THE CURRICULUM AT HARTFORD CHURCH OF ENGLAND HIGH SCHOOL

Reviewed by Governors’ Curriculum Committee November 2012

Next review due June 2014

INTRODUCTION

 

The curriculum at Hartford Church of England High School provides the challenges which lead to academic success whilst recognising the worth of all individual achievement. Curriculum development and review is part of a whole school strategy for improvement at the heart of which is the personal development of all pupils. As a school that still specialises in Languages and Sport these subjects are necessarily a key part of our curriculum; however, we remain committed to the provision of a broad and balanced education for all of our pupils.

CURRICULUM AIMS AND OBJECTIVES

We aim to provide a curriculum which allows pupils to leave Hartford Church of England High School equipped with the skills which will enable them to continue learning and lead effective lives in the 21^st Century.

Curriculum changes from 2008 require schools to deliver Personal Learning Thinking Skills (PLTS) such as:

• Team Working
• Reflective Learning
• Independent Enquiring
• Self Managing
• Creative Thinking
• Effectively Participating

 

We subscribe to these PLTS fully and seek to embed them within our curriculum

 

Curriculum changes from 2012 have meant the introduction of English Baccalaureate.  From September 2010 many foundation level and level one courses at Key Stage 4 have transferred to foundation learning.

Our objectives are:

1. To deliver a curriculum that is broad and balanced:

• Meets National Curriculum and Statutory requirements
• Follows the National Curriculum Programmes of Study
• Defines a core curriculum to which all pupils are entitled, regardless of gender, race, creed or disability.
• Allocates time to subjects such that delivery of all aspects of the National Curriculum, including Statutory Requirements, is enabled whilst allowing for choice and flexibility
• Provides alternatives to GCSE accreditation

 

2. To raise standards by:

• Setting targets that are challenging
• Encouraging aspiration
• Providing academic challenge where appropriate
• Providing enrichment and extension opportunities
• Implementing, where practicable, the setting of pupils by ability so that individuals who share similar needs can have appropriate learning experiences

 

3. To meet individual needs through:

• Early identification of Special Educational Needs (including the Gifted and Talented)
• Intervention and ‘catch-up’ strategies
• A flexible approach to the curriculum, within the constraints of available resources, which allows for progression to multiple pathways post-16
• Provision of  support and guidance for individual pupils
• The use of assessment to develop individual learning plans and pathways.

THE CURRICULUM IN KEY STAGE 3

 

YEAR 7	LESSONS PER TWO WEEK TIMETABLE CYCLE
English (functional skills)	7
Maths(functional skills)	6
Science	6
ICT(functional skills)	3
Modern Foreign Languages	4
Design & Technology	3
Humanities (Hist, Geog, RS and Thinking Skills)	9
Art & Design	3
Music	3
Drama	2
Physical Education	4
TOTAL	50
Most but not all pupils follow this exact course of study. Where necessary pupils are given extra tuition in Literacy skills to enable them to be more successful in accessing the rest of the curriculum.
Personal, Social, Health, Citizenship and Economic Education (PSHCEE) is delivered through a series of suspended Curriculum Days totalling 11 days throughout the year. This includes:   Citizenship Information, Advice and Guidance Emotional Health and Well being Drugs, Alcohol and Tobacco Nutrition and Physical Activity Personal Finance Safety SRE is delivered within 3 science lessons.
DAY A WEEK SCHOOL 20 Gifted and Talented pupils in Key Stage 3 follow a Thinking Skills/Problem Solving activities curriculum for two lessons each week.

 

YEAR 8	LESSONS PER TWO WEEK TIMETABLE CYCLE
English(functional skills)	7
Maths(functional skills)	6
Science	6
ICT(functional skills)	3
Modern Foreign Languages	5
Design & Technology and Thinking Skills	4
Humanities (Hist, Geog, RS)	8
Art & Design	2
Music	3
Drama	2
Physical Education	4
TOTAL	50
Most but not all pupils follow this exact course of study. Where necessary pupils are given extra tuition in Literacy skills to enable them to be more successful in accessing the rest of the curriculum.
Personal, Social, Health, Citizenship and Economic Education (PSHCEE) is delivered through a series of suspended Curriculum Days totalling 11 days throughout the year. This includes:   Citizenship Information, Advice and Guidance Emotional Health and Well being Drugs, Alcohol and Tobacco Nutrition and Physical Activity Personal Finance Safety SRE is delivered within 3 science lessons.
DAY A WEEK SCHOOL 20 Gifted and Talented pupils in Key Stage 3 follow a Thinking Skills/Problem Solving activities curriculum for two lessons each week.

