The School Curriculum

We perceive the School Curriculum to be much wider than just the timetabled subjects. We see it as embracing everything that helps our students to realise their full potential, academically, socially, morally and culturally.

We place importance on academic qualifications but also on teaching students qualities of leadership, coping with responsibility, developing good citizenship and social skills. This is in line with the overall school aims.

We have always viewed the curriculum as continuous from age 4 to 19. We have made great efforts to dovetail the work of our contributory Primary Schools into the Secondary phase. We have established many common educational policies with our Primary colleagues. Similar liaison takes place with our Post 16 institutions.

GROUPINGS

The majority of our teaching groups are mixed ability and at Key Stage 3 most students are taught in tutor groups. Exceptions include Maths, French and German where students are set by ability in Years 8 and 9.

We believe our broadly mixed ability approach allows students to develop to their best potential without 'labelling'. The success of this policy is reflected in our examination results which are well above LEA and national averages. We have a student centred approach and aim to allow each student to develop at their own pace. The staff work hard to develop appropriate teaching strategies and to provide differentiated work for the full ability range. Heads of Department are always happy to discuss schemes of work, assessment and other departmental policies.

THE TIMETABLED CURRICULUM (2008 - 2009)

We teach students for 25¼ hours per week - this is well in excess of DFE requirements. Each day is broken into 3 sessions with a break in the morning and a one-hour lunch break.

Key Stage 3

All students study the following:

English, Mathematics, Science, French, Art, Music, Drama, Design Technology (food, textile, graphic control and construction technologies), Geography*, History*, Religious Education*, Physical Education, PSHE (Personal, Social and Health Education including Careers) and Information Communication Technology.

*In Year 7 the Humanities subjects are taught as a single combined course. There is also a Learning to Learn course specifically for Year 7 students.

Key Stage 4

We have a common core of subjects taken by all students; this comprises:

English, English Literature, Science, Additional Science, Mathematics, PE*, French, PSHE and ICT.

Students also participate in a programme of Religious Education sessions.

*In Year 11 PE is activity based including bowling, squash and aerobics alongside more 'traditional' sports.

In addition to the core subjects students can study a further 3 subjects (currently one of these must be a Humanities subject). Available subjects include History, Geography, Religious Studies, German, Art, Music, Drama, Design Technology, GCSE ICT, Control Technology, GCSE PE, Trade Skills, Hospitality and Catering, Health and Social Care and 'land based' NVQ courses. Please note, however, that timetable restrictions may mean that not all combinations are possible.

Most of the Key Stage 4 courses are taught at GCSE level (PSHE is an exception). In many subjects there is the possibility of an entry level alternative for those students who may find the full GCSE course too demanding. Trade Skills, land based and hospitality courses are vocational skills based and externally certified. Outside of curriculum time we have offered a range of additional courses - this has included intermediate GCSEs in Latin, German and ICT.

Religious Education

We deliver the compulsory Religious Education requirement (as set out by Government), as eight special days spread across Years 10 and 11. On these days we suspend the normal timetable to allow a year group to explore issues and themes such as the environment, marriage, spirituality, prejudice. All involve visits or outside speakers.

GENERAL CURRICULUM

Physical Education

We have two fully equipped gymnasiums and a fitness studio. Our outside areas include an all-weather area marked out for 7 tennis courts, this is also used for netball, hockey, 5-a-side football, etc. Part of this area is floodlit for use after school or during winter. We have extensive fields including a hockey pitch, 2 football pitches, a rugby pitch, cricket square and an artificial cricket wicket. Seasonal pitches include rounders and softball. The school has shared use of the indoor swimming pool on the site. We make good use of all these facilities and we are proud of our sporting records. We have successful teams representing the school in a wide range of sports. Further details about the department can be found in the PE booklet.

Religious Education and Collective Worship

We follow the Local Education Authority's approved syllabus for Religious Education. Parents have the right to withdraw their children from RE or acts of worship. If you wish to know more about this or wish to withdraw your child, please contact us at the school.

