Our intention is for students to study the same broad and balanced curriculum up to the end of Year 9, which is a three-year KS3 curriculum. The National Curriculum is the basis for the curriculum in each subject area, with subjects then choosing to supplement this with content that they feel is both relevant and useful.
We believe that the entire educational experience is valuable to students in preparing them for their future lives. We aim to give students powerful knowledge through the curriculum and transformational experiences through their participation in educational visits, clubs and other co-curricular opportunities. Our values – Integrity, Fellowship & Endeavour – underpin our approach to curriculum.
Most subjects are taught in mixed ability groups throughout KS3, which means that students are taught the same curriculum. In subjects which are set, students will still experience the same curriculum, but at a pace which is appropriate for them to secure a good level of understanding. Mathematics is set broadly from year 7 onwards, PE is also streamed broadly from year 7 and Science is streamed in year 9. Students may express a language choice preference before arriving in year 7. Students will study this language through until the end of year 9.
The diagram below sets out how we schedule the KS3 curriculum. The school week runs a two-week timetable, split up into 49 periods each of 60 minutes duration. The number below each subject indicates the number of 60 minute periods allocated to that subject each fortnight. The number below each subject in the diagram indicates the number of 60 minute periods allocated to that subject over the two-week cycle.
The KS3 curriculum is compulsory for all students.
The diagram below sets out the KS4 curriculum which is followed by students in Years 10 and 11. The school week runs a two-week timetable, split up into 49 periods each of 60 minutes duration. The number below each subject indicates the number of 60 minute periods allocated to that subject each fortnight. Students are asked to make 4 subject option choices as they move into Year 10 from the list shown.
KS3 is the stage in each child’s education covering Years 7, 8 and 9 in secondary school.
Our approach to KS3 assessment.
We have taken a three-pronged approach to assessment, which is summarised by the diagram below. The diagram shows a hierarchy, in that the foundation is with individual teachers assessing in their classrooms, then departments who will assess groups of students before whole year groups are assessed at a school level.
At the Classroom Level, teachers use informal assessment to check students’ understanding of the main curriculum elements. This might be through questions, short quizzes or through an observation of work as it progresses. They then respond appropriately through their teaching, with an expectation that the information is used not only for identifying gaps in students’ knowledge, skills and depth of understanding, but also to inform future lessons.
At the Department Level, each department has set out how they will periodically establish the overall progress a student is making using a broad range of assessment materials such as end-of-unit testing, essays, artefacts or performances. These judgements are converted to average percentage scores and shared with parents in student reports.
At the Whole School Level, we have set out assessment windows across the year in which students will sit formal assessments. To prepare students for formal GCSE exams, some of these assessments are sat in standard conditions in the school sports hall. Results are shared with parents and students as percentage scores.
KS4 is the stage in each child’s education covering Years 10 and 11 in secondary school and is the period when GCSE courses are studied.
GCSEs are graded 1 – 9 where 9 is the highest award and 1 the lowest. A Grade 4 is considered the level that students must achieve without needing to re-sit either English or Maths Post-16.
As with KS3, staff continually assess students’ progress in lessons through a wide variety of assessments, questioning and writing tasks. In preparation for GCSE exams, students also sit a formal suite of GCSE papers at the end of Y10 and a set of mock papers in January of Y11. These assessments are all sat in exam conditions in the sports hall and are reported to parents and students as GCSE grades.
The purpose of reports is to communicate effort and attainment data to parents and students. The style of report differs between year groups, but broadly speaking each student will receive:
The reporting schedule is as follows:
Curriculum Head: Emma White (Deputy Head)