MURRAY PARK SCHOOL CURRICULUM POLICY Title of Policy CURRICULUM POLICY Date of adoption Spring 206 Originator P Bowler Date of review Spring 209 Additional information
Throughout this policy the term Parents refers to Parents/Carers School vision Curriculum Policy Our vision is nothing less than realising the full potential of every single student at Murray Park. Purpose The purpose of the curriculum is to ensure learners: develop lively, imaginative and enquiring minds acquire knowledge and skills relevant to adult life and a world of rapid and continuous technological change have sound numeracy and literacy skills develop personal and moral values, respect for shared values and for other cultures, religions and ways of life develop an understanding of the world in which they live take their place in society as informed, confident and responsible citizens Main Principles The curriculum will have the following characteristics: breadth, balance, relevance, differentiation and rigour; progression, continuity and coherence. The curriculum will: promote knowledge and understanding; enable mastery of intellectual, physical and interpersonal skills and personal qualities, values and attitudes deliver equality of access for all learners to academic experiences provide appropriate tasks and teaching techniques to support high expectations and appropriate challenge ensure that all learners have access to work related learning at KS4 All students at Murray Park have equal rights of access to a curriculum that builds on their previous learning. Whilst our curriculum is influenced by the National Curriculum the programme followed by individual students responds to individual needs and talents. Learning at both Key Stages emphasises English, Mathematics and Science. ICT, Citizenship, Religious Studies, SMSC (Spiritual, Moral, Social and Cultural) and Physical Education are also key elements of the curriculum throughout the school, although not always recognised by external accreditation. We recognise the value of 2
opportunities for memorable learning and this is reflected in activities both in and out of school. We aspire to develop students who, when they leave school at sixteen, are personally well-informed, inquisitive and articulate and who also are socially responsible; being confident enough to stand up for what they believe is right whilst being considerate and sensitive to the views and feelings of others. Social, moral, cultural and spiritual learning underpins our curriculum and helps to develop student attitudes, values and sense of personal responsibility. Our four school Communities, the work of the School Council and inclusion of students in the school self-review process make a significant contribution to this development. Our curriculum builds on learning at Key Stage Two and progression is a key consideration in curriculum development. Close liaison with partner primary schools, post sixteen providers and training agencies helps our eleven to sixteen phase to become a key element of lifelong learning. Liaison with local business and industry help us to make our curriculum relevant to our wider community. The Curriculum Murray Park School follows the DfE guidelines in providing a curriculum which broad and balanced and follows the National Curriculum guidance. In our curriculum we Make provision for personal, social, health and economic education (PSHE). Allow for students to study 2 Subjects - core and other foundation subjects Curriculum Subjects (Years 7-) Core subjects Key stage Key stage 4 English Mathematics Science Foundation subjects Art and design Citizenship Computing Design and technology Languages Geography History Music Physical education Religious Education Sex & Relationship Ed KS Curriculum Year 7 and Year 8 The curriculum comprises Core Subjects - English, Maths and Science Foundation Subjects - Physical Education, Computing, French, New Horizons (Geography, History, PSHE, Religious Studies and Citizenship), Art and Design (Art,
Food, Textiles, Resistant Materials, Graphic Products, Engineering), Drama and Music From entry to the school and throughout a student s career, one to one and small group interventions will be provided for students with additional literacy or numeracy difficulties. Enrichment tasks and opportunities both within and beyond the curriculum will ensure stretch and challenge for the highly able students. Year 9 The curriculum is broadly balanced as in years 7 and 8 but allows students a limited flexibility to specialise in Design and Technology focusing on only two subjects. Core Subjects - English, Maths and Science Foundations Subjects - Physical Education, Computing, French, Geography, History, Religious Studies, Citizenship, Art, Drama and Music Design and Technology any two from (Food, Textiles, Resistant Materials, Graphic Products, Engineering ) KS4 Curriculum Our policy allows students to receive their Statutory entitlement to be able to study a subject in each of the 4 areas. The Arts Design and Technology Humanities Modern Foreign Language We have designed our curriculum so that it the courses are taken over a two year period and to provide Access to a minimum of one course in each of the 4 entitlement areas An opportunity for pupils to take a course in all 4 areas Core Subjects (Studied by all students) English which comprises English Language and English Literature Maths Science PE Computing SMSC (Spiritual, Moral, Social and Cultural PSHE, Citizenship, Religious Studies, Financial Capability) Optional Subjects Students will select option subjects which will include at least one additional EBacc subject; o Humanities subjects, o Triple Science, o A Modern Foreign Language or o Computer Science, Please refer to the table below for the 208 details 4
