Curriculum Policy
SECTION A: CURRICULUM
The school will meet the requirements of the National Curriculum in terms of programmes of study and attainment targets, and will respond to any changes and updates proposed.
The curriculum will reflect the principal aim of the school as summarised in the mission statement:
'This school seeks to encourage and reward excellence of every kind, to enable all pupils to achieve their full potential and become successfully independent and to stress the importance of caring inter-dependence.'
The school's Learning Support Department is responsible for writing Individual Education Plans for pupils at School Action, School Action Plus and for those pupils with a Statement. The targets of these pupils are reviewed each term and monitored weekly.
The school's pastoral system, both in and out of the classroom will provide the positive framework in which pupils feel happy, valued and safe, so that the curriculum can flourish.
The rich extra-curricular life of the school is seen as a highly valued extension of the curriculum, which will support the main aim of the school (see mission statement).
TIMETABLE STRUCTURE
The school timetable is based on 50, one hour lessons or units per 10 day cycle i.e. 5 units per day. There is a short break (15 minutes) between units 2 and 3 and a 35 minute lunch break between units 3 and 4. For Years 7-13, Unit 3 on Mondays and Fridays is devoted to Form Time, PSHEC work or assemblies. The remainder of the curriculum occupies 23 units.
In the curriculum plans below, many subjects are taught in half-year groupings. Maths and the KS4 Options are blocked across whole year groups.
LOWER SCHOOL CURRICULUM
All pupils in Years 7, 8 and 9 (Key Stage 3) follow a curriculum based on National Curriculum requirements including: English, Maths, Science, ICT, Technology, History, Geography, Modern Language, Music, Art, Physical Education, Religious Studies, Literacy enrichment, Citizenship and PSHE
At all stages from Year 7 to 9, English includes both Language and Literature. Learning Support is available to pupils who are identified as needing extra tuition for specific learning needs. In addition, some pupils have access to Progress Units in Literacy. For students who have a natural gifted and talented ability, enrichment lessons (e.g Latin) are provided.
Year 7
- English, Maths and Science are in half-year blocks to enable setting.
- Literacy is taught on a modular basis in conjunction with Citizenship modules, with enrichment courses for some students.
- Humanity (Geography, History and RE) lessons are taught as Tutor Groups, i.e. mixed ability. However, all the lessons are now blocked together in half year populations allowing for the potential to set.
- Students are taught ICT, Art, Music and French in tutor groups.
- Technology and PE are blocked across half-year groups
Year 8
- Maths, Science, English and French are taught in sets or bands, with Maths blocked across the whole year group, and Science, English and French in half-year blocks
- Literacy skills are taught through the Citizenship topics.
- A number of pupils (usually about 4 sets) are advised to take German as well as French. Some (approximately 2 groups) students also take Spanish. To accommodate for this enrichment, these students miss some time from ICT.
- Technology and PE are blocked across half year groups.
Year 9
- A roll on from Year 8, but now with half-year blocking now in all subjects, except Maths, which is blocked across the whole year
- The Humanities (History, Geography and RE) are blocked together to enable some broad banding common to the 3 subjects.
- Art and Music are also blocked together.
- Citizenship and PSHE is taught by Form Tutors.
- Technology and PE are blocked across half year groups.
The students who are receiving enrichment lessons in German and possibly Spanish, miss some Tutor time as well as PE and IT.
PSHEC
Throughout Key Stage 3 a comprehensive programme of Personal, Social and Health Education is delivered during Tutor Time and during a discrete Enrichment lesson. Most of this is dealt with by the Form Tutor.
OPTIONS AND THE MIDDLE SCHOOL CURRICULUM: Years 10-11
In the Spring of Year 9, pupils are offered some choice, as described below, concerning the subjects they will follow during Years 10 and 11. (See The Way Ahead booklet). Pupils continue to follow the requirements of National Curriculum. Everyone studies English (Language and Literature), Maths, Science, PE, PSHE, Citizenship, IT and RE. All students are encouraged to take Technology and some a Modern Language. Some students study for a single GCSE in science, but most pupils follow a science course leading to a Double Award GCSE. Approximately 60 (two sets) of more able students follow a course leading to GCSEs in the three separate sciences (Biology, Chemistry, Physics).
Option choices are made from a wide range of subjects leading to GCSE or Vocational qualifications as appropriate to the student's ability.
A comprehensive handbook entitled "The Way Ahead" contains full details and advice for parents and students regarding KS4, subject descriptions, options etc. The optional subjects' table (section 3.13) is presented to students with an accompanying letter of advice.