Sex and Relationships Education

We see sex and relationship education as wider than just the biological! We see it as an ongoing part of the whole curriculum including aspects of reproduction, friendships, relationships, responsibilities, growing up, parenthood and family life. Our detailed policy outlines our approach and materials; copies are available on request from the school office.

Parents have the right to withdraw their children from aspects of sex and relationships education. If you wish to explore this please do not hesitate to contact Mrs S Leask, Head of Guidance and Welfare.

Careers

Our main input is into Years 9, 10 and 11. Careers education is part of our PSHE course and looks at self assessment, the changing world of work, job opportunities and the future. We have an established Careers Library and various CD rom and internet packages that students are taught to use. Senior students attached to Careers help to maintain and update the Careers library. Students also benefit from the support of Connexions (formerly The County Careers Service). Our Connexions Personal Advisor is in school each week to help individuals and groups. We have close links between Learning Support and Careers. This allows us to provide extra support where students have particular needs.

The Year 11 focus is, inevitably, on qualifications and applications. A very high proportion of our students go on to Further Education or Modern Apprenticeships - (See Appendix 7). To help students with their decision-making we organise a Post 16 Afternoon and Evening with visiting speakers and displays representing a wide range of Further Education providers and employers.

Work Experience

All students complete a two week or two one-week placements during Year 10. We place great emphasis on student involvement in the organisation of their own placements. They often locate and apply for suitable placements themselves. Connexions ensure that all placements are suitable and that appropriate Health and Safety insurance is in place.

SPECIAL EDUCATIONAL NEEDS

The school has a comprehensive policy for meeting the needs of those students who have a special educational need of any kind, regardless of ability. This broad term covers a wide range of need, from those students who may require some temporary support with their spelling or handwriting for example, to those students who have long term needs recognised in a statement issued by the Local Education Authority.

Our Special Educational Needs [SEN] policy is based on the following principles:

That all teachers are teachers of children with special educational needs and have a responsibility to meet those needs with the advice and support of the learning support team.
That all children are entitled to access a broad and balanced curriculum including the National Curriculum.
That students with special educational needs will be fully integrated into the life of the school, enabling them to maximise their potential as learners and experience and contribute to the social and cultural activities of the school.
That provision for students should:
match needs
take account of the wishes and feelings of the student
be in partnership with the student's parents

In practice this means that we try to identify at an early stage any student who is experiencing barriers to their learning. We use information from the primary school, listen to the concerns of students themselves and those of their parents as well as our own observations and assessments.

For many students it will simply be a matter of registering a concern and letting their teacher know that a little extra attention may be necessary. Some students, however, will need more specific help either within lessons or in small groups extracted from agreed subjects. This additional support will be given to those students by members of the Learning Support department. Parents will be kept informed about the help their child is receiving.

Admission Arrangements for students with special needs

The admission arrangements for those students with special needs but without a statement are the same as those for all students. Students with a statement are placed by the LEA, who make every effort to comply with parent and student preference in accordance with the Authority's admission procedures. The school, currently, has 30 places for statemented students. A copy of the full policy is available on request from the school.

ASSESSMENT

We all need to know how well students are progressing! We monitor every student's all-round development as well as their academic achievement. Assessment is continuous; we make use of formal assessments and examinations in addition to regular discussions between students and their teachers. This helps students to evaluate their progress and identify areas for improvement.

We use Key Stage 2 performance to judge what each student should aim to achieve by the end of Key Stage 3. In Year 7, students are given a broad target level to aim for. This is refined in Years 8 and 9 into a Key Stage 3 target for each student in each subject. Targets are reviewed and adjusted in the light of the progress individuals make. They are reported in the student's Record of Achievement.

Key Stage 3 performance is used, alongside national data, to set targets for all students at Key Stage 4. Again, progress is monitored regularly and shared with parents at key points throughout Years 10 and 11. Remember that parents are always welcome to ask for an interim report!

We have an Assessment Calendar that provides 3 formal points of contact with parents in each school year. Details are set out in Appendix 6.