 

YEAR 9	LESSONS PER TWO WEEK TIMETABLE CYCLE
English (functional skills)	7
Maths and Thinking Skills (functional skills)	7
Science	6
ICT (functional skills)	3
Modern Foreign Languages	5
Design & Technology	3
Humanities (Hist, Geog, RS)	8
Art & Design	3
Music	2
Drama	2
Physical Education	4
TOTAL	50
Most but not all pupils follow this exact course of study. Where necessary pupils are given extra tuition in Literacy skills to enable them to be more successful in accessing the rest of the curriculum.
Personal, Social, Health, Citizenship and Economic Education (PSHCEE) is delivered through a series of suspended Curriculum Days totalling 11 days throughout the year. This includes:   Citizenship Information, Advice and Guidance Emotional Health and Well being Drugs, Alcohol and Tobacco Nutrition and Physical Activity Personal Finance Safety SRE is delivered within 3 science lessons.
DAY A WEEK SCHOOL 20 Gifted and Talented pupils in Key Stage 3 follow a Thinking Skills/Problem Solving activities curriculum for two lessons each week.

 

THE CURRICULUM IN KEY STAGE 4

 

 

 

YEAR 10	LESSONS PER 2 WEEK TIMETABLE CYCLE
English(functional skills)	8
Maths and Thinking Skills(functional skills)	7
Science	8
ICT(functional skills)	1
Modern Foreign Languages	5
Option X	5
Option Y	5
Option Z	5
RS	2
Physical Education	4
TOTAL	50
Most but not all pupils follow this exact course of study. Where necessary pupils are given extra tuition in Literacy skills to enable them to be more successful in accessing the rest of the curriculum.
Personal, Social, Health, Citizenship and Economic Education (PSHCEE), is delivered through a series of suspended Curriculum Days totalling 11 days throughout the year. This includes: Citizenship Information, Advice and Guidance Sex Education Work Related Learning Enterprise Education Emotional Health and Well being Drugs, Alcohol and Tobacco Nutrition and Physical Activity Personal Finance Safety

 

YEAR 11	LESSONS PER 2 WEEK TIMETABLE CYCLE
English(functional skills)	8
Maths(functional skills)	6
Science	8
ICT(functional skills)	2
Modern Foreign Languages	5
Option X	5
Option Y	5
Option Z	5
RS	2
Physical Education	4
TOTAL	50
Most but not all pupils follow this exact course of study. Where necessary pupils are given extra tuition in Literacy skills to enable them to be more successful in accessing the rest of the curriculum.
Personal, Social, Health, Citizenship and Economic Education (PSHCEE), is delivered through a series of suspended Curriculum Days totalling 5-6 days throughout the year. This includes:   Citizenship Information, Advice and Guidance Sex Education Work Related Learning Enterprise Education Citizenship Information, Advice and Guidance Drugs, Alcohol and Tobacco Nutrition and Physical Activity Safety

 

Key Stage 4

Key stage 4 National Curriculum requirements are set out in section 85 of the Education Act 2002. Students study a mix of compulsory subjects (core & foundation) and, if they so elect, a course of study in a subject within each of four ‘entitlement’ areas.