Years 10 and 11
Most subjects are taught in sets or bands across half-year groups. Maths is set across the whole year group.
The maximum number of GCSEs that a student can enter, based on timetabled lessons, is 10.5. For most students the number is less than this as they enter for Double Award Science not Separate Sciences. Students following vocational courses also enter for a smaller number of GCSEs, although Brokerage students may do 8.5 GCSEs and an NVQ. There is a "quick set" which takes GCSE Maths at the end of Year 10 and starts a unit of the AS Level course during Year 11.
PSHE and Progression
As in Lower School all pupils follow Citizenship and PSHE courses during Tutor Time and also during a discrete Enrichment lesson. There is a greater input at this stage from specialist staff and more focus on progression routes.
During Year 11 pupils receive considerable amounts of information and guidance relating to post-16 options, including those at the Chase Sixth Form Centre.
VOCATIONAL COURSES
NVQ Brokerage: 2 year course
Students are offered the opportunity to undertake an NVQ qualification alongside their GCSE courses. In year 10, students attend Worcester College of Technology, one afternoon a week, when the theory is taught. In Year 11, students undertake a one-day a week placement for assessment to take place. Students in this scheme are of average or above average attainment, put their own names forward for the course, but have to pass a selection interview. Students are undertaking Catering, Carpentry, Childcare and Hairdressing. Reports are received half-termly.
VIP: 2 year course
A prospectus outing taster courses and vocational courses will be published around March time. Invited students choose taster or vocational courses from a range of vocational areas: brickwork, motor vehicle maintenance, hairdressing, child care, customer service, small animal care, land based and catering. Colleges used include Malvern Hills, Worcester, Pershore and Evesham. As part of the course, some students will attend work placement, in addition to following courses at college.
During college courses, students learn the underpinning knowledge of their particular vocational area. There is practical work and completion of a portfolio of evidence. Students then have to show assessors they can do various tasks within the workplace. The School�s Diverse Curriculum Coordinator will visit students in college and the workplace; observations will be undertaken and reports written.
During the Spring term of Year 9, all invited students are interviewed by senior staff, to ensure they have the interest and commitment to undertake the two-year course. They are interviewed again at the end of Year 10 in order to progress to the second part of the course.
Work Placements
Some students are offered the opportunity to undertake regular work placements. These are in addition to their GCSE courses and are organised by HOYs or SENCO in response to individual needs.
SIXTH FORM CURRICULUM
The Sixth Form admits students of a wide range of abilities. Following the introduction of Curriculum 2000, the majority of students study 4 AS subjects in the Lower Sixth, reducing to 3 subjects at A2 level in the Upper Sixth, leading to 3 complete A Levels. Some students follow a single or double VCE course or Applied GCSE equivalent to 1 � 2 A levels. Increasingly, students are mixing AS and VCE courses e.g. a double award VCE with an A level, double award VCE with two AS levels. An A level or VCE single course occupies 5 units of time per week. However, this is reduced if there are very small numbers in a teaching group. Students in Year 12 are now taking vocational GCE courses
Lower Sixth Formers also follow a core curriculum, which includes the following: General Lecture; Electives (Sport, Latin, Japanese, Word Processing, etc.); Drugs Awareness; Student Financial Planning and Community Service (Senior Prefect, Learning Support etc.)
PSHE and Citizenship work during Tutor sessions tends to focus much more, in the Sixth Form, on guidance and preparation for Higher Education, Gap year and other Post 18 options.
Full details of all courses etc. may be found in the Sixth Form Brochure.
Subject Choices
Students are offered an unrestricted choice from the list of A Levels described in the Brochure; these are then grouped into Option Blocks (see 5.2) which reflect the "best fit" for as many students as possible, whilst at the same time enabling timetable staffing combinations to work most effectively.
Progression
See "The Guidance Process"
EXTRA CURRICULAR
A rich programme of extra curricular activities serves to enhance the main curriculum by providing a range of cultural, sporting, musical, dramatic opportunities, which are available to all pupils. These may take place during lunchtimes, after school or at weekends.
Many areas of study are further enhanced by field trips, overseas exchange/study visits, visits to relevant establishments (art galleries, museums, theatres, universities etc.)
A broad range of community involvement provides additional opportunities for extension of pastoral and curricular incentives, as well as using the expertise and resources available in the local community.
Details of all these extra-curricular activities may be found in the appropriate handbooks, a summary list appears on the school website and in the school prospectus.