Our aspirational curriculum is carefully developed to pull together all aspects of our provision including lessons, clubs, trips and the Dream Big programme.

The following are included on this page to show how our curriculum works:

Curriculum Vision:
This shows our aims for developing students learning through their time in our school. Also included are the hours spent on each subject for every year group.

Curriculum intent:
This details the skills and understanding we seek to develop in all students for every year group.

Year Group Curriculum Documents:
These show the topics and learning areas covered for all subjects taught in each year group.

At the start of each year and unit students will explore what they are learning and why so that they are fully involved in their learning journey.

From September 2020 all parents will receive a termly email detailing what their child will be learning so they can support from home.

We firmly believe that this learning journey is something we do together as a school, students and parents.

ASSESSMENT

At KS3 students are assessed within bands that reflect their ability to fulfil the current curriculum.  Students are given an assessment band that reflects their potential.  The below table explains each band with a description of how it can link to pupil attainment at GCSE.

A student that is SECURING the current curriculum is NOT working at a Grade 4 or 5, but shows the potential at this stage to achieve a Grade 4 or 5 by the end of Yr11.  If a student remains at the same attainment band throughout KS3, they are still making progress as the curriculum is getting progressively harder.  A student’s attainment can go up or down within a year depending on their ability to fulfil the curriculum as it becomes more complex and topics change.

All students are given target bands for each subject based on their KS2 SATS, or Cognitive Abilities Tests (CATs), where this has not been possible.  We measure progress of students by comparing their assessment bands to their target bands.

In Yr09, we introduce the use of GCSE 9-1 grading for English, Maths and Science to help students transition

Key Stage 4

In KS4, all students are assessed against GCSE (or equivalent) criteria.  We use fine grading (+ and -) to indicate whether at student is attaining at the higher or lower end of the grade respectively.

Minimum Expected Grades (MEGs) are set based on national averages for students with similar results at KS2, and reflect the lowest grade a student should be working towards in each subject.  Target Grades (TGTs) are aspirational and are therefore enhanced with a greater level of challenge.

Key Stage 5:

In KS5, all students are assessed against A Level (or equivalent) criteria.  We use fine grading (+ and -) to indicate whether at student is attaining at the higher or lower end of the grade respectively.

Minimum Expected Grades (MEGs) are set based on national averages for students with similar results at GCSE, and reflect the lowest grade a student should be working towards in each subject.  Target Grades (TGTs) are aspirational and are therefore enhanced with a greater level of challenge.

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