Denbigh School. Curriculum Policy

Transcription

1 1 Denbigh School Curriculum Policy

2 2 Denbigh School Ethos Our ethos is to create a culture of success to extend lifetime opportunities for young people and everything we do fuels this ambition. We provide quality education to 1400 students aged 11 to 19 on the West Flank of Milton Keynes. We are a Converter Academy which allows us to be self governing, have control of our own budget and employ our own staff. Led by a forward thinking and committed Governing Body gives us the independence to be innovative and dynamic in all that we do. We strive to continually improve as a School. We have already experienced much success and we believe the best way to build on this success is to be forward thinking and to constantly develop and improve. We have been a Specialist Technology School for 11 years and this has enabled us to use technology to broaden the curriculum and raise the attainment of our students. The use of Technology and IT underpins all of our work and it is our means of driving on achievement. We provide an appropriate but challenging education for students of all abilities, helping each student to maximise their chances of success. We have a strong culture of extra curricular and sporting activities which we believe are fundamental to providing an all-round education for our students. Our sporting excellence is recognised nationally by Sport England. We are recognised as a Healthy School and are committed to having a healthy school environment for both our students and staff. The quality of provision, both in the main school and sixth form has recently been judged as Outstanding by OfSTED (May 2009). In particular they complemented the school on the extremely wide range of courses and also the recent changes as being innovative and effective. Curriculum aims The aims of the curriculum of Denbigh School are to enable students to develop, a sense of enquiry, the ability to question, solve problems and argue rationally; a willingness to apply themselves; an aptitude for learning; knowledge and skills relevant to adult life and employment in a changing world; literacy, numeracy and competence in the use of information technology; their creativity, critical awareness, empathy and sensitivity; a recognition of their own and others achievements, in school and beyond; self-esteem, self-worth and self-confidence; the skills of working as an individual and as a member of a group or team; appropriate moral and spiritual values and tolerance of others, to value each individual and to learn to live together in an atmosphere of mutual respect; an awareness of their place in the community and opportunities for service to each other and to the community. Curriculum principles Student entitlement

3 3 As a fully comprehensive, school, we are committed to the principle that all students, regardless of age, ability, race, cultural background or gender, have a right to the highest quality of education we can provide. This means that we seek to ensure: breadth and balance for all ; appropriate levels of expectation and genuine challenge; relevance, continuity and progression in learning; by providing courses of study and teaching methods which are tailored to the wide range of needs, interests and aspirations of our students. It also means that many features of the curriculum are common to all students. Access The principle above presents us with a responsibility to find ways of ensuring that all students are engaged in their learning, motivated and enabled to succeed. Teaching staff are expected to ensure that all students are provided with appropriate support, encouragement, guidance and different teaching styles and work, to access the curriculum. Expectations of staff Putting principles into practice Staff are expected actively to promote and seek to secure the curriculum aims (above) and, in particular to, have high expectations of students; employ a variety of appropriate teaching and learning methods; ensure that, wherever possible, students are found means of access to the curriculum and given opportunities to succeed; deliver programmes of study which build upon students previous experiences, providing progression and continuity, and which conform to the requirements of the national curriculum and examination syllabuses. provide work which meets their students needs and aspirations, which offers depth and challenge, and which motivates and inspires them; involve the learner in the process of learning, by discussing work, giving regular feedback through assessment and marking, negotiating targets and encouraging students to evaluate their own achievements; develop students skills to become independent learners; encourage, reward and value achievement and effort, both formally and informally, through praise in the learning environment; work in partnership with other staff, parents/carers and the wider community to achieve shared goals; keep parents/carers regularly and fully informed about the progress and achievements of students. Curriculum structure The timetable The school operates a 25 period week. There are 5 periods per day (4 in the morning, 1 in the afternoon), each of which lasts for one hour. One 20 minute period each day is a tutorial time where academic mentoring takes place and elements of the PSHEE curriculum is delivered. There are additional twilight lessons from 3-4pm, which are mainly used to facilitate A-level lessons or Gifted and Talented activities at Key Stage 3 and Key Stage 4.

