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St Peter's School

Curriculum Information

Curriculum Information

How has the school designed the curriculum to give both access to subjects and competences whilst increasing outcomes?

In order to achieve the highest possible outcomes for our students our curriculum offers highly tailored programmes of study for a wide range of students with different needs.  These are in turn supported by a wide range of extra-curricular activities which have a high take up rate.

Due to our close working relationship with our main primary partner schools we have a deep understanding of the needs of students as they make their transition from primary to secondary school.  This transition is to be further eased by our Alternative Curriculum which will support the needs of the following identified groups of students throughout their time with us:

  • Literacy and numeracy ‘catch up’ in Year 7 who find the change from a primary to secondary school culture difficult and will benefit from a ‘nurture’ programme to support this transition. Students are supported by the ‘Everyone can read’ and ‘Read write’ schemes.  Students also read during tutor times and KS3 English lessons with staff having received specific training to support students to decode words.
  • SEND (those with either a statement/EHC plan)
  • English as Another Language (EAL)
  • Pupil Premium students
  • Looked After Children
  • Educated Other Than At School (EOTAS funded student)
  • Students who cannot access the full breadth of the curriculum due to specific issues e.g. behavioural/ medical

Those students identified by primary schools as potentially finding the transition to secondary school the most difficult experience a different curriculum from Year 7 to 8, which now also included Year 9 from September 2016.  These identified students (Year 7 and 8) work together as a class in one room being taught by an experienced primary school teacher.  The focus is to rapidly improve their Numeracy and Literacy (Reading, Writing and Communication) skills.  The students are supported by one or more teaching assistants as required.  Students return to their normal Art, PE and Music lessons with the rest of their year group.  The aim is to introduce students into the entire mainstream curriculum at the end of Year 8.  But we appreciate that some students may not achieve this transition.

From September 2016 the identified Year 8 students have progressed into a separate Year 9 class and start to experience a more appropriate alternative curriculum.  Through working with our careers advisor we are forming stronger links with local business to match up our curriculum and local employment needs.  This curriculum forms the ‘Foundation’ curriculum that is available to a few students from Year 9 and then further identified students from Year 10.

 

The Foundation curriculum is appropriate for students who:

  • Find a broad range of GCSE subjects difficult to successfully access
  • Are not making progress in foundation subjects or Science GCSE despite academic and pastoral interventions
  • Due to personal, behaviour or other needs benefit from a more alternative curriculum.

Within this alternative curriculum students are involved in one or more of the following as appropriate:

  • GCSE English and maths
  • Foundation pathway subjects (see table)
  • Employability skills – including working towards an employability certificate.  This is delivered by our careers advisor.
  • Art
  • Counselling
  • Work experience
  • Only if particular courses/as a significant alternative is an external provider (e.g. local college) accessed.

E-safety awareness

This vital educational aspect is taught via:

  • Year 7-9 – ICT / PDLS lessons
  • Years 7-13 – E Safety awareness events e.g. sessions delivered by the police.

Parental support is also offered.

Social, Moral, Spiritual and Cultural awareness

This is developed amongst our students in part through:

  • Vertical tutoring
  • Engaging teaching practices
  • Team work exercises
  • Assemblies

The extent that effective SMSC is observed and tracked.

Personal Development

Students are nurtured through:

  • Tutor time
  • Personal Development lessons
  • Leadership opportunities
  • Curriculum enrichment

 

Information, Advice and Guidance (IAG)

Building on the input from primary school: (we actively participate in the Primary Steps 2 work programme)

  • Year 7 most able have a personal careers interview
  • IAG is delivered from year 8 to all students who are involved in a series of events that build using a wide variety of impartial sources as students’ progress through the school
  • Year 9 are supported in their transition to post Key Stage 4 through a personal interview with our Careers Advisor.
  • Year 10 participate in a Careers Fair hosted by St Peter’s School
  • Year 11 are supported in their transition to post 16 education through a personal interview with our Careers Advisor.

 

Year 7

Stretching the most able

  • Year 7/8 students form our ‘Brilliant Club’ where students work with a local PhD student to write a 500-word thesis.
  • Students are challenged through the delivery of GCSE standard work with their progress assessed through the use of GCSE questions
  • Year 7 most able students are also invited to ‘Stretch and Challenge’ which is run on a rotational basis in English, Maths and Science.

Students are grouped together into sets during the first half term.  These are arranged using information from primary schools and baseline testing.  Students move between sets as the year progresses with their current progress being reported regularly.

Some students find the transition to secondary school difficult.  This may be due to their own personal circumstances or they may not be secondary ready.  To support these students, they are grouped together into one class being taught for the majority of their lessons by a primary trained teacher who delivers English, Maths, Humanities with students going to normal timetabled lessons for Art, PE and Drama.

