Curriculum Intent

Curriculum Intent

The curriculum at Barnwell School allows our students to:

• become hardworking, independent learners who are highly motivated to achieve their full potential

• be independent, ambitious and confident learners who are fully engaged with their learning and development

• have and be able to use high quality functional skills, including key literacy, numeracy and computing skills

• be responsible citizens who make a positive contribution to their community and are respectful and show understanding towards others

To support all students in their academic and social development, we have designed a personalised curriculum along the following principles:

• An inclusive curriculum that is accessible for all students and supports students in realising their full potential

• A broad and balanced range of subjects which also develop transferable skills to support progression to the next stage of education and for a successful adult and working life in modern society.

• Additional time is given to English and Mathematics to ensure that students have the essential skills needed for life and to access the full curriculum

• A wide range of enrichment and extra-curricular activities to develop personal interests, broaden cultural awareness and social skills

• Work with Primary Schools to ease transition

• A full range of appropriate vocational and academic courses that prepare all students for higher education or training courses which meet the needs of students and prepare them with the skills required for local employment sectors

Roles and responsibilities

The Head of School will ensure that:

• all statutory elements of the curriculum, and those subjects which the school chooses to offer, have aims and objectives which reflect the aims of the school and indicate how the needs of individual students will be met. This will include how the subject will be taught and assessed.

• the amount of time provided for teaching the curriculum is adequate and is reviewed by the governors’ annually.

• where appropriate, the individual needs of some students are met by permanent or temporary disapplication from the national curriculum.

• the procedures for assessment meet all legal requirements and students and their parents/carers receive information to show how much progress the students are making and what is required to help them improve.

• the governing body is fully involved in decision making processes that relate to the breadth and balance of the curriculum.

• the governing body is advised on statutory targets in order to make informed decisions.

The Executive Headteacher and Governing Body will ensure that:

• it considers the advice of the Head of School when approving this curriculum policy and when setting statutory and non-statutory targets.

• progress towards annual statutory targets is monitored.

• it contributes to decision making about the curriculum.

The Senior Team will ensure that:

• they have an oversight of curriculum structure and delivery within each link department

• detailed and up-to-date schemes of learning are in place for the delivery of courses within each key stage.

• schemes of learning are monitored and reviewed on a regular basis.

• levels of attainment and rates of progression are discussed with HOF on a regular basis and that actions are taken where necessary to improve these.

Heads of Faculty will ensure that:

• long term planning is in place for all courses and are interleaved through the key stages. Such schemes of learning will be designed in collaboration with other faculties and will contain curriculum detail on: context, expectations, key skills, learning objectives, learning outcomes, learning activities, differentiation and resources.

• schemes of learning encourage progression at least in line with national standards.

• there is consistency in terms of curriculum delivery. Schemes of learning should be in place and be used by all staff delivering a particular course.

• appropriate awarding bodies and courses are selected so that they best meet the learning needs of our students.

• where necessary an appropriate combination of qualifications or alternative qualifications can be offered which best suit the needs of learners

• assessment is appropriate to the course and the students following particular courses. There should be consistency of approach towards assessment.

• they keep the Head of School informed of proposed changes to curriculum delivery.

• student performance data is reviewed on a regular basis to ensure that any necessary changes in terms of curriculum delivery are planned and carried out in a timely fashion.

• they share best practice with other colleagues in terms of curriculum design and delivery.

• oversee CPD needs with regard to curriculum planning and delivery within their area of responsibility.

Teaching staff and learning support staff will:

• ensure that the school curriculum is implemented in accordance with this policy.

• keep up to date with developments in their subjects.

• have access to, and be able to interpret, data on each student to inform the design of the curriculum in order that it best meets the needs of each cohort of students.

• share and exchange information about best practice amongst their colleagues in different schools and through external networks, resulting in a dynamic and relevant curriculum.

• participate in high quality professional development, working with other teachers to develop their skills in understanding the learning needs of their students and how best to address those needs and engage them.

• work in partnership with other agencies to provide an appropriate range of curriculum opportunities.