4 4 This means that teaching time is 25 hours per week (not including tutorials), in line with government recommendations for Key Stage 4 and in excess of those for Key Stage 3. Key Stage 3: Years 7, 8 and 9 Students follow Key Stage 3 programmes of study in Years 7, 8 and 9 and work towards the KS3 Teachers Assessments in English, Mathematics and Science taken at the end of Year 9. Students have 25 hours of teaching during the week broken down as follows: English, Mathematics, Science, Humanities & Languages 3 hours Design & Technology, Information Technology 2 hours & Physical Education Music, Drama, Art & Denbigh Brain Training 1 hour We also have a programme of Curriculum Days where students have the opportunity to further explore and develop their Personal Learning and Thinking Skills (PLT s), in a crosscurricular dimension. Key Stage 4: Years 10 and 11 Students follow Key Stage 4 in Years 10 and 11 and work towards their GCSE examinations at the end of Year 11. The majority of students follow a core curriculum including, English/English Literature Design & Technology Modern Foreign Language - except for students receiving Curriculum Support. Humanities (which includes Religious Education and Citizenship) Mathematics Science Students will also take Physical Education lessons and Personal, Social, Health and Economic Education will be delivered cross-curricular. A full list of the subjects offered in the Key Stage 4 Options can be found in Appendix 1. A personalised curriculum is offered to every student so that we meet every student s needs. An accelerated curriculum is available for our most able students allowing them to extend their studies in Science, Mathematics and Humanities. In Mathematics some students will complete GCSE at the end of Year 10, moving on to complete their GCSE Statistics in Year 11. In Humanities students complete their GCSE Humanities in one year and then have the option of following an A level in Sociology, Psychology, History or Geography. In Science students have the opportunity to follow a Triple Science course (provided they reach the required standard at Key Stage 3), leading to separate GCSE s in Biology, Chemistry and Physics. We work with Milton Keynes College to offer a range of vocational courses for students who wish to pursue this route of learning either at the College Campus or on site at Denbigh. Links with other educational providers across Milton Keynes are maintained.

5 5 The majority of students can achieve ten GCSEs, as most courses lead to GCSE examinations. Alternative provision is made for the small number of students who are not able to manage this study load. Key Stage 5: The Sixth Form - A level, BTEC and other studies Denbigh offers students the opportunity of joining a thriving Sixth Form of over 400 students which combines the very highest of academic standards with a wide range of enrichment, social and sporting activities. Our reputation for academic excellence and personal development means that we attract students from across Milton Keynes and beyond. The School consistently records examination results above the national average and over 80% of our Sixth Form students achieve university places each year, with everyone who applied getting at least one offer. We offer students a flexible and varied curriculum which allows them to select a programme that meets their needs. Our Sixth Form facilities have been extended and modernised to provide students with a specialised learning environment. Sixth Form students are encouraged to play a leadership role in the wider life of the School and to support the School s younger students. The curriculum offer can be found in Appendix 3, Extra Curricular Activities Our students can choose from over 50, out of school clubs and activities. Sport and Performing Arts are a particular strength. Students have many opportunities to take part in extra curricular Dance, Drama and Music activities including an annual Whole School Production, a Shakespeare Festival, Rock Challenge - a national schools Dance competition and a Talent Competition. The school is also committed to sporting achievement with many students representing the Buckinghamshire and England in their chosen events. We also pride ourselves on the numbers of students who choose to participate in sport, both in after school clubs and out of school clubs as an extension of their Physical Education provision.. Our students regularly compete with much success in Milton Keynes and regional competitions including; the Rotary Club School Technology Challenge, the Green Power Challenge, Robotics Competitions, the Chamber of Commerce Engineering Award, the Aim Higher Science Challenge, the Cranfield Business Challenge, the Milton Keynes Maths Challenge, the Salter s Festival of Chemistry and the Buckinghamshire Young Artist Competition Award. Our students can visit the School s residential centre at Longrigg in Cumbria for a full range of outdoor pursuits and participate in the Duke of Edinburgh Award Scheme. We also run two activities days, held each year in June, during which students are off timetable and take part in a range of enjoyable and challenging activities in Milton Keynes and beyond. The Languages Faculty provides substantial support to students with English as an additional language to help them to achieve GCSEs and A Levels in their first language.

