calthorpe park school… · the curriculum will be concerned with the whole person and the...

Reviewed in June 2019; Curriculum Policy 2019-20

CALTHORPE PARK SCHOOL

Curriculum Policy This policy supports UNCRC Article 29 (goals of education) –

Education must develop every child’s personality, talents and abilities to the full

2019 - 2020


1. Policy Statement

Education is the lifelong process of development to which Calthorpe Park will make an essential contribution through its curriculum, which is the formal and informal teaching and learning within the school. The central purpose is the intellectual, personal, social, spiritual, moral, cultural, creative and physical development of students. The responsibility for this will be shared between the school, the home and the society in which we live. The curriculum will be concerned with the whole person and the partnership between all parties should provide the best for the individual in the school’s care. The school will promote a sense of personalised learning where every child matters within a growth mind-set philosophy.

2. Links to other Policies

The Calthorpe Park School Curriculum Policy links to the following school policies:

Safeguarding

Child Protection

Inclusion and Special Needs

Attendance

Equality

Behaviour Management

Learning and Teaching

Examinations

Careers Education and Guidance

Collective Act of Worship

Complaints

3. Aims and Principles

The curriculum at Calthorpe Park School will:

meet the requirements of regulatory instruments and reflects the changing demands therein whilst maintaining a clear vision of what is of greatest benefit to our students;

be ambitious – so that it gives all learner’s the knowledge and cultural capital they need to succeed in life, preparing them for the their next stage of education, employment or training

be broad - so that it provides a wide range of knowledge, skills and learning opportunities; be balanced - so that each element is given sufficient time to contribute effectively; be coherent - so that each element is linked to make the learning experience more

meaningful; content is thus remembered and then integrated into larger concepts; be relevant - so that it is related to the learner’s interests, needs, aspirations and experience

wherever possible; be differentiated - so that what is taught and how it is taught is matched to the students’

needs, aptitudes, abilities and achievements;


be inclusive – allowing, as far as is reasonable, all students access to the full curriculum; enable each student to achieve to the maximum of his/her own potential; develop each student’s literacy and numeracy skills across all subjects in the curriculum develop each student’s personal, learning and thinking skills as well as their learning

dispositions (for further details see Annex 4). promote partnership between the student, the home, the teacher/school and the

community; emphasise the pastoral dimension of the curriculum and its influence on the development of

the character (including resilience, confidence and independence) and attitudes of young people;

ensure continuity and progression: value and build on what exists upon entry; involve students in learning activities which are part of a continuous and planned experience; prepare for the opportunities, responsibilities and experiences of adult life;

foster teaching styles which will offer and encourage a variety of learning opportunities; be recognised as including all those features of school life which produce its ethos such as the

quality of interpersonal relationships, the concern for equality of opportunity; the values inherent in the way in which the school is managed and organised (including British values);

allow opportunities for extracurricular and enrichment activities. Where the curriculum extends beyond the academic and allows for the development and discovery of interests and talents (including how to keep physically and mentally healthy).

meet the requirements of other relevant school policies Equal Opportunities

The school recognises and values cultural diversity and accepts its duties under the Equality Act 2010 to show due regard, in its decision making, to the three aims of the Public Sector Equality Duty (PSED) in its need to:

Eliminate unlawful discrimination

Advance equality of opportunity

Foster good relations between people from different equality groups

4. Curriculum Content

In the pre-GCSE years all students will study the National Curriculum core and other foundation subjects including Religious Education (for further details see Annex 2). Pre-GCSE

In Years 7 and 8 students will further study discrete Drama and ICT. GCSE (and other qualifications)

In Years 9, 10 and 11 students will take the core subjects (English, Maths, Science - differentiated based on ability) and PE. They also have a free choice of four options from a list of over 20 subjects including GCSE and vocational courses (For further information on courses offered, please refer to Annex 3). Students in Year 9 will also follow a discrete course in RE. All Year groups will also access courses on ICT/Computing, CEAG and a range of PSHE and British


Values related modules (including Work Related learning, Relationships and Health Education, economic, business and industrial understanding, multi-cultural, environmental and community awareness – including faiths)

The Options process includes student choice from a number of pathways appropriate to the student’s needs with the Calthorpe Core pathway meeting the requirements of the English Baccalaureate (details of these pathways can be found in Annex 3).

5. Evaluation and Review The subject curricula will be monitored by individual department heads, with the Deputy Head having oversight of the whole. This policy will be monitored by the Headteachers, Deputy Headteacher and the Governing Body. The implementation of this policy will be reviewed and its impact monitored in accordance with the Governing Body’s programme of policy review. Any complaints about the curriculum should, in most cases, be dealt with informally through discussion but formal procedures are outlined in the Complaints Policy.


