The Priory School CURRICULUM POLICY Physical, emotional and academic progress for all Coordinator: Faye Jowett Date: Autumn 2012 Review Date: Autumn 2013
Curriculum Policy Education is the key to most of life s opportunities. The curriculum at The Priory School aims to develop confident individuals and successful learners who are able to lead fulfilling lives and make a positive contribution to society, the environment and the economy. 1. RATIONALE 1.1 The curriculum cannot remain static. Our curriculum has been reviewed in order to: Meet the changing needs of society and the nature of work Embrace the impact of technology on the lives of young people today Reflect the new understanding about learning Ensure the need for greater personalisation and innovation providing appropriate degrees of individualised learning Provide the basis for life long learning Be inclusive Provide continuity and progression and build on achievement pre-11 Provide support by assessment Build on success and recognise that achievement motivates 1.2 The curriculum provides a sound basis for learners of the 21 st Century, with consideration of the National Agenda and 11-19 QCA reforms, the Hertfordshire 14-19 Strategic Action Plan and County Curriculum statement, and to meet local needs as identified by Higher Education and employers. 1.3 Our curriculum aims to extend horizons and raise aspirations by helping our students to discover their talents and interests. 1.4 We introduce our students to a wide range of worthwhile activities and equip them with the personal qualities, skills, knowledge and understanding they need to achieve their goals. 1.5 We provide a broad and balanced curriculum that develops the young person as a whole. 2. AIMS The curriculum promotes young peoples physical, mental and emotional well being, as outlined by the Every Child Matters Agenda. It should encourage students to pursue healthy lifestyles, through an understanding of how the body and mind work. It should equip students with the ability to deal confidently with the risks that they are likely to face. Thus young people at The Priory School will: Have a sense of self worth and deal well with their own emotions Be self reliant and take responsibility for their own actions Develop good relationships with others, develop and maintain a range of worthwhile and satisfying relationships Make healthy life choices, including participating in recreation and physical exercise Be informed about risks (for example bullying, discrimination, drugs and anti social behaviour) and use strategies to stay safe 2
Understand the influences on them (for example advertising, peer groups and the media) and have the confidence to resist negative pressure Challenge themselves and have the confidence to take risks Stay safe online In particular the curriculum aims to help young people to: 2.1 enjoy learning, make progress and achieve high standards at school, in life and at work 2.2 prepare students for the opportunities, responsibilities and experiences of adult life 2.3 live a safe and healthy life by developing their physical, mental and emotional well being 2.4 be principled and make decisions based on the values that underpin society 2.5 be active and informed citizens who make a positive contribution 2.6 be enterprising and contribute to the economic well being of society 2.7 look after the needs of the present and future generations 2.8 appreciate human achievements and encounter the big ideas that have shaped the world 2.9 understand how to learn and build the capacity to manage their own learning 2.10 extend horizons by introducing a wide range of school based, community based and work related activities 2.11 discover their own talents and interests and give them the confidence and skills to achieve their ambitions. Where the curriculum is meeting these aims then young people will: 2.12 be motivated and committed to learning 2.13 be proficient in the functional key skills of reading, writing, using number and ICT 2.14 think logically, critically and creatively and know when each is appropriate 2.15 undertake enquiries to acquire and create knowledge 2.16 understand how they learn, learn from their mistakes and be resilient enough to persist through difficulty and uncertainty 2.17 work independently and with others in teams 2.18 be open minded and be able to make considered judgements 3