Students will:

• have their individual needs addressed, both within the school and extending beyond the classroom into the family and community through a curriculum which offers breadth, support and challenge.

• be given additional support if they start to fall behind in their learning, helping them get back on track quickly.

• receive co-ordinated support to enable them to make the appropriate curriculum choices at key stages 4 and 5.

Parents and carers will:

• be consulted about their children’s learning and in planning their future education.

• be confident that their child is receiving a high-quality education that is designed to meet their learning needs and which will equip them with the skills they need to thrive throughout their lives.

• be informed about the curriculum on offer and understand the rationale behind it.be informed of any decisions to change the setting of their children.

Arrangements for monitoring and evaluation

The governing body will receive regular reports from the headteacher and senior leaders on:

• the standards reached in each subject or groups of subjects, by every year group, against national averages

• the standards achieved at the end of each key stage by gender and ethnicity, compared with national and local benchmarks

• the standards achieved by pupils with special educational needs and groups deemed to be vulnerable

• the number of pupils for whom the curriculum was disapplied, the arrangements which were made, how pupils and parents were informed, how progress was monitored, the progress made by those pupils

• the evidence of the impact of external intervention and support and national strategies on standards

• the views of staff about the action required to improve standards

• the nature of parental complaints to ensure any investigated outcomes from any such complaints are acted upon so improvements can be made

Curriculum structure

Years 7 & 8

All students study curriculum of English, Mathematics, Science and Modern Foreign Languages (French, German and/or Spanish), Humanities (Geography, History), Expressive Arts (Music, Dance, Drama and Art), Design & Technology (Graphics, Resistant Materials, Food and Textiles), PE, and Computing & ICT. Throughout Years 7 and 8 there is a clear focus on developing students’ social, moral, cultural and independent learning skills. In core subjects students are taught in ability based groups.

Barnwell Pride lessons cover the social, morale, spiritual and cultural elements of the curriculum all linked to our core values.

Cross curricular Theme Days are held regularly throughout the year to give students enhanced experiences that build on the strong Social, Moral and Cultural ethos of the school.

An additional lunchtime and after-school enrichment programme includes a range of sporting activities, expressive arts, Coding Club and STEM activities. There is daily support for homework in the library.

Year 9

All students study curriculum of English, Mathematics, Science, Humanities and PE. Through Year 9, students have the ability to gain deeper knowledge and understanding of specific areas of Modern Foreign Languages, Expressive Arts, Creative Learning and Computing & IT. The options process is as follows:

Modern Foreign Languages – One or two from French and Spanish/German

Expressive Arts – Two or three from Dance, Drama or Music

Creative Learning – Two or three from Graphics, Resistant Materials, Textiles or food

IT and Computing – One or both

Barnwell Pride lessons cover the social, morale, spiritual and cultural elements of the curriculum all linked to our core values.

Cross curricular Theme Days are held regularly throughout the year to give students enhanced experiences that build on the strong Social, Moral and Cultural ethos of the school.

An additional lunchtime and after-school enrichment programme includes a range of sporting activities, expressive arts, Coding Club and STEM activities. There is daily support for homework in the library.

Key Stage 4 (Years 10 & 11)

All students study a broad and balanced curriculum allowing a variety of different progression routes into sixth form, further education and apprenticeships.

Students follow one of three pathways: Traditional, Applied or Accelerated, students are guided onto their pathway with full consultation with parents. Students opt in Year 9 for their Key Stage 4 subjects, the options process begins during the autumn term, all students receive significant information, advice and guidance prior to making their choices, both students and parents are supported at every step along the way.

All students study a core curriculum of

GCSE English Language, English Literature, GCSE Mathematics, GCSE Science (Triple or Double), Barnwell Pride and PE.

The English Baccalaureate is also available within our Key Stage 4 curriculum.

