Queen Elizabeth's Girls' School Curriculum Policy

Transcription

1 Queen Elizabeth's Girls' School Curriculum Policy POLICY TITLE: STATUS: REVIEWED BY: Curriculum Policy Statutory Achievement and Behaviour Committee DATE AGREED BY GOVERNORS: December 2017 DATE OF NEXT REVIEW: November 2018 CONTENTS 1. Curriculum Statement 2. Curriculum Aims 3. Curriculum Content and Structure 4. Building Personal Development into the Curriculum. Skills 6. Cross Curricular Dimensions 7. The Sixth Form Curriculum 8. Collaboration with Other Educational Institutions THE CURRICULUM POLICY 1. Curriculum Statement At Queen Elizabeth s Girls School we aim to develop a curriculum where teaching and learning are at the heart of what we do and all students are encouraged to be the best that they can be. We want to create successful learners, confident individuals and responsible global citizens prepared for an increasingly technological world, with a curriculum designed to accommodate the needs of all students. We aim to offer all students an enjoyable, interesting, broad and balanced curriculum: a curriculum which promotes academic success and recognises personal achievement at all levels. We provide an environment in which young people of all abilities and backgrounds are able to develop the skills and attitudes which will engender a lifelong love of learning and a clear set of values about what is right. 2. Curriculum Aims Support every student to fulfil her potential. 1

2 Promote and sustain a thirst for knowledge and understanding and a love of learning. Nurture lively, imaginative and enquiring minds. Encourage students to develop initiative, to be independent learners and to take responsibility for their own learning. Develop creativity, critical awareness, empathy and sensitivity. Develop young people who take responsibility for their own behaviour and contribute positively to society. Foster success and aspiration across the whole breadth of the curriculum and promote female representation in science, technology, engineering and maths careers. Meet the needs, aptitudes and interests of all students. Ensure students acquire knowledge and skills relevant to adult life and are innovative and equipped for the fast changing world around them. Stimulate an understanding of the world in which we live, including a local, national and international dimension. Encourage strong positive relationships between staff, students and parents/carers. Develop personal and moral values, respect for shared values and for other cultures, religions and ways of life. Promote the fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs. Create extra-curricular opportunities for students to take part in a range of social, artistic, cultural, sporting, dramatic, musical, mathematical, scientific, technological and, where appropriate, international events and activities that promote aspects of SMSC development. The school s curriculum follows statutory requirements and the requirements of the National Curriculum. It is a balanced and broadly based curriculum which promotes the spiritual, moral, social, cultural, mental and physical development of our students and prepares them for the opportunities, responsibilities and experiences of adult life. Students will develop skills in speaking and listening, literacy, numeracy and computing. They will also study a programme of personal, social, health, citizenship and enterprise education in line with the school s aims and ethos. Religious education, physical education and careers guidance is provided for all students. 2

3 3. Curriculum Content and Structure Key Stage 3 Structure of the Year 7 and Year 8 Curriculum Subject Hours per fortnight Year 7 Year 8 English 6 6 Mathematics 6 6 Science 6 6 Art 2 2 Drama 2 2 Modern Foreign Languages (French/Spanish) 6 6 Geography 4 3 History 3 4 Computing 2 2 Music 2 2 Personal, Social, Health and Economic Education (PSHE) which includes personal wellbeing, sex and relationships, drugs education, economic wellbeing, financial capability, citizenship and careers education 0 2 Physical Education 4 4 Reading 2 0 Religious Studies 2 2 Technology 3 3 Total Hours per Fortnight 0 Structure of the Year 9 Curriculum Subject Hours per fortnight English 7 Mathematics 7 Science 7 Art 2 Drama 2 Modern Foreign Languages (French/Spanish) 6 Geography 3 History 3 Music 2 Personal, Social, Health and Economic Education (PSHE) which includes personal wellbeing, sex and relationships, drugs education, economic wellbeing, financial capability, citizenship and careers education Physical Education 4 Religious Studies 2 Technology 3 Total Hours per Fortnight 0 2 3