CORE AND FOUNDATION	Qualifications
Functional Skills Maths/English/ICT	Level 1/Level 2
English Literature	GCSE
English Language	GCSE
Information Communication Technology	GCSE (Full or Short), OCR NATIONAL
Mathematics	GCSE
Modern Foreign Language	GCSE, Entry Level, FCSE
Physical Education	GCSE (Full or Short) BTEC
Religious Studies	GCSE (Full or Short)
Science for the 21st Century Additional Science Applied Science Single Sciences: Biology, Chemistry, Physics Applied Science Award	GCSE GCSE GCSE GCSE BTEC Award Level 2
OPTIONAL
Art and Design	GCSE
Business Studies	GCSE
Dance	GCSE/BTEC Extended Certificate Level 2
Drama	GCSE/BTEC Extended Certificate Level 2
Design & Technology	GCSE
Electronics	GCSE
Food	GCSE
Graphic Products	GCSE
Resistant Materials	GCSE
Health and Social Care	GCSE Double or single award
History	GCSE
Geography	GCSE
Media	BTEC Extended Certificate Level 2
Music	BTEC Extended Certificate Level 2
Sport	BTEC Extended Certificate Level 2
Land and Environment Studies	BTEC Award Level 1
EXTERNAL SCHOOL PROVISION
MCC Beauty Care	Level 1
MCC Motor Vehicle & Motor Cycle Maintenance	Level 1
MCC Construction	Level 1
Reaseheath Motor Vehicle	Level 2

HARTFORD CHURCH OF ENGLAND HIGH SCHOOL

 

ASSESSMENT AND USE OF DATA

TEACHER ASSESSMENTS

• CRU (Central Records Update) grades are awarded for Attainment and Effort.
• CRU grades are issued termly for Years 7,8, 9, 10. Year 11 CRU are issued twice per year. Year 10 and Year 11 pupils also are issued with a Forecast Grade.
• Curriculum Leaders monitor CRU grades against target grades for each group after CRUs are published.
• CRU grades are compared to Expected Progress targets so that pupils who are not progressing towards their expected level can be identified.
• Half termly monitoring meetings between Curriculum Leaders and SLT line management link specify a schedule for tracking pupil progress and identifying groups and individuals above/at or below target. Action plans for individuals and groups below target are drawn up and reviewed at these meetings

 

TUTOR INVOLVEMENT IN PROCESS

• Heads of House identify pupils needing closer monitoring – this may involve being attached to Tutor / HoH / Pastoral Managers / Non Tutor / SLT member.
• Progress Days are held in September for years 8,9 and 11 and January for year 7 and 10. On Progress days tutors meet with pupils and parents to review academic progress and set 3 agreed targets to help ensure progress is maintained.

 

HARTFORD CHURCH OF ENGLAND HIGH SCHOOL

ASSESSMENT FOR LEARNING POLICY

 

ASSESSING PUPILS’ WORK

 

• Assessments form the basis of CRU levels/grades.
• Departments will designate an agreed number of specific assessments
• Assessments will be graded to show attainment against NC Criteria at KS3, GCSE Level at KS4 or End of Course level in KS4 non GCSE subjects.
• Assessments take the form of either an Assignment or Test.
• Assignments take the form of a set task that can be graded as described above.
• Tests are of knowledge, skills or concepts that can be graded as described above.
• Pupils will know in advance of the requirements of assessments.  They will receive a written comment on their work which relates to these requirements and which states:

-       what has been done well,

-       what needs to be improved,

-       how this improvement will be made.

• Such written comments will also be given to work completed in class or at home
• Only “Assessments” receive a level (KS3) or grade (KS4).  These will relate directly to target levels/grades.

• Frequency of “Assessments”

• At KS3: Core subjects will have at least two “Assessments” per half term.All other subjects will have at least one “Assessment” per half term
• At KS4: All GCSE subjects will have at least two “Assessments per half term”

• At KS3 the attainment indicates the level attained at that time. The CRU will take into account previous CRU grades.  The expected level will be what they should head towards at the end of Year.
• At KS4 the attainment indicates what the pupil has achieved so far.  Each CRU should be an amalgamation of the previous CRU grades.
• At KS4 the Forecast Grade indicates the teacher judgement of which grade the pupil will attain at the end of the course.
• Reviewed by Governors’ Curriculum Committee 13^TH November 2012
• Next review due June 2014

 

CHECKING PUPILS’ WORK

HOW OFTEN?