6 6 Educational Visits Our commitment to the educational and social benefits that taking part in educational visits offers students, has not been diminished by the ever growing bureaucracy involved with such trips. A wide range of trips and visits take place across the School including theatre and museum visits, Science field trips, and visits to successful companies. Sixth Form students have also taken part in a World Challenge trip to India. The School also operates a programme of European exchanges each year, both at KS3 and KS5. The KS5 exchange programme is exceptional, with students undertaking work experience in the exchange country. Curriculum matters Mixed ability teaching, setting and differentiation On arrival in Year 7, all students are placed in a mixed ability vertical tutor group and setted teaching groups. All students are divided into two approximately equal bands (X & Y). Then in their various subjects they are setted. Students will find themselves in the same group for Mathematics, Science, ICT and Drama. They will also be in the same group for English, Humanities, Languages, Art, Music and Denbigh Brain Training (thinking skills) although they may be in different groups for Mathematics and English (e.g. 7X1 and 7X2). The groups are reviewed following each progress check, with students moving both up and down. In Years 10 and 11, students are set across the whole year group for Mathematics and English, in one of eight sets. Class sizes In Years 7-9, the usual teaching group is 25 to 30 students. In some subjects, for example where there are health and safety issues to consider (as in Design and Technology), smaller groups of about twenty to twenty-two are created. Similarly in Physical Education or games, where there is a need for some single sex groups, smaller groups are formed. Where setting exists, the norm is to create smaller groups for the least able students, so that more individual attention can be provided. In Years 10 and 11, groups in English, Mathematics and Science average about 25. Most other subjects are options, and group sizes vary, usually from around 15 to 30. In the sixth form, the minimum size of a viable group is around seven to eight. Very few groups exceed twenty five. The learning environment The school is aware that a lively, purposeful and structured learning environment is essential in promoting high standards and good working practices. Displays of students work, stimulus materials and appropriate resources are very important in setting standards and raising expectations. All Faculties are expected to maintain effective displays in their areas and contribute to displays in public areas of the school. The structure and organisation of the classroom is also an important factor in developing effective working methods and a positive ethos. Whilst this is left to individual teachers and Faculties, it is expected that classrooms are orderly environments where students can work effectively and in comfort that adequate resources are provided and are accessible, and that students treat classrooms, workshops, study rooms and the resource centre with respect. Schemes of work and lesson planning Each Faculty is required to have schemes of work for all of its courses/programmes related, where appropriate, to the National Curriculum and or examination board requirements. These schemes of work are followed by all Faculty staff and their delivery monitored by

7 7 heads of Faculty. Schemes of work set out how the content of the course is structured, so that students skills, knowledge and understanding are developed progressively, and how the teaching is organised. These schemes of work are supported by assessment strategies and methods for ensuring standardisation of expectation and assessment. Teachers plan individual lessons, or sequences of lessons, in different ways. The school does not prescribe a single method for short-term or long-term planning. It simply expects that such planning takes place, in sufficient detail to ensure that students achieve high standards and can achieve their potential. Each Faculty has an agreed method for the recording of lessons and homework, fitting in with the school proforma for schemes of work and lesson planning. Homework Denbigh School recognises the importance and value of homework as an extension of classwork, and a vehicle to practice skills, acquire new ones and develop good study habits. The school has a separate, detailed homework policy. In outline, students in Years 7 and 8 should expect to complete approximately 1 to 1½ hours of homework each evening. This rises to between 1 and 2 hours per night in year 9. Students in Years 7, 8 and 9 have short tasks to complete and usually only 2 or 3 days in which to do it. In subjects which have only one lesson a week, the homework time span is often one week. Students in Years 10 and 11 prepare for GCSE examinations and undertake a wider variety of homework tasks. Quite often, teachers set homework which extends over more than one week. However on average students will be completing between ½ and 2½ hours each evening. In Years 10 and 11, tasks set are often more extensive, sometimes taking 2 to 3 weeks to complete. In the case of coursework, a time-line will be set by teachers to help students plan their time. Revision of what is learned in class should form part of a conscientious students homework particularly before the Year 10 and 11 school examinations, and before the GCSE examinations. Students in Years 10 and 11 are expected to give their work in on time it is to their advantage to do so in order to get timely and constructive feedback. The feedback will help them in the continuous development of skills and knowledge. In the Sixth Form we expect the students to be much more independent and study for a minimum of 5 hours per subject per week. Homework tasks should have a clear objective and be linked to programmes of study. Finishing off work begun in class is rarely appropriate but may be necessary occasionally. Other suitable tasks may include the following, Investigations Drafting Designing Research Revision Word processing Reading Desktop Essay writing Drawing publishing Report writing Simple Interviews Making a model experiments Public library visit Projects Special Educational Needs

