage of the National Curriculum programmes of study and GCSE syllabuses. Schemes of work also provide a basis for monitoring and evaluating the curriculum.
Each subject team will produce a scheme of work for each year group and will review this, and update it as necessary, each year. The standard school format for schemes of work will be used, addressing common headings including:
Pupils need to work at a level and pace appropriate to their potential. Pupils are taught in classes grouped by broad ability and prior attainment or of mixed ability. Whatever the form of grouping a differentiated approach is required to ensure that the range of abilities and interests of pupils is taken into account, so enabling them to experience success.
6 TEACHING AND LEARNING
Pupils learn through their experiences and by being taught. They learn most effectively when they feel valued, when they are encouraged to take responsibility for their own learning and when they are actively involved in the learning process.
A range of teaching and learning strategies needs to be employed with pupils of all ages in order to increase and maintain their motivation and to create a challenging, stimulating and rewarding learning environment in which they can succeed. Strategies will include working individually, in pairs and small groups, whole class teaching, practical work, problem solving, role play, the use of ICT and video and visits outside the classroom.
Regular and appropriate homework set according to the published schedule is an integral part of pupils’ curricular entitlement. Homework enables pupils to consolidate and extend work covered in lessons, to carry out private study and research and to develop good study habits. Further information about this can be found in the school homework policy.
Pupils join us in Year 7 at the beginning of KS3. Teaching programmes are carefully planned to take into account pupils’ previous work and achievements at KS2. This work will be supported by the use of agreed transfer documentation including National Curriculum information, the work of the West Flank Liaison Group and other formal and informal contacts between teaching staff here and at our main partner middle schools.
The importance of transition from KS3 to GCSE courses also needs to be recognised in the planning of schemes of work and the level of demands made of pupils.
9 MANAGEMENT, MONITORING AND EVALUATION
Overall responsibility for the curriculum at Shenley Brook End School rests with the governing body in consultation with the Curriculum Committee. The governing body’s further curriculum responsibilities are:
to work with the Headteacher in ensuring the National Curriculum and its assessment procedures are carried out
to agree a sex education policy for the school
to ensure RE is provided
to ensure the special educational needs policy is being carried out in identifying and helping pupils with special needs
to hear any complaints from parents concerning the curriculum.
The Headteacher, in consultation with the Deputy Headteacher and Curriculum Team Leaders, is responsible for day-to-day decisions about the management of the curriculum of the school.
This policy is to be read in conjunction with these further policies:
Assessment, Recording and Reporting
Careers Education and Guidance
Personal, Social and Health Education
Special Education Needs