Pupils’ work will be checked regularly at least every two weeks.  There should be some indication that this has been done this may include a tick, signature or a written comment

PRESENTATION

Every piece of work should be properly set out with a title and date and be properly underlined.

PURPOSE OF CHECKING PUPILS’ WORK

Checking ensures that the work has been completed to the pupil’s ability.  Checking is different to assessing which involves targeting through written comments on work.

CORRECTION

Significant errors of English and subject knowledge are corrected depending on the needs and abilities of the pupil, these will especially include key terms of the subject.

 

MONITORING THE ASSESSING AND CHECKING OF WORK

 

• Curriculum Leaders will monitor that this policy is observed by :
• Collecting classwork/homework/assessments from a sample representing a range of levels/grades of every teacher in the department as part of the termly monitoring programme.
• Standardising assessments in departmental meetings by setting aside time for this purpose and storing these standardised assessment tasks to build up a portfolio for departmental reference
• The Senior Leadership Team will monitor that this policy is observed as they will discuss the termly monitoring programme as part of regular meetings with the Curriculum leaders.

HARTFORD CHURCH OF ENGLAND HIGH SCHOOL

Setting of Classes

• Curriculum Leaders are responsible for placing pupils in appropriate sets.
• Depending on Curriculum requirements, non core subjects are banded together and therefore are required to set across multiple curriculum areas.
• A setting review takes place twice a year. These should be implemented so as to take effect at the start of September (All Year Groups), January (Years 7 and 8 only) and February Half Term (Half Term 4, Year 9, 10 and 11)

• All Decisions concerning setting will take into account Ability at KS2 / Performance in CAT tests taken in Year 7 / and the most recent CRU Attainment Grades.

• Professional judgement is still required to ensure the individual child’s needs are accounted for.

 

• HARTFORD CHURCH OF ENGLAND HIGH SCHOOL

Indication of Expected Progress

Targets at KS3 and KS4

 

• An indication of Expected Progress (target) is set for each child in each subject.
• At KS3 Expected Progress is reported in National Curriculum sublevels.
• At KS4 Expected Progress is reported in GCSE grades.
• In non GCSE subjects such as Entry Level or BTEC qualifications, Expected Progress is reported in levels appropriate to the final grading of that subject.

KEY STAGE 3

• End of Key Stage 3 target is calculated from FFT D data based upon KS2 test results and where no KS2 test were taken, from CAT tests that take place for Year 7 during the Autumn term.
• An estimated starting point for each pupil in each subject is calculated at the start of Year 7 based upon KS2 test results.
• End of year and termly targets are calculated in uniform steps from the Estimated Starting point to End of Key Stage 3 Target.
• End of Year targets are shared with Parents and Pupils through termly CRU sheets.
• Where a pupil matches or exceeds their end of year Expected Progress Target, the class teacher will set a Challenging Target in excess of the pupils current CRU

KEY STAGE 4

• FFT data from KS2 tests are used to calculate a lower FFT target (FFTD Most Probable Grade) and a higher FFT Target (FFTD 25^th Percentile). This data can be found on the Monitoring and Evaluation Sheets for individual class.
• Expected Progress Targets (FFTD Most Probable Grade) are shared with parents and pupils on CRU sheets termly, Yearly Reports and Progress Day.
• Once a pupil matches or exceeds their Expected Progress Target, the class teacher sets a Challenging Target in line with, or higher than the higher FFT Target.

KEY STAGE 3 EXPECTED PROGRESS TARGETS

The end of KS3 target describes a benchmark of what other pupils have achieved with similar KS2 scores. If a child is surpassing an end of KS3 target, what they actually are doing is PROGRESSING at a quicker than expected rate.

Performance in KS2 tests are used as an indication of expected progress throughout KS3. The FFT website provides schools with information on expected levels of progress for each pupil in each KS3 subject, based upon the attainment of previous year groups nationally.

The expected progress for each pupil is calculated to be in line with the attainment shown by other pupils who attain exactly the same KS2 results. One expected progress target per subject is set for each child. A second “challenging target is set by subject staff, if a pupil exceeds that end of year expected progress target. The expected progress targets also take into account other factors including gender and date of birth.