4 During KS3 girls are taught in mixed ability teaching groups, apart from Mathematics The majority of girls study both French and Spanish in KS3, whilst a small number study only one of these, enabling them to receive additional Learning Support. We offer girls many opportunities to take part in extra-curricular activities, visits and trips. In addition to the support offered to girls to enhance their learning we provide opportunities for the more able and talented girls to further extend their learning (see More Able and Talented Policy). Work is differentiated to ensure that whilst each girl is working at her level she is able to progress further. Girls start the Key Stage 4 GCSE programmes of study in English, Mathematics and Science in Year 9, with a focus on the required skills as well as the delivery of some GCSE content. Key Stage 4 QEGS complies with the national requirement that all pupils study, English language (GCSE) English literature (GCSE) Mathematics (GCSE)* Combined Science Double Award or Triple Science Computing * PSHE ** Physical Education Religious Studies * Computing is taught as an option subject. In addition, elements of Computing, such as the development of analytical and computational thinking skills are central to the Mathematics curriculum. Additionally, there is emphasis in the PSHE curriculum on the impacts of technology including how to protect online privacy. ** PSHE is delivered in timetabled lessons in year 10. In year 11, through dedicated sessions when the school timetable is suspended. We encourage girls to opt for a broad and balanced curriculum including, Arts (comprising Art and Design, Music, Drama, Media and Physical Education) Design and Technology (comprising Computing, Design and Technology and Food Preparation and Nutrition) Humanities (comprising Geography, History, Business and Health and Social Care) Modern Foreign Languages (comprising French and Spanish) 4

5 Based on the school s progress data, each student will be guided to consider one or two option pathways. There are four option pathways offered by the school. All students must follow one of these. Ebacc plus Triple Science and STEM enrichment This option offer is tailored to support breadth and academic success for students with a particular interest and aptitude in the Sciences, Technology, Engineering and Maths (STEM) EBacc This option offer is tailored to students who want to secure the EBacc with the flexibility to study a wide range of subjects. It is suited to students who have a secure grounding across the range of subjects in Key Stage 3 EBacc Plus This option is tailored to offer additional support to help students to secure the EBacc. Students opt for one subject less, which provides time for additional support in the EBacc subjects. It is suited to students who have a developing grasp of the subjects studied in Key Stage 3. Non-EBacc with additional English and/or Maths This pathway offers support to students who may prefer a less traditional route through Key Stage 4. It offers greater flexibility in subject choice alongside additional support in English and/or Maths. Future Developments As the government s Education reforms are phased in we will continue to make the necessary changes to our school curriculum and policy.

6 Structure of the Key Stage 4 Curriculum Year 10 Subject English (Language and Literature) 8 Mathematics 8 Science (Combined Double Award) 9 Personal, Social, Health and Citizenship Education 1 Physical Education 2 Religious Studies 2 Hours per fortnight 4 Option Choices from the following list subject to viable numbers, timetable and staffing constraints: Art and Design, Business Studies, Computing, Drama, Food Preparation and Nutrition, French, Geography, Design and Technology, Health and Social Care, History, Media, Music, Physical Education, Spanish, Triple Award Science, Total Hours per Fortnight 0 Year 11 Subject English (Language and Literature) 8 Mathematics 8 Science (Core and Additional) 9 Physical Education 2 Religious Studies 3 Hours per fortnight 4 Option Choices from the following list subject to viable numbers, timetable and staffing constraints: Art and Design, Business Studies, Design and Technology, Drama, French, Geography, Health and Social Care BTEC, History, Media, Music, Physical Education, Spanish, Triple Award Science. Total Hours per Fortnight 0 6