2.19 develop effective oral and written communication skills 2.20 apply skills in a wide range of situations deriving pleasure from a broad range of topics including the natural world, the arts, humanities and sciences as the basis for lifelong interest, further learning and Employment In order to fulfil our rationale and aims we have produced a broad and balanced curriculum providing entitlement for all. The core focus has been to develop a more personalised curriculum at post 14 which meets the wide variety of needs of our students. 3. PROCEDURES 3.1 Key Stage 3 The Key Stage 3 curriculum ensures a foundation for a coherent programme of provision that meets the needs of individual learners and provides a genuine gateway to personalising learning at post 14 and beyond. MFL is taught in two half year bands; one band undertaking French, the other Spanish. Parents may elect a preference in year 6 if a child has an aptitude or background in either French or Spanish. In year 8 the top ability group for each half year will be able to undertake a second language. The remainder of the students will continue with the language introduced in year 7. Drama is taught for one hour per fortnight in years 7, 8 & 9. This is to promote greater self esteem, team building skills, enhance the ability to explore abstract ideas and emotions, to develop non-written analytical skills, confidence building and develop empathy with others. Dance will be developed through the PE curriculum Students begin GCSE RE in Year 9 to enable them to achieve a full GCSE in Year 11. Some students begin Science GCSE in Year 9 to enable them to gain 3 science GCSEs Setting arrangements each year group is split into two half year bands of equal ability. All subjects are taught in mixed ability groups with the exception of Maths, ICT, MFL and Science (from Year 8) due to the hierarchical nature of the subject content. 3.2 Key Stage 4 The post 14 curriculum provides continuity and progression from the breadth of subjects studied at the foundation of Key Stage 3. It prepares all students for the opportunities, responsibilities and experiences of adult life, including Work Related Learning, Careers and Enterprise education as part of a detailed Citizenship programme. Option blocks have been organised to ensure that students can choose subjects with varying skills and knowledge requirements; thus meeting the needs of the wide 4
variation in students abilities. All subjects in the option blocks are available to students but subjects cannot run where numbers who have opted for the course are too low. The curriculum ensures a more individualised learning culture where there is far greater equality of opportunity for all to succeed and includes Four Learning Routes to access post 14 education: LR1 - the Foundation Learning pathway provides a specialised programme to include the core subjects of Maths, including financial awareness, English Language, Core Science and BTEC ICT at Level 2. In addition, students have an opportunity to participate in Personalised Learning Opportunities at North Herts College where they can gain an NVQ in either construction, motor vehicle, hair or beauty. Students have 5 lessons a fortnight of foundation leaning. This programme consists of BTEC L1 workskills, additional English and additional Maths. In Year 11, all students study full course RE. In year 10 all students study short course RE with an option of studying full course as a twilight. This would be appropriate for approximately 5% of our students in year 11 and 3% in year 10. Learning Route 2 Core GCSEs of Maths, English Language and Literature, Core and Additional Science and ICT. In addition, Year 11 students can study BTEC Extended certificate in Performing Arts at Level 2, BTEC business or BTEC Sport (two GCSE equivalents). There is also Leisure and Tourism at Level 1 is available, with some GCSE options. Year 10 students do not have the option of BTEC Sport or Leisure and Tourism. In Year 11, all students study full course RE. In year 10 all students study short course RE with an option of studying full course as a twilight. This would be appropriate for approximately 20% of our students. Learning Route 3 - Core GCSEs of Maths, English Language and Literature, Core and Additional Science and ICT. GCSE options are available as well as a BTEC Options are available together with a full complement of GCSEs from the three option pools for students to choose a breadth of subjects to match their interests and future aspirations. Guidance from form tutors, subject teachers, HoY, HoKS and the deputy head ensure students choose appropriate subjects. In Year 11, all students study full course RE. In year 10 all students study short course RE with an option of studying full course as a twilight. This would be appropriate for approximately 50% of our students. Learning Route 4 The English Baccalaureate. Traditional route of a minimum of 10 GCSEs (including Maths, English Language and Literature, Science and BTEC ICT. Statistics at GCSE level is available for the most able students. The most able students study Triple Science, which equates to three GCSEs. In addition, there are three option pools for students to choose a breadth of subjects to match their interests and future aspirations. Students are strongly advised to choose one language and one humanity subject (history or geography). In Year 11, all students study full course RE. In year 10 all students study short course RE with an option of studying full course as a twilight. This will be appropriate for approximately 25% of our students. 3.3 Post 16 The curriculum at post 16 enables progression of learning from key stage 4. The aim is to encourage more young people to remain in a structured learning environment, which includes traditional and vocational opportunities. All students participate in a Careers programme and receive specific 5