The most able students are taught using an ever increasing amount of different teaching strategies.  This is to ensure they remain engaged and motivated in their learning.  To ensure this takes place the Head of Year for Year 7 regularly conducts learning walks and work scrutinies to monitor specifically the progress of Year 7 students.  Starting in Year 7 students receive Information, Advice and Guidance (careers advice) to support their thinking about their aspirations with our dedicated IAG Officer. Through our Brilliant Club the contacts we have secured with post graduate students to develop the aspirations of students.  Supportive studying that are used include:

  • Humanities subject concentrating upon the development of students literacy skills as literacy skills have been identified as a major barrier to learning.

Students follow a broad curriculum in years 7-9 encompassing English, Maths, Science, Art, PE, Drama, RE, Geography, Personal Development, History, Music, ICT and Design Technology.

Students take options in Year 9 selecting three courses after being identified for either the:

  • Academic – aspiring to four A levels/university
  • Technical – moving onto technical qualifications at post 16 incorporating some vocational qualifications
  • Foundation – to support the small minority who due to their needs require an alternative provision of varying extents

During this process students are guided by a qualified Information, Advice and Guidance Officer.

There is a broad range of GCSE and vocational qualifications offered to students with expectations that all students on the Academic and Technical pathways are working towards ‘best 8’ qualifications and those on the Academic pathway towards fulfilling the Ebacc criteria.  Vocational qualifications are used only as appropriate to the needs of individual students.

Year 10

During Year 9 students select their options and move onto KS4 programmes of study.  Students are placed onto three pathways (Academic, Vocational and Foundation) by a IAG process that is informed by both data delivered by a qualified Careers Guidance and subjective information. This process is focused upon the priority that every student needs to maximise their potential by studying appropriately accredited courses.  This arrangement allows the following pathways to be available to learners from Year 9: -

All students work towards English Language, English Literature, Mathematics, Statistics and Combined Science.

September 2016 Curriculum Pathways

Academic

8+A*-C GCSE inc E / M + EBacc

Technical

8+A*-C GCSE inc E / M

Foundation

5+ more than 2 equiv

Post 14 (from September 2016)

Biology

Business and Enterprise (Cambridge Nationals)

Business and Enterprise (NCFE)

Chemistry

Combined Science

Combined Science

Combined Science

Drama

Child Development

Computing

Engineering

English

Drama

English

Hair and Beauty

English

English Literature

Home Languages

English Literature

Fine Art

ITQ

Fine Art

French

Mathematics

Food and Nutrition

Geography

Sports Award

French

History

Travel and Tourism

Further Maths

Home Languages

 

Geography

Information Communication Technology

 

History

Mathematics

 

Home Languages

Music Technology

 

Mathematics

Product Design

 

Music (GCSE)

Physical Education

 

Product Design

Sport Studies (Cambridge Nationals)

 

Physical Education

Statistics

 

Physics

 

 

Statistics

 

 

 

 

Post 16

Academic

Technical

Applied

Art

EPQ

BTEC Applied Science

Biology 

Core Maths

BTEC ICT

Chemistry 

CYQ Level Personal Trainer

BTEC Performing Arts

Computing

 

GCSE English

Economics

 

GCSE Maths

English Language

 

Cambridge Technicals Business Studies

English Literature

 

Cambridge Technicals Sport and Physical activity

French

 

BTEC Applied Science

Further Maths

 

 

Geography

 

 

German

 

 

Health and Social Care

 

 

History

 

 

Home Languages

 

 

Maths

 

 

PE

 

 

Physics

 

 

Product Design (DT)

 

 

Psychology

 

 

Sociology

 

 

Textiles

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students are guided towards the most appropriate subjects to allow them to experience success.  The expectation is that the more academic students will select academic subjects with foundation students choosing more appropriate vocationally orientated courses.  The curriculum offer must focus upon outcomes hence the more academic students will be able to access up to 12 GCSE’s and the foundation students at least 8.  In particular the curriculum has been tailored to students’ needs by offering a greater variety of vocational courses which students access as appropriate even though they do not affect the Performance tables:-

Throughout Key Stage 4 and 5 students receive Personal, Social and Health Education.

For post 16 studies students initially opt for four subjects which are focused on the Academic and Technical subject groupings.

News

  • Post 16 Results Press Release August 2017

    As the headteacher of St Peter’s School, I am proud of our students’ achievements who, supported by their parents and guided by our staff, have achieved the highest possible grade across a broad range of subjects.  This year students have continued to demonstrate both their academic and personal development through attaining the grades necessary to secure places at prestigious universities such as Durham, Birmingham, Loughborough, York and Nottingham.

    Read more

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