7 Girls and their parents are informed of the English Baccalaureate, which requires students to achieve a good pass in GCSE English, Maths, Combined Science or Triple Award Science (or two separate GCSEs in Science subjects), a Modern Foreign Language, and a Humanity (History or Geography). There are many opportunities for students to extend the main curriculum by participating in trips, clubs and activities. These include the Duke of Edinburgh s Award and Young Enterprise Programme. Details of these activities can be found on the school website. 4. Building Personal Development into the Curriculum Personal development in school is the means by which all young people are supported in their spiritual, moral, physical, emotional, cultural and intellectual development according to their needs, and regardless of their social and/or economic backgrounds. It promotes their wellbeing and enables them to develop their potential as healthy, enterprising and responsible citizens in our society. An effective curriculum allows students to,. Skills be healthy stay safe enjoy and achieve make a positive contribution achieve economic wellbeing If young people are to be prepared for the future they need to develop essential skills and qualities for learning, life and employment. These include skills that relate to learning in subjects as well as other more generic, transferable skills. A dynamic, forward-looking curriculum creates opportunities for learners to develop as self-managers, creative thinkers, reflective learners, problem-solvers, teamworkers, independent learners, and effective communicators. 6. Cross Curricular Dimensions To achieve the aims of the curriculum, young people need to experience opportunities to understand themselves and the world in which they live. Cross-curricular dimensions provide important unifying areas of learning that help young people make sense of the world and give education relevance and authenticity. They reflect the major ideas and challenges that face individuals and society. Dimensions can add a richness and relevance to the curriculum experience of young people. They can provide a focus for work within and between subjects and across the curriculum as a whole, including the routines, events and ethos of the school. Cross-curricular dimensions include: identity and cultural diversity healthy lifestyles community participation enterprise global dimension and sustainable development technology and the media creativity and critical thinking 7

8 Cross curriculum dimensions and skills are built into activities planned when the timetable is suspended for a year group as well as on educational visits/trips. 7. Sixth Form Curriculum With the stage in mind, Queen Elizabeth s Girls School will aim to: a) ensure that the progression of students through the continuum is effected smoothly, including ensuring that students and parents are familiar with the implications of the Raising of the Participation Age; b) provide access for all students to a curriculum which meets the needs of the individual within a framework of broad and balanced provision; c) raise levels of student achievement through the provision of such curriculum; d) ensure that the curriculum on offer is consistent with the whole school curriculum policy; e) facilitate progression to post-18 employment, Further Education and Higher Education. f) Where the school is unable to offer a course we will seek to work with other local institutions to maximise the breadth available. Advanced Level Courses One or two year course offering study in the following subjects: Art Biology Business Studies Chemistry Computing Drama Economics English Language and Literature English Literature Film Studies French Further Mathematics Geography Government and Politics History Mathematics Media Studies Music (Barnet Consortium based at Woodhouse College) Photography Physical Education Physics Product Design Product Design Textiles Psychology Religious Studies: Philosophy and Ethics Sociology Spanish 8

9 Most students study three A level subjects across two years. Some may add to this by studying a fourth subject where it is appropriate. Courses are only guaranteed to run if there are sufficient numbers. Progress is monitored and students must demonstrate sufficient achievement in each subject (minimum 2 grade D s) to enable them to continue to study it throughout the two years. Where necessary, other options and pathways are discussed with the student. Academic concerns are discussed with parents/carers throughout the course. Students who do not achieve 2 grade D s at the end of Year 12 will be supported and discussion will take place to explore alternative and additional pathways. We offer girls many opportunities to take part in enrichment activities, extra-curricular activities, visits and trips. The Level 3 Extended Project Qualification provides an opportunity for students to extend their abilities beyond the A level syllabus and prepare for university or their future employment. It is worth half of an A level. Students choose an area of interest and plan, research and carry out the project. Health and Social Care BTEC Level 3 Extended Diploma Studying the Extended Diploma will give students a grounding in and theoretical knowledge relevant to the Health and Social Care sector. Students will develop the necessary skills to allow them to thrive in the industry. The two year course is equivalent in size to three A levels and is graded as Pass, Merit or Distinction. Students will also be able to retake GCSE English and/or Mathematics where necessary. 9

10 8. Collaboration with other educational institutions The school collaborates with other educational institutions to broaden the curriculum opportunities open to girls in key stage in respect of A Level Music/Music Technology. Other opportunities will be developed according to the needs of particular cohorts. Collaborative arrangements are based on firm planning with particular attention to issues including, the alignment of timetables tracking of attendance and punctuality clear communication procedures and agreed procedures to the follow up of issues travel arrangements co-ordination of reporting and assessment calendars consideration that QEGS is a single sex girls school 10