Edgbarrow School’s curriculum consists of all those activities planned by the school to promote the intellectual, moral, social, spiritual and physical development of the students, and to prepare them for the opportunities, responsibilities and experiences of life. The curriculum is reviewed annually. The purpose of learning is to help students to:
- develop lively and enquiring minds, to develop the ability to question and argue rationally and to apply themselves to tasks and physical skills
- acquire understanding, knowledge and skills relevant to adult life and employment in a fast-changing world
- use language, number and ICT skills effectively
- develop personal moral values, respect for religious values and for other cultures, faiths and ways of life
- develop a concern for the environment and an understanding of the world in which they live and the interdependence of individuals, groups and nations
- appreciate human achievements and aspirations
- take their place in society in an informed, positive and active way, valuing education as a lifelong process
Edgbarrow School’s curriculum displays the following characteristics:
Breadth: Students study courses based on the National Curriculum at Key Stage 3, and a flexible options programmes at Key Stage 4 and Post 16. A range of teaching and learning styles is to be encouraged to ensure a richness of educational environment that enhances the experience of students.
Balance: We ensure that students study a balanced curriculum that provides them with opportunities to experience a range of subjects without one area dominating the students’ timetable. We give careful consideration to the options students select at the end of Year 9 to ensure that each student has an appropriate programme of study.
Relevance: Learning is linked to students’ own experience. The linkage of what is learnt to the needs of adult life is made clear. Opportunities are sought to develop schemes of work which facilitate this linkage, involving experiences both inside and outside the classroom.
Differentiation: Students are offered experiences carefully matched to their developing abilities, their aptitude and individual needs; students are taught in varying groupings, which reflect their abilities in a range of subject areas, in order to allow sufficient differentiation of the curriculum to meet the individual needs of students.
Progression and Continuity: the effective transition from Key Stage 2 to secondary education requires careful planning. Work undertaken at each stage is based on previous achievements. Therefore, our policy is to use assessment as a formative mechanism to ensure progression. Personal target setting by the student is fundamental to this. Each subject area operates carefully defined schemes of work which have given due consideration to this issue to ensure that students are offered material appropriate to their age and ability. Courses at Post 16 are offered to ensure progression from GCSE and other courses in a wide range of areas.
The curriculum is currently undergoing significant reforms. For more details on these changes please select these links:
Curriculum Changes 2015
Curriculum Changes Presentation - Jan 2015
New GCSE Grading Structure - OFQUAL
DfE summary of Curriculum Changes
Interactive graphic showing qualification reforms timeline
A handy guide to Key Stage 4 Performance-measures
A handy guide to Qualification Reform 2010 - 2019
Special Educational Needs
The school has a ‘Progress’ department that supports the needs of students with moderate learning difficulties, specific learning difficulties, emotional, social, behavioural and language and communication difficulties. The department has a range of interventions to support the curriculum based on individual need. This may include withdrawal from languages to provide literacy, numeracy or social support.
Link to Accessibility Plan 2015
Highest Ability and Talented Student
Students are identified using their KS2 results, CAT’s scores or by subject teachers for showing a particular talent. They form part of an identified group on class lists and departments differentiate work to meet their needs. In addition, our ‘Highest Ability Student’ Coordinator runs events for the group from breakfast clubs to school visits.
Literacy and Numeracy
The development of students’ skills in literacy and numeracy are key to our curriculum provision. Every curriculum area has a responsibility to develop students in these areas and the school adopts a separate Literacy and Numeracy policy.
Work Related Learning
The school is committed to preparing students for the world of work, this involves a comprehensive programme in KS4 including mock interviews and Skills for Life. We have an ambition that all students should gain work experience at some point in KS4/5. We also work closely with Adviza to provide an independent and impartial careers guidance service.
The school runs a comprehensive programme of extra-curricular activities to meet the needs of a wide range of students. This can take the form of sports clubs/teams through to school visits and productions. The school and governors recognise the significant contribution extra-curricular activities can have on the development of our students.
Homework is set on a regular basis in all year groups and parents are informed at the start of the year as to how this programme works. Working at home provides an important opportunity to embed and extend work undertaken in lessons and can contribute significantly to the progress a student makes.
Select this link to view Edgbarrow School Early Entry Statement
Should you have any questions with regards to the Curriculum at Edgbarrow School, please do not hesitate to email [email protected].
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