In each school year there will be:

A Progress Evening where subject teachers and tutors are available to discuss students' progress, strengths and weaknesses.
A Progress Review, giving brief details of commitment and progress in each subject.
A Record of Achievement (ROA). This contains detailed written comments from teachers, tutors and the students themselves. It will contain relevant examination or assessment results, information on progress towards targets and (in Year 9) details of Key Stage 3 SAT performance.

Outside of the formal Assessment Calendar, individual subject teachers will, from time to time, send home details of key assessments and interim progress.

There are also Information Evenings for parents covering:

Careers and Further Education
Key Stage 4 courses
Primary transfer
The start of Year 10
Revision and examination preparation for Year 11

HOMEWORK

It is important for students to develop the skills necessary for individual study and research. This means that we set a variety of homeworks and this may not always involve written tasks.

To help students to organise their homework they are issued with a Student Planner at KS3, a Student Diary at KS4 and a folder for keeping their personal records. This is where students record homework tasks and deadlines. We ask parents to check and to sign these diaries regularly. Planners and Diaries are regularly checked by Tutors and Heads of Year.

All students in Year 7, 8 and 9 are given a homework timetable showing when subject homeworks will be set and are due in. At Key Stage 4 the individual nature of student timetables makes this less practical. However, we do issue a coursework planner showing when major assessments and key pieces of work are due.

Early in the Autumn Term all students will bring home a booklet outlining our philosophy and giving practical details regarding homework.

Parents often ask how they can help children with homework so the following may help:

Children are encouraged when parents take an interest in what they are doing. Ask to see books and folders regularly, get them to read their work to you or offer to test them on key points.
Help them to establish a regular routine. Ideally a regular time, built around their hobbies, interests and social commitments! Ideally set a place aside where they can work undisturbed at a table or desk, if at all possible.
Check on progress! A concentrated effort, without the distractions of television or music is the most effective (despite what they say!)
If over a period of time you become concerned about the amount of homework set, please don't hesitate to contact the Tutor or Head of Year. Students should talk to their teacher if they have problems organising themselves to meet deadlines.
We will notify parents if homework is regularly missed, late or poorly done.

PERSONAL EQUIPMENT

Students will find it advantageous to have their own dictionary, basic geometry kit, calculator, etc. They must have pens, pencils, rubber and ruler. Many of these items can be purchased, at breaktime and lunchtime, from the Resources Stationery Shop.

Books and folders need to be looked after. It is advisable to cover them (in brown or coloured paper - not lurid magazine pages!). All books should be clearly named and free from graffiti. If a student loses books or materials we may ask for a reasonable contribution towards the cost of replacement.

ADDITIONAL OPPORTUNITIES

We offer our students a rich and varied diet in lessons. Outside of the formal curriculum we provide a wealth of other opportunities and activities - all students are encouraged to get involved. We have numerous clubs and activities organised at lunchtimes and after school. We are proud to have received national recognition for our 'extra-curricular' activity programme. Updated lists of clubs, etc are posted each term. This is in addition to practices for sport and rehearsals for music and drama. Many parents share 'taxi' duties to allow their children to get involved. During the Summer term we suspend the formal curriculum for a special 'Activities' week. Students are involved in a wide range of cross-curricular events, visits and workshops.

We have regular visits out of school. Among others, these include:

Geography field trips to Snowdonia and Liverpool
RE visits to local Churches and to Hereford Cathedral
Theatre visits in English and Drama
Community visits to local care homes and to the Mayfair Centre
Sports fixtures with other schools
Visits to Further Education establishments

Transport is provided by the school. Our minibus has forward facing, belted seats and all staff using it have passed the LEA driving test.

Supervision will always be by school staff who may be assisted by parent helpers or other adults. Our supervision complies with the LEA guidelines.

Longer visits

We have a wide range of longer visits involving nights away. In the past this has included:

Year 7 Visit to France
Year 8 Adventure Camp
Year 9 French Exchange visit
Year 10 Art visit to London
KS4 Trip to Russia and Morocco

In addition, we have run trips to Germany and other parts of Europe. Details of these visits will be sent to parents at the planning stage of the trip.