Key Stage 4 Pathways:

Traditional Pathway

Double Science Humanity / Language or Computer Science

Plus 3 further Options

Traditional Science Pathway

Triple Science Humanity / Language or Computer Science

Plus 2 further Options

Applied Pathway

Double Science Humanity / Language or Computer Science

BTEC Option

Plus 2 further Options

Accelerated Pathway

Core Science

BTEC Option

Plus 2 further Options

Work Experience

Students are also able to take further GCSE subjects, agreed after consultation, selected from the following:

Key Stage 4 BTEC Options:

BTEC Health & Social Care

BTEC Construction

BTEC Sport

BTEC ICT

Key Stage 4 GCSE Options:

Art, Computer Science, Catering, Drama, Textiles, Geography, French, German, History, Graphic Products, Business Studies, Resistant Materials, Music, Dance, Art Photography, Sociology, Religious Studies

All students participate in a full SMSC programme which includes impartial Careers Education Information and Guidance, Ethics and PHSCE. Furthermore, all students participate in recreational PE as part of their curriculum.

As recently announced by Ofqual, all GCSE examinations are now linear (taking place at the end of the two-year course) and controlled assessments form a very important element of assessment in only some subjects.

Core subjects (English, Mathematics and Science) are taught in ability groups.

An additional after school enrichment programme includes a range of sporting activities and expressive arts. There is daily support for homework in the library. Extra Study Support is also in place especially for Year 10 and Year 11 depending on the individuals learning needs. Attendance at these sessions is well over 85% of the Year Group.

Sixth Form (Years 12 & 13)

Our sixth form curriculum is delivered as part of the Stevenage Sixth consortium. Barnwell Students benefit from a highly flexible and diverse range of Level 3 academic and vocational qualifications.

Every student is able to study up to four A-Level/BTEC/CTEC subjects, agreed after personalised consultation sessions. Barnwell School offers a large range of academic Level 3 qualifications, including the following:

Sixth Form BTEC Options:

Health & Social Care, Applied Science, Business Studies, Sport, IT

Sixth Form A Level Options

Art and Design, Dance, English Language, Mathematics, Art, Photography, French, Media Studies, Biology, Physics, Chemistry, Geography, Psychology, Drama, Sociology, German, History, Product Design, English Literature, Law, Further Mathematics

We also support students for whom Level 2 studies are an appropriate pathway, including students who are improving their achievement in English and Mathematics. The programme is very innovative and developing rapidly as an exemplar Level 2 provision which is partly delivered by external partners and contains extended work experience placements.

Vocational Level 3 assessment comprises of a range of continuous assessment, controlled assessments and formal examinations. Students’ progress is carefully tracked and monitored by individual teachers, subject leaders and sixth form leadership.

All students in our sixth form participate in a comprehensive enrichment programme including a week of Work Experience in the summer term of Year 12. A wide range of sports and mentoring activities are also included within the school’s enrichment programme. Student leadership within the sixth form is strong.

Finally, sixth form students also receive a personalised programme of Personal, Social and Health Education (PSHE). Within this part of the curriculum, students will continue to develop their independent study skills and receive personalised careers education and guidance. Students are fully supported in all their future career aspirations. A vast majority of students complete the UCAS application process; support for these students is exemplary, including the students who complete Oxbridge applications.

As part of our student progression plan we have an apprenticeship company based at Barnwell School called Solveway, they provide Level 2 and Level 3 apprenticeships in a range of areas including IT, Business Admin and Graphic design. Barnwell students are able to progress onto apprenticeships at the end of Key Stage 4 or Sixth Form.

Portfolio of Experience

Equally important to our taught curriculum is the portfolio of experiences to enable personal and social development, develop citizenship and community work and present challenge.

These include, work experience at Key Stage 4 and 5, trips, a wide range of well attended extra-curricular clubs, including D of E, fundraising events, supporting others, mentoring and representing the school. All have the aim of helping our young people to develop their identity, so they are ready and equipped to fully engage with life beyond school.

Students log their experiences on an online platform to build up their portfolio.

"Leaders have developed a wider curriculum which is broad and balanced. It provides pupils with a range of opportunities to learn in all subjects​"

Ofsted - January 2018