8 8 Denbigh has a state of the art Student Support Centre dedicated to supporting staff in the management of students with emotional, behavioural, social and communication difficulties as well as learning difficulties. The Centre offers a support programme for those students entering Denbigh who are on the special needs register. These students will be identified to us through close liaison with our feeder schools. Depending on their specific needs, a programme will be set up to offer additional support either through small group withdrawal work in the Centre or being placed in a class which has extra support in most lessons. Many students continue individual learning schemes set up in their previous schools. When appropriate each student will have an individual education plan available to teaching staff, which will identify their needs and set them targets to help them towards achieving their potential. Students on School Action may be included in a group education plan. The majority of support is offered in-class or in small withdrawal groups and where possible one-to-one specialist teaching is available. Common Assessment Tasks (CAT s) and Progress Reports are used to monitor progress which is then discussed with parents. Communication with parents and listening to the views of our students forms an important part of our assessment process. Support for students for whom English is a second language is supplied by a Language Assistant who is employed by the school specifically to work with these students. Denbigh employs its own Educational Psychologist who works closely with staff, students and parents to identify strategies to improve access to learning in the classroom. Students in our feeder schools are also included in this service. All students are welcomed into the Support Centre during the lunch hour and break to complete homework, catch up on missed activities or just take time out from the busy school environment. We also work closely with the Heads of House, Heads of Faculty, Key Stage Leaders, Connexions and other staff in identifying, assessing and supporting all students. Students with medical problems may be identified as benefiting from time spent working in the Centre. Gifted and Talented students Individual faculties set up events and in-class strategies to support our gifted and talented students. Our close links with universities allow students to visit universities for courses and for visiting lecturers to speak at Denbigh. Examinations It is expected that all students who embark on a course leading to a public examination are entered for that examination, unless they fail to fulfil the examination board s requirements in relation to coursework, attendance or other criteria. Faculties are expected to identify, at an early stage, students who are in danger of failing to meet the requirements, so that they can be supported, guided and encouraged. To this end, a Leadership link system exists for Year 11 students. Those who, despite the best efforts of staff, are not entered for the examination are nonetheless expected to complete the course of study, alongside other students.