guidance through the Connexions service and additional external support via the Hertfordshire Aim Higher programme and University Open Days. This includes two Learning Routes: Learning Route 1 Students undertake a BTEC National in Business at Level 3, equivalent to two A levels and choose one A level subject or BTEC to complement their studies. Work Experience is undertaken in Year 12 as part of the two year course. Learning Route 2 LR2 is a traditional L3 three or four AS and A2 course, studied over a two year period. Students are offered the opportunity of studying the EPQ L3. There is also the opportunity to participate in a PE option. KS3 SUBJECT THE PRIORY SCHOOL CURRICULUM MENU 2012-2013 YEAR 7 - timing of lessons (hours) YEAR 8 - timing of Lessons (hours) YEAR 9 - timing of Lessons (hours) English 6 6 6 Maths 6 6 6 Science 6 6 6 MFL 6 (Fr 3 groups, SP 3 groups) 6 (Fr 3 groups, SP 3 groups) 6 (Fr 3 groups, SP 3 groups) Tech 4 4 4 History 3 3 3 Geography 3 3 3 RE 2 2 2 Music 2 2 2 Art 3 3 3 PE 4 4 4 Citizenship 2 2 2 ICT 2 2 2 Drama 1 1 1 KS4 FOUR LEARNING ROUTES Learning Route 1 Y10 Timing of lessons Y11 Timing of lessons English Language (GCSE) 7 7 Maths (GCSE) 6 6 Science Core (GCSE) 5 5 Foundation Learning 5 5 BTEC IT Level 2 5 6 Religious Studies Full Course/Short Course 2 2 Personalised Learning Opportunities at North Herts College 5 5 Citizenship 1 1 EITHER: Two further subjects from: Art French Sociology Business Studies History Food Tec 2x5 2x5 Geography Music Resistant Materials Drama PE Textiles Graphic Products Spanish Product Design Dance BTEC Options: Level 2 Business, Music, Sport (Yr 11 Only) 6
L1 Leisure and Tourism (Yr 11 only) Non-Examination Courses: PE 4 4 Learning Route 2 Y10 Timing of Y11 Timing of lessons lessons English Language and Literature (GCSE) 7 7 Maths (GCSE) 6 6 Science Core and Additional (GCSE) 10 10 BTEC ICT Level 2 5 6 Religious Studies - Full Course/Short Course 2 2 Citizenship 1 1 Three further subjects from: Art French Sociology Business Studies History Food Tec Geography Music Resistant Materials 3x5 3x5 Drama PE Textiles Graphic Products Spanish Product Design Dance BTEC Options: Level 2 Business, Music, Sport (Yr 11 Only) Non-Examination Courses: PE 4 4 Learning Route 3 Y10 Timing of lessons Y11 Timing of lessons English Language and Literature (GCSE) 7 7 Maths (GCSE) 6 6 Science Core and Additional (GCSE) 10 10 BTEC ICT Level 2 5 6 Religious Studies - Full Course/ Short Course 2 2 Citizenship 1 1 Three further subjects from: Art French Sociology Business Studies History Food Tec Geography Music Resistant Materials 3x5 3x5 Drama PE Textiles Graphic Products Spanish Product Design Dance BTEC Options: Level 2 Business, Music, Sport (Yr 11 Only) 7
Non-Examination Courses: PE 4 4 Learning Route 4 Y10 Timing of lessons Y11 Timing of lessons English Language and Literature (GCSE) 7 7 Maths and Statistics (GCSE) 6 6 Science Additional or Triple (GCSE) 10 10 BTEC ICT Level 2 5 6 Religious Studies (GCSE) 2 2 Citizenship 1 1 Three further subjects from: Art French Sociology Business Studies History Food Tec Geography Music Resistant Materials 3x5 3x5 Drama PE Textiles Graphic Products Spanish Product Design Dance BTEC Options: Business, Music, Sport (Yr 11 Only) L1 Leisure and Tourism (Yr 11 only) Non-Examination Courses: PE 4 4 8
Learning Route 1 BTEC Level 3 (20 hours plus work experience) Learning Route 2 AS/A2 Level (40-45 hours) Business A two year course Students can also opt into an AS/A2 level course in a chosen subject Some students opt to re-take GCSEs in Maths and/or English. Four or five subjects chosen from: Art Geography ICT Applied Biology German BTEC L3 ICT Business Greek BTEC Music Tec Business and Economics History Chemistry Latin Classical Civilisation Maths/Further Maths Computer Studies Music Design Technology Physics Drama and Theatre Studies PE Economics Philosophy and ethics English Sociology French Psychology BTEC Performing Arts (Acting) POST 16 TWO LEARNING ROUTES 9
Progression Routes Level 1 Employment & Training Level 2 Employment & Training Foundation Degree Level 2 Plus Employment & Training Honours Degree Level 3 Employment & Training 10
Monitoring 4.1 Governors Curriculum Committee to review the Curriculum Policy on an annual basis 4.2 Individual department areas to review practice and procedures and ensure that the most appropriate Specifications are chosen to meet student needs 4.3 Student Voice to be involved with discussion about the content of the curriculum and student views sought about future developments 4.4 SLT to ensure that all curriculum updates are cascaded to colleagues and students and that the learning needs of students take priority through the SEF and SIP. 11