Curriculum and Assessment

a. Allow students to identify core knowledge and skills to be learned, retained and recalled over time. 

• This is done primarily by covering the KS3-4 programmes of studies between the years 7-11. 

• We make this core knowledge transparent and ensure that it is easily accessible to the students, teachers and parents through the web-based Dynamic Progress Reporting platform (DPR).

b. Carefully identify components of learning and sequence these across different years, which leads to students being able to access composite knowledge later on in their shared journey. 

• Important knowledge which we call ‘key objectives’ (KOs) is built on progressively, with increased difficulty, throughout the school years. Our long term plans (LTPs) for different subjects demonstrate how we do this.

c. Have comprehensive mid-term plans that build on the LTPs. 

• Our MTPs are essentially a unit plan, which typically may last between 2 to 6 weeks. 

• MTPs support teachers with planning their lessons and highlight important considerations such as tier 2 and 3 vocabulary, typical misconceptions associated with a particular topic, and may include other related content from KS3-4 programmes of studies the LTP may not cover.

• Assessments on MTPs are standardised, a mix of formative and summative.

d. Provide a truly personalised curriculum. 

• This is done through ‘pathways’ for different groups of learners who join the school with different KS2 outcomes.

• Learning can be further personalised for individual students by their class teachers through the DPR ‘Personalised Key Objectives’ tab.

e. Support students with essential skills for memory recall. We help students develop a knowledge and understanding of the National Curriculum by:

• Explicitly identifying knowledge and facts students need to be able to recall. 

• Providing homework linked to memory based knowledge and tracking the progress of this through the DPR memory tab.

• Deliberately revisiting previously taught key learning objectives, for example through lesson starters.

• Teaching students how they can train their minds to be able to recall knowledge to consolidate learning.

• Providing frequent low stakes tests for students to demonstrate their ability to recall.

f. Create independent learners who can self-regulate. 

• One of the ways we do this is through the DPR ‘resources portal’ where teachers upload resources linked to a specific KO. 

• These resources can be categorised as ‘learning’ or ‘testing’ resources, encouraging students to take ownership of their learning by embracing the processes of ‘diagnosis, therapy and testing’. This is a process students engage with to self diagnose their misconceptions, re-visit and learn the affected components of learning and finally re-assess their understanding until they get it right.

g. Develop ‘examination literacy’, application of knowledge, self-regulation, stamina and resilience amongst other important skills required to be successful in the GCSE exams. 

• This is typically done in Y11 during ‘exams skills’ sessions which take place after school.

h. Develop behaviour and attitudes reflective of responsible citizens, able to read, write and communicate well, to allow them to play a positive role in British life. 

• For example, our Big Questions programme develops cultural capital in all our students.

• Our Social and Cultural Experience (SCE) programme (see model below), broadens our students’ experience beyond the KS3/4 programme of study in the following subjects: Music, History, Geography, Art, DT and Drama. It will be delivered every week through assembly for years 7, 8, and 9. The aim is to develop subject fascination.

a. We offer a broad and balanced curriculum.

• All of our students take GCSE English Language, GCSE English Literature, GCSE RE, GCSE Mathematics and (for most students) GCSE Statistics.
• Studying GCSE Statistics alongside Mathematics enables our students to understand real-life applications of Maths and Geography.
• Additionally, all of our students will complete GCSEs in either triple or combined Sciences. 

b. We allow our students three option choices in their GCSEs.

• The vast majority of our students will choose highly academic subjects which will qualify them to meet the standards required for the English Baccalaureate (EBacc), a measure that has been identified to ensure students are prepared for academic careers.
• We do not believe that this route is suitable for all our students. Some students will choose two options and they are given additional time to improve their literacy and/or numeracy skills which will help them to access the full curriculum.
• We offer the following subjects as an additional GCSE option in year 8: History, Geography, French, Spanish, Business, Computer Science, Art, Drama, Media Studies, Music, Sociology, Design and Technology, Hospitality and Catering and BTEC Sports.
• We also offer the STEM route as an option whereby students study an additional 3 periods of Science.
• For selected students we also provide an offer for Entry Level Maths, ASDAN and Step up English.
• We also offer a range of Community Languages at GCSE for students.

c. In year 11, we expect all our students to practise examination skills after school for selected subjects.