9 9 The school pays for all examination entries for courses for which it has prepared students. In cases where students express an interest in resitting a particular subject or module they would be expected to cover the cost of this. Vocational education In the sixth form, a variety of vocational courses are established. These are offered at both intermediate and advanced levels. Increasingly students are able to mix vocational and academic courses, a development which we encourage. At KS4, students vocational entitlement is met by a combination of curricular experiences, rather than through specific courses. These experiences include the development of ICT capability, the careers education and guidance programme, action planning (Years 9-11), work experience, awareness-raising (for example through assemblies and tutorial work) and personal management and decision-making skills delivered through the PSHEE programme. All Year 10 students take part in a two-week period of work experience. This is designed to give them an insight into the world of work and to develop a range of skills needed in a work environment. Information and Communication Technology We believe that the development of capability in the use of ICT is an essential requirement of students education and that they have an entitlement to IT resources and teaching of the highest possible quality. The development of ICT at Denbigh School is guided by the following principles: all students have an entitlement to the use of ICT, as detailed in the national curriculum, throughout key stages 3 and 4. They are expected to develop both understanding and practical expertise. Students develop their skills through specific teaching in ICT lessons, and as a result of the use of ICT in subject areas; ICT resources are planned and deployed within the context of Denbigh as a community school. We seek to ensure that resources of the highest quality, and of an appropriate type are provided to meet the needs of both the school and community users; staff are strongly encouraged to make full use of opportunities for professional development in ICT. Practical workshops are held on a regular basis as part of the school-based INSET programme, and there are also many opportunities to attend external courses. Religious Education As a Converter Academy, we seek to meet the requirements of the Milton Keynes Agreed Syllabus. The aim of religious education at Denbigh School is to enable students to understand the nature of religion, its beliefs and practices. In Years Key Stage 3 & 4 Religious Education is delivered through Humanities lessons. Spiritual, Moral, Social and Cultural Development Spiritual development is accomplished in a variety of ways. The assembly programme includes contributions from religious groups. Humanities lessons actively encourage students to examine the nature of religion, its beliefs and practices.

10 10 Students are encouraged to reflect upon their own attitudes and values, in both religious education and other lessons. In some subjects, notably perhaps Art, Drama, Music and English, students explore their feelings and responses to wider issues and beliefs. Many lessons and extra-curricular experiences allow students to develop a sense of awe and wonder and to reflect upon inner feelings and ask questions about meaning and purpose. Moral development is promoted through the tutorial programme (including praise and rewards); in many subject areas (e.g. History, Humanities and Drama); through consistent application of the code of conduct and by positive reinforcement of good behaviour. The ethos and practices of the school encourage students to learn to distinguish between right and wrong. We seek to promote good relationships throughout the school community and genuine tolerance and understanding of all cultures. In addition, the assembly programme addresses many moral, ethical, environmental and social issues. Social development is promoted through many opportunities for students to work together, in a variety of situations, both within and beyond lessons. Students have extensive opportunities to take responsibility through activities such as Year councils, working groups (e.g. road safety, school fund) representing the school at meetings, work in support of charities, and assisting at parents /carers evenings, performances and events. Cultural development is encouraged both within lessons and through a very wide variety of extra-curricular activities such as Music, Drama and Dance workshops and performances, art exhibitions, events such as the African Drums Workshop and regular visits from theatre companies and artists-in-residence. Students also take part in a wide range of visits and trips to museums, galleries, theatres and foreign visits and exchanges. The range of cultures represented in the school is valued and celebrated, with regular educational displays of cultural artefacts and explanations of traditions. Personal, Social, Health and Economic Education (including health, sex and drugs education) Personal and Social Education is an integral part of the philosophy and ethos of the school. Across the whole curriculum, we aim to develop students knowledge, values, personal and social skills to help them benefit from their school experience and prepare them to take their place as responsible citizens in society. Many aspects of the school and its work contribute to personal and social education, the ways in which members of the school community behave towards one another, the links between the school and the wider community, our many extracurricular activities such as sport, drama, music and a wide range of trips and activities out of school. The PSHEE curriculum throughout Years 7-13 contributes to a number of cross-curricular areas, including personal organisation and study skills, health education (including drugs education, sex education and personal safety), education for Citizenship, environmental education, economic and industrial awareness and careers education. The PSHEE curriculum is taught by form tutors to their vertical tutor groups, supported by specialist staff and outside speakers. Work Related Curriculum An effective work related programme lies at the centre of the necessary experience of all students. The programme seeks to raise aspirations and help all students achieve their potential. We are aware that the changing nature of work requires special skills on the part of

