Sec - Curriculum Statement
Our curriculum is broad, balanced and built around students’ individual needs and abilities in order to allow all students to reach their potential and compete with others nationally.
- A school with high expectations and ambition for all.
- A school where there is dignity in hard work and effort.
- A safe and happy school where everyone feels valued and proud.
The purpose of the curriculum is to enable students to:
- Acquire knowledge and skills relevant to adult life and a world of rapid and continuous technological and social change
- Develop a life-long love of learning
- Develop personal and moral values, respect for shared values and for other cultures, religions and ways of life
- Acquire sound numeracy and literacy skills
- Develop and acquire the qualities and qualifications necessary to enable them to reach their potential, progress to the next stage in their chosen learning or career pathway and compete with others nationally.
- The curriculum should have breadth, balance, relevance, differentiation and allow progression
- The curriculum should promote knowledge and understanding, and allow the development of skills and personal qualities
- The curriculum should allow equality of access for all students
- High expectations of all students
- All students will have an entitlement to work related learning
- A curriculum that offers both academic and vocational qualifications appropriate to individual pupil ability, interest and preferred learning style
The curriculum should:
- Deliver the current and future statutory requirements, including appropriate careers advice and guidance
- Be broad, balanced, relevant and differentiated
- Enable and support students to achieve their potential
- Meet the needs of the full range of abilities within the school
- Ensure continuity, help support and enable progression within the school and between phases of education
- Help students develop enquiring minds and a love of learning
- Help students acquire understanding, knowledge of key skills relevant to school, adult life and employment
- Help students develop personal moral values, respect for religious values and tolerance of other races, religions and ways of life
- Support raising standards of achievement
- Provide a range of opportunities to students which best meet their needs and interests
Home learning tasks should support progress of all students through, for example: challenging preparation work for lessons; independent research; consolidation of learning; improving work following informative feedback (written or verbal)
All students can access a rich extra-curricular programme that, together with the curriculum, promotes healthy, spiritual, moral, cultural, mental and physical development, thereby preparing students for the opportunities and responsibilities of adult life.
Social, Moral, Spiritual and Cultural Education
SMSC should be incorporated into every aspect of our school community, including every lesson, every assembly and every interaction between members of our school community. By ensuring the thoughtful and wide-ranging promotion of students’ spiritual, moral, social and cultural development, and of their physical well-being, we can help to ensure that they thrive and develop as citizens, and we can also help to guard against radicalisation and extremism. Details of our SMSC provision can be found here: SMSC provision
We are committed to
- Raising standards of achievement and learning for all our students
- Extending the range of opportunities available to students which best meet their needs and interests
- Benefiting other schools in the area and strengthening the links between school and the wider community
Years 7 to 9
In years 7, 8 and 9 students study a broad and balanced curriculum but with an emphasis on English, Mathematics, the Sciences, Languages, and the Humanities. Students are also encouraged to thrive in the performing and creative arts through subjects such as Art and Drama.
Years 10 and 11
In years 10 and 11 our curriculum is diverse and personalised. All students will study Maths, English and the Sciences (with the option to study Triple Science), RE, PSHE and Core PE. The majority of students will also study Geography and / or History, while others will receive further tuition in Maths and English. Students are then able to study three further subjects, choosing from a range suited to their particular abilities and needs, including a number of vocational subjects. Further details on the two pathways open to students is given in the “KS4 Curriculum Overview.”
If you wish to find out more about the curriculum offered at Bournville School, please contact us via firstname.lastname@example.org
As you may be aware, the current government has initiated widespread curriculum reform, and this includes the introduction of new GCSE and A level specifications for all subjects over the next three years. A vast number of subjects are facing significant change this year as new A levels are introduced from September in English, Biology, Chemistry, Physics, Psychology, Computer Science, Business, History, Art and Design and Economics. At the same time, new specifications for GCSE are being introduced.
The timescale for the new GCSEs is as follows:
First Teaching September 2015: English Language, English Literature and Maths
First Teaching September 2016: Biology, Chemistry, Physics, Core Science, Computer Science, French, Spanish, Geography, History, Religious Studies, Art, Drama, Food, Music
First Teaching September 2017: All other GCSE subjects, including design technology, that are taught from this point will be new, with the current GCSEs withdrawn.
The curriculum reform also includes significant changes to the course and assessment structure of both GCSEs and A levels. Should you have any queries about these changes please do contact Mrs Yarker, Deputy Headteacher Bournville School: email@example.com
Finally, in light of significant changes to Key Stage 2 (KS2), the removal of levels at KS3 and the changes to the grading system for GCSEs we are working on developing a coherent system alongside our middle leaders to accurately assess students’