208 Cohort Curriculum To produce 8 GCSEs including EBAcc option Core Curriculum from EBacc. Subjects 2 subject choices (Opportunity to take other EBacc. subjects) English English Literature Maths EITHER Biology Chemistry Physics* OR Double Science Core PE SMSC Computer Sci French Geography History Spanish Triple Science Art & Design Beauty Business Studies Child Development Textiles Construction Drama Food History Photography Resistant Materials French Geography Graphics Health and Social Care ICT Ind. Product Design Music Resistant Materials Sport Philosophy and Ethics Photography Statistics 6 lessons 5 or 6 GCSE outcomes * students taking all science subjects will have additional TPs in the EBacc option lessons GCSE outcome 6 lessons 2 GCSE outcomes All students have option choices. A very small number of the least able students may follow a foundation learning course in place of one GCSE following personal interviews post-options process. This will include study support / skills where appropriate. (/4 students only in current 207 cohort) Students who have entered the school with KS2 APS at + will be expected to take a MFL and Geography/History. Key Stage Four Curriculum At Key Stage Four students usually work towards qualifications at Level One or Level Two. Courses will lead to qualifications including GCSE and BTEC. Some courses offer Applied or Vocational learning and some follow more traditional Academic learning programmes. Organisation of Teaching Groups. In core subjects our classes are increasingly set according to previous attainment, with the flexibility for students to move to another group if appropriate to their needs. Where appropriate, students are also taught in all ability groups. Information Technology plays a significant role in education and computers, Interactive Whiteboards and other media are used as an integral element of teaching and learning throughout the school. 5
Teaching styles are varied and we cater for a wide range of learning styles, so that, instead of being passive recipients of information, students are encouraged to develop a wide range of learning skills. They will be increasingly expected to analyse problems, devise solutions, discuss these with other students, select and produce a finished artefact, performance, or conclusion, and then critically evaluate the end product. Student Progress Students are encouraged to make as much progress as possible and Targets are set for all students. Targets for progress in each subject at Key Stage Three are based on levels achieved at the end of Primary School. Students progress towards these expected levels are monitored termly during KS. Parents, Tutors and Progress Leaders are informed of progress. At Key Stage Four aspirational targets are set for all examination subjects. These are based on attainment at the end of Key Stage Two, bearing in mind previous progress at Key Stage Three, and the achievement of students nationally. Progress towards these Expected Grades is monitored every half term by subject teachers, Heads of Subject, tutors and Progress Leaders, who reward students making better than expected progress and offer support for those making less progress than expected. Memorable Learning In addition to the timetabled curriculum there are also many opportunities for enrichment activities and memorable learning. Our programme for assemblies and tutor time also incorporates opportunities for learning with our programme of Thought for the Week, which supports our subject curriculum coverage of spiritual, moral, social and cultural issues. Memorable activities beyond our normal school curriculum include events linked to Business and Enterprise, Activities Days, Creativity, Science and Technology Days, European visits, Talent or Enrichment weeks, Fieldwork, visiting speakers or experts, theatre visits and activities with a science or sporting theme. Details of our wide range of activities can be found on the school website and in specific departmental literature. 6
ADDENDUM Murray Park Curriculum Model 206/7 (Including Teaching Periods) Year 7 (202) Assumed 90 7mu EnD5 Ma4 Sc CS Pe2 Fr NH4 AD2 Mu 7ra EnD5 Ma4 Sc CS Pe2 Fr NH4 AD2 Mu 7yps EnD5 Ma4 Sc CS Pe2 Fr NH4 AD2 Mu EBacc Development Increase Fr(+) Taken from NH (-) Year 8 (2020) Assumed 95 8mu En4 Ma4 Sc CS Pe2 Fr NH4 AD2 Dr Mu 8ra En4 Ma4 Sc CS Pe2 Fr NH4 AD2 Dr Mu 8ypk En4 Ma4 Sc CS Pe2 Fr NH4 AD2 Dr Mu Year 9 (209) Assumed 70 9x En4 Ma4 Sc CS Pe2 Fr H G SMSC Dt2 Dr Mu A 9y En4 Ma4 Sc CS Pe2 Fr H G SMSC Dt2 Dr Mu A Year 0 (208) Assumed 80 8 GCSEs En Ma Sc PE SMSC Opt A Opt B Opt C Overall 4.5 4 4.5 2.5 2.5 2.5 Y0 5 4 5 Y 8 Qual. 5 2 4 5 2/ - - Year (207) Assumed 50 9 GCSEs As planned En Ma Sc PE SMSC Opt A Opt B Opt C Opt D Overall 4.5 4 4.5 2.5 2.5 2.5 2.5 Y 4 4 5 2 2 9 Qual. 2 2/ 7