Annex 1 Additional Curriculum Information Teaching and Learning

Students should learn through a variety of modes including individual work, group work, demonstration, exposition, investigation, explanation, reflection, recapitulation, discussion and creation. The experience should be stimulating and rewarding for all parties. Students and staff should feel empowered and mutually promote the sense of personalised learning and learning autonomy.

Extra-Curricular and Enrichment

A diverse programme of extra-curricular and enrichment activities is offered at both key stages. The Enrichment Programme also supports the school curriculum by providing opportunities for students to take additional courses and GCSE subjects on an extracurricular basis.

Assessment, Recording and Reporting

Procedures relating to assessment are in line with the published school policy and:

are central to the learning experience of each student;

ensure that assessment arises from and informs curriculum planning;

ensure that learning objectives can be clearly understood and that formative assessment is diagnostic;

report accurately the progress and attainment of each student whilst recognising personal qualities and social skills;

involve teacher/student review and target setting at appropriate levels;

include development of assessment for learning techniques and approaches.

Ethos and Values

The ethos and values of the school are clearly articulated on the school website and through the promotion of “The Calthorpe Way” details of which can also be found on the website. This school culture is expressed in a variety of ways which include relationships between members of our school community, with parents and the wider community, codes of behaviour within the school, teaching and learning styles, daily routines and procedures as well as the management of the institution. Within this element and connected to the enrichment and PACE/Community Cohesion programmes, the school holds a series of Citizenship Days enabling total student immersion in a topic or theme to allow greater involvement and understanding.

Pastoral Dimension

The school is a caring community and aims to provide a framework within which students are shown respect as individuals and are encouraged to respect and act as members of society. The role of the teacher as tutor is of paramount importance in the oversight of the personal, social and academic development of the students. The acquisition of knowledge, skills, values and attitudes as well as learning dispositions which will equip our students to fulfil the stated aims is monitored. Such elements are further identified in discrete courses, across the curriculum and via the structures, activities and relationships which support the curriculum. Such elements feature in a coherent and planned way so as to ensure continuity and progression.


Subject Handbooks

All departments will have subject handbooks which will state the department’s subject-specific policies, outline their longer term planning as well as containing information on schemes of work, programmes of study and pedagogy. Teachers will plan lessons within frameworks appropriate to the needs of the class as a whole and to its students as individuals.

Grouping and Setting

Upon entry students are placed into ten learning groups where some minor alteration may occur to allow intervention strategies to be implemented for literacy and numeracy, as appropriate.

These ten groups then form three largely parallel thirds called ‘C’, ‘P’ and ‘S’. This structure is retained into Year 8.

For Year 8 English, Maths and Science broadly set students on ability within the thirds

Technology lessons in Years 7 & 8 have 13 classes to reduce numbers.

In Year 8 classes in Art, Drama, Music and Technology are smaller than in other areas with 4 or 5 classes in each third (13 in total).

Option choices will be made during Year 8 with examination courses beginning in Year 9. The first half term will be introductory to facilitate ease of swapping courses if required

In Years 9, 10 and 11 core subjects (English, Maths and Science) will be setted across two broadly equal and parallel halves and will have additional classes where staffing allows

Options subjects will be set only if the timetable and numbers allow and it is in the students’ best interests

In all areas the school endeavours to maintain appropriate class sizes. Average class sizes are between 25 and 28 for non-practical subjects, practical subjects are generally around 20

Average class sizes in core and option subjects in the exam years will generally be lower where staffing allows

Core Skills These are taught within the main curriculum but they are all also developed and promoted across the curriculum. They include: oracy, numeracy, literacy, problem solving, decision making, ICT capability, study and learning skills. Some of these are taught through specific programmes where appropriate to the student’s needs.


Annex 2

Pre GSCE Curriculum Overview In 2017 the allocation of time to subjects in Years 7 and 8 is as follows.

Subject Year 7 Year 8

English 4 x 50 mins 4 x 50 mins

Maths 4 x 50 mins 4 x 50 mins

Science 3 x 50 mins 4 x 50 mins

Languages

French German Spanish

3 x 50 mins

1 language from the three listed

3 x 50 mins

Technology 2 x 50 mins 2 x 50 mins

PE 3 x 50 mins 3 x 50 mins

Art 1 x 50 mins 1 x 50 mins

Drama 1 x 50 mins 1 x 50 mins

Music 1 x 50 mins 1 x 50 mins

Geography 2 x 50 mins 2 x 50 mins

History 2 x 50 mins 2 x 50 mins

Enrichment 1 x 50 mins -

PSHE 1 x 50 mins 1 x 50 mins

RE 1 x 50 mins 1 x 50 mins

ICT 1 x 50 mins 1 x 50 mins


Annex 3

GCSE Curriculum Overview

Subject Level Year 9 Year 10 Year 11

English Language and Literature GCSE 4 x 50 mins 5 x50 mins 5 x 50 mins

Maths GCSE 4 x 50 mins 5x 50 mins

5 x 50 mins

Science: Biology, Chemistry and Physics or

Science and Additional Science 3xGCSE

or 2xGCSE

5 x 50 mins 6 x 50 mins 6 x 50 mins

PE Core 2 x 50 mins 2 x 50 mins 2 x 50 mins

PSHE including:

