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 designed to help students to:
- be safe;
- develop lively and enquiring minds, to develop the ability to question and argue rationally and to apply themselves to tasks and physical skills;
- acquire relevant understanding, knowledge and skills to allow them to thrive in a fast-changing world and prepare them for life after school;
- use literacy, numeracy and ICT skills effectively;
- develop personal moral values;
- prepare pupils for life in modern Britain effectively, developing their understanding of the fundamental British values of democracy, the rule of law, individual liberty, tolerance and respect;
- develop cultural capital in order to take their place in society in an informed, positive and active way, valuing education as a lifelong process.
Edgbarrow School’s curriculum takes into account the context of the school; considering social make up, ability profile, locality and employment prospects. The curriculum is designed with the following principles:
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: Each area of learning is given appropriate attention in relation to others and to the curriculum as a whole. This includes sound guidance with option systems and the monitoring of cross curricular experience.
Relevance: Learning is linked to students’ own experience. The linkage of what is learnt to the needs of adult life is made plain. Opportunities are sought to develop schemes of work which facilitate this linkage, involving experiences both inside and outside the classroom.
Personalisation: 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: Effective transition from Key Stage 2 to secondary education requires careful planning. Work undertaken at each stage is based on the previous achievements. 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. KS3 supports preparation for KS4. Courses at Post 16 are offered to ensure progression from KS4 in a wide range of areas.
Ambition: There will be high expectations for student achievement, behaviour and personal development. Students will be expected to have high expectations of themselves. The curriculum and teaching and learning should provide appropriate challenge that allows students to fulfil their potential.
The curriculum has undergone significant reforms. For more details on these changes please select these links:
|Curriculum Review 2019||English Baccalaureate (EBacc)||A handy guide to Key Stage 4 Performance measures|
|DfE summary of Curriculum Changes||New GCSE Grading Structure - OFQUAL||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 SEND Information Report 2019
Link to Accessibility Plan 2018-2021
Highest Ability and Talented Student
The starting point for Edgbarrow’s Highest Ability and Talented programme is the 'Highest Ability and Talented Register'. Students are identified in two main ways:
- Prior identification by Primary school
- Nomination by subject teacher
This information is then made available to teachers via SIMs. Under their class register, teachers are able to see specific information about what the student is on the register for. The HAT Coordinator will also monitor these students throughout their time at Edgbarrow to ensure they are achieving to their best ability.
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 Key Stage 4 including mock interviews and Skills for Life. We have an ambition that all students should gain work experience at some point in Key Stage 4/5. We also work closely with Adviza to provide 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.
Should you have any questions with regards to the Curriculum at Edgbarrow School, please do not hesitate to email Curriculum@edgbarrowschool.co.uk.