At Hartford Church of England High School we use the 25^th percentile grade. A pupil that matches their expected progress target is performing in line with the top 25^th ranked pupil out of 100 in England who entered KS3 with identical KS2 scores.

As such the expected progress targets should be viewed as a benchmark which indicates how well a pupil is performing in relation to their prior attainment.

 

KEY STAGE 4 EXPECTED PROGRESS TARGETS

At KS4 the FFT website provides us with percentage chances of pupils attaining GCSE grades in each externally examined subject. Hartford Church of England High School sets a pupils Expected Progress Target based upon the Most Probable Grade at FFTD.

FFTD represents the performance of pupils in a school that performs Nationally at the 25^th percentile.

The Most Probable Grade is the most common grade attained by pupils with identical KS2 scores.

These 2 rules combined ensures that all pupils at Hartford Church of England High School at set Expected Progress Targets that challenges them to attain in the top quartile of the country in relation to pupils with identical KS2 scores.

REPORTING CALENDAR 2012 - 2013

 

Year 7		Year 9
Y7 Autumn CRU issued	17-12-12	Y9 Autumn CRU & Report issued	17-12-12
Y7 Spring CRU issued	25-03-13	Y9 Spring CRU	25-03-13
Y7 Summer CRU, Report & Exam Results issued	01-07-13	Y9 Summer CRU issued Y9 Exam Results issued	01-07-13
Y7 Progress Day	28-01-13	Y9 Progress Day	05-09-12
Y7 Parents Evening	25-04-13	Y9 Parents Evening	07-02-13
Year 8		Year 10
Y8 Autumn CRU issued	17-12-12	Y10 Autumn CRU issued	17-12-12
Y8 Spring CRU & Report issued	25-03-13	Y10 Spring CRU issued	25-03-13
Y8 Summer CRU issued Y8 Exam Results issued	24-06-13	Y10 Summer CRU & Report issued	01-07-13
Y8 Progress Day	05-09-12	Y10 Progress Day	28-01-13
Y8 Parents Evening	18-04-13	Y10 Parents Evening	11-07-13
		Year 11
		Y11 Autumn CRU issued	03-12-12
		Y11 Spring CRU & Exam Results issued	18-03-13
		Y11 Estimated Grades issued	20-05-13
		Y11 Record Of Achievement issued	20-05-13
		Y11 Progress day	05-09-12
		Y11 Parents Evening	06-12-12

 

CURRICULUM ENRICHMENT

As we are determined to educate the whole child at Hartford Church of England High School, we also offer a number of curriculum enrichment opportunities.  We offer many extra-curricular activities at lunchtime and after normal school hours.  Our pupils have every opportunity to participate in the widest possible range of pursuits to develop their skill and personalities.

There are many sporting activities and the quality of our young sportsmen and women is such that many are selected to represent their town, county and country.  The school’s teams often dominate in competitions.  Within school many more pupils enjoy friendly competition in the inter-house activities that take place throughout the year.

The quality of Gym and Dance at Hartford Church of England High School has long been recognized as outstanding.  Many parents, children from local primary schools and other members of the community have attended our festivals, Gym and Dance displays in recent years.  We pride ourselves on the incredible participation rate in these events.

Music, which is available as a subject to all pupils, provides a vast array of opportunities for pupils including various choirs, orchestras and bands.  We also allow for specialist teachers to offer instrumental lessons.  Pupils are withdrawn from their normal lessons on a rota basis to minimize disruption to their studies.

The Drama department run a production every year and every two years we have our ‘school play’ which includes the Drama and Music department combining to deliver a high quality performance.

A number of departments now have extra-curricular clubs including Art and Science and we also have a homework club which is available every night after school.

From breakfast clubs to everyday lunchtime and after school activities, we fulfil our Extended Schools initiative with a clear passion, to provide a ‘something for everyone’ extra-curricular programme.  Clubs and activities are well attended, not just by our Sports and Language Leaders, but by a range of pupils from our partner primaries, Years 7 – 11 and external partners through our Sports Partnership work.