Personal and Citizenship Education

Philosophy and Ethics

ICT

CEIAG

Core

1 x 50 mins

Delivered through discrete, targeted

sessions throughout the year

Delivered through discrete, targeted

sessions throughout the year

Four Options from a list including:

Art and Design Business and Communication Studies

Computer Science Creative iMedia

Drama Food

French Geography

GCSE GCSE GCSE

BTEC Level 2 GCSE GCSE GCSE GCSE

All Option blocks account for

3 x 50 minutes



German History Music

Music Technology PE

Photography Philosophy & Ethics

Psychology Spanish

Technology Health and Social Care

Vocational Opportunities (FCoT)

Study Plus

GCSE GCSE

BTEC Level 2 GCSE/OCR

GCSE GCSE GSCE GCSE GCSE

OCR Nat Level 2 BTEC Level1/2

3 x 50 minutes


3 x 50 minutes


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In Years 9- 11 The options system has been designed to be as personalised and to create as much flexibility as possible. Students place six subjects in order of preference and the school endeavours to give them the first four (generally 85+% success rate). Thus the curriculum pattern will change year on year dictated by student choice and not logistical constraints. It is the school’s policy to promote a balance of subjects for students and to safeguard certain subjects by timetabling groups whose numbers fall below those generally deemed feasible for operation unless this is detrimental to the effective deployment of school resources. This structure and system gives students full access to all areas of the curriculum including a programme for those who would benefit from a more vocational focus. Students entering this stage of their education select one from four possible pathways. These are briefly:

− Calthorpe Core (options must include a humanity, language or Computer Science, thus complying with elements of the Progress 8 accountability measure.

−

− Focus (Students are allocated only three option subjects and spend the remaining curriculum time studying independently or supported by the Learning and Achievement Department).

− Vocational (Students spend ½ day a week following a vocational or related course, where available, appropriate and from Year 10 onwards).


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Annex 4

Learning Dispositions As part of the school’s recognition of, and belief in, the imperative to educate the whole child, across all subjects and throughout all aspects of the curriculum a set of learning dispositions are promoted and celebrated. The dispositions are: Independent: Able to work without direction and does not need help from others Adventurous: Not frightened to try new things

Focused: On task, not distracted

Flexible: Able to adapt to different situations/the unexpected

Persistent: Keeps trying: does not give up and keeps going even if things are difficult

Determined: Ambitious to succeed

Inquisitive: Curious, wants to find things out

Imaginative: Able to picture/visualise/use imagination

Creative: Able to develop original ideas

Divergent Thinker: Able to think outside the box

Opportunistic: Makes the most of opportunities

Showing Initiative: Uses common sense to decide what to do and then get on with it Self-Aware: Be aware of your abilities

Methodical: To do things in a systematic way

Evaluative: Able to make judgements

Organised: To plan your time and work effectively/sensibly

Observant: To take notice

Clear Thinking: To use your brain to order your thoughts

Collaborative: To work well together

Empathetic: To see things from other people’s point of view

Open Minded: To be willing to consider all points of view

Open to Feedback: To accept and act on criticism willingly

Imitative: To emulate (copy) good practice

Listening: To be attentive

Resilient: To show strength of character

Resourceful: Good at finding ways of dealing with challenges Reflective: To be able to think about your learning/actions/behaviour Team Player: To help each other


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Policy Adoption, Monitoring and Review

This policy was considered and adopted by the Governing body in line with their overall duty to safeguard

and promote the welfare of children as set out in the DfE guidance ‘Keeping Children Safe in Education’.

Parents will be issued with a hard copy of this policy on request. This policy will also be made available to

parents via the school website.

The Headteachers will actively evaluate the effectiveness of this policy by monitoring the staff group’s

understanding and application of the procedures within this policy as their overall duty to safeguard

children.

This Curriculum Policy was agreed by the Full governing Body at their meeting on:

__________________________________ (Date)

____________________________________________________

Approved by Chair of Governors

(Mr J Phillips)

__________________________________ (Date)

____________________________________________________

Approved by Headteacher

(Ms M Hooper)

_________________________________ (Date)

Review Date: _________________________________________

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