11 11 our students. As adults, they will need to be able to adapt to changing patterns of employment, operate in a climate of competition and be willing to develop new knowledge, skills and competences throughout their working lives. Through a structured and progressive programme of learning, we expect students to develop an understanding of the demands and challenges of the workplace, the rewards and satisfaction work can bring the rights and responsibilities of employers and employees, and knowledge of the requirements of employers and educational institutions and sources of information and guidance. We also expect them to develop relevant skills, including research, problem-solving and decision-making skills, presentational and communication skills, planning and self-management skills and the confidence needed to operate in the employment market place. The programme operates in all years. Its principal features include, awareness-raising; personal strengths analysis; job application and interview skills; research skills; action planning; careers interviews; information and guidance about post-16 and post-school education and career routes; work-ready day; work experience and work placements There is also a computer-based careers information system. The work related programme is managed by the school s careers co-ordinator and taught by the co-ordinator and form tutors. We have close links with external agencies, and personal and intensive advisers work with students in key stage 4 and the sixth form. We have a strong partnership between staff, students, parents/carers, governors, employers, education/training providers and external agencies. There is a separate careers policy. Curriculum Links with Partner Schools Many Faculties have well-established curriculum links with our partner primary schools, particularly in the summer term (e.g. children university, Science Faculty and technology activities.) Incoming Year 7 students spend a day in Denbigh School in the preceding July, following a typical timetable. The transfer of information about students prior attainment and strengths and weaknesses in different subjects is co-ordinated by the Head of House with this responsibility and communicated to relevant faculties. Student services work closely with feeder schools and parents seeking to collect all the relevant information about students prior to them joining Denbigh School, making their transition seamless. Monitoring, Review and Evaluation Leadership Group The Leadership group meets regularly to consider matters concerning the curriculum and assessment regarding planning; monitoring and reviewing; responding to school and external developments; sharing experience and practice.

12 12 The Line Management System Each Faculty (along with other aspects of the school s work) has a line manager, drawn from the senior leadership team. The line manager acts as a critical friend. This role involves supporting, helping, informing and advising on the one hand, and a quality assurance role on the other. Line managers meet Heads of Faculty weekly. Focuses for their discussions during the year will typically include reviewing examination results; progress on achieving development plan targets; curriculum planning and development; examinations and specifications; the development of schemes of work; homework; student progress and expectations. Curriculum Complaints Procedure The 1988 Education Reform Act requires the Governing Body to have in place procedures for the consideration of complaints that the school is failing to meet its statutory obligations in relation to the national curriculum and various other matters. Full details of the curriculum complaints procedure are obtainable from the deputy head (curriculum) at the school. In summary, parents/carers may make representations if they feel that either the LEA or the Governing Body are failing to follow the law on charging for school activities; offer only approved qualifications or syllabuses; provide religious education and daily collective worship; provide the information that they have to provide; carry out any other statutory duty relating to the curriculum or, are acting unreasonably in any of the above cases

13 13 Appendix 1 In addition there are a large range of option subjects from which students can choose and these courses run based on student demand in any given academic year. Courses include: GCSE Art & Design GCSE Business Studies OCR Business Studies (Equivalent To 2 GCSE s) GCSE Computing GCSE Drama GCSE Electronics GCSE Engineering Applied (Equivalent To 2 GCSE s) GCSE Expressive Arts GCSE Geography GCSE German GCSE Health And Social Care Applied (Equivalent To 2 GCSE s) GCSE History OCR ICT (Equivalent To 2 GCSE s) GCSE Media Studies GCSE Music GCSE Physical Education BTEC Physical Education GCSE Psychology GCSE Religious Education GCSE Sociology GCSE Spanish Milton Keynes College vocational offer (choices between Entry Level / Level 1 and Level 2, this includes Motor Vehicle maintenance, Hair and Beauty, Construction etc.)

14 14 Appendix 2 A levels in Biology Mathematics History Music Technology Health and Social Care French History Sociology Psychology Physics Media Studies English Language Further Mathematics German Physical Education Design Theatre Studies Business Studies Environmental Studies Spanish Chemistry Information and Communications Technology English Literature Geography Computing Graphic Products Economics Engineering Art Music A Level Equivalent Courses Business Studies OCR Financial Studies Sports BTEC Level 2 courses GCSE Maths resit GCSE English Resit Enrichment Opportunities Duke of Edinburgh Young Enterprise Subject mentoring CSLA ICT OCR Russian Italian General Studies Football Coaching FA Award First Aid