• This is a timely strategy to ensure students develop self-regulation, stamina and resilience among other essential skills required for their GCSEs and beyond.
• In year 10, we also expect all our students to practise examination skills after school for selected subjects. We begin this from the Spring term in Year 10.

We have adopted the following two broad overarching forms of assessment approaches:

1. Formative Assessment
2. Summative Assessment

Our curriculum assessment and monitoring tool is done through Dynamic Progress Reporting (DPR). DPR is a real-time assessment tool which facilitates learning collaboration between students, teachers and parents.

Reporting

During parents’ evening, we provide the child’s DPR in printed form, which reflects the progress made by students at that specific time.

For all students, we record and report a judgement on the key learning objectives which we colour code to mean the following:

Reporting for Years 7, 8 and 9

i. If a child makes the expected progress between Year 7 and Year 11, it will look something like this:

During parents’ evening, we provide the child’s DPR in printed form, which reflects the progress made by students at that specific time.

For all students, we record and report a judgement on the key learning objectives which we colour code to mean the following:

a. Reporting for Years 7, 8 and 9

On the DPR for Years 7, 8 and 9 we report:

1. Attitude to learning (ATL)

• 1 = Outstanding
• 2 = Good
• RI = Requires Improvement 
• N/A=Not Applicable

2. Percentage scores

This the overall percentage score for the assessments completed for each subject

b. Reporting for Years 10 and 11

On the DPR for Years 10 and 11, we report: 

1. Attitude to learning (ATL)

• 1 = Outstanding
• 2 = Good
• RI = Requires Improvement 
• N/A=Not Applicable

2. Percentage scores

This the overall percentage score for the assessments completed for each subject

3. Current Grade

• This is the grade your child has achieved from a recent test
• We subdivide grades thus:

7a: Highly secure

7b: Secure

7c: Insecure 

4. Projected Grade

This is our best estimate, using the professional judgement of the teacher, of what your child will achieve at the end of KS4 course. It is based on how well they are progressing at the moment. 

If a child makes the expected progress between Year 7 and Year 11, it will look something like this:

a. Pathway X

• Progress significantly above the expected level of attainment at KS2
• Expected Year 11 GCSE Grade: Grade 9

b. Pathway A

• Progress above the expected level of attainment at KS2
• Expected Year 11 GCSE Grade: Grade 8 to 9

​c. Pathway B

• Progress same as the expected level of attainment at KS2
• Expected Year 11 GCSE Grade: Grade 6 to 9

d. Pathway C

• Progress below as the expected level of attainment at KS2
• Expected Year 11 GCSE Grade: Grade 4 to 9

e. Pathway D

• Progress significantly below as the expected level of attainment at KS2
• Expected Year 11 GCSE Grade: Grade 3 to 9

f. Pathway S

• Progress significantly below as the expected level of attainment at KS2 and a personalised approach taken whereby personalised KOs are set
• Expected Year 11 GCSE Grade: Up to 1

Our Careers and Aspirations Manager provides regular drop-in sessions as well as one-to-one interviews to support students with their career planning. Our Careers Information and Guidance Officer works closely with parents, providing timely information to help them support their child’s post-16 decisions. We also have a clear, structured programme of study designed to support students in securing places at prestigious colleges.

All Year 10 students take part in a dedicated week of work experience, giving them valuable exposure to the workplace and helping them to explore future pathways.

Every Year 11 student receives at least one impartial, face-to-face careers information and guidance interview. Students who require additional support are offered further follow-up meetings. Year 11 students attend our annual careers fair, organised by our Careers Information and Guidance Officer, where approximately 25 providers—colleges, sixth forms, universities and apprenticeship organisations—are represented.

Careers education is promoted throughout the school through strong partnerships with education providers and employers. Students regularly visit colleges, universities and workplaces to broaden their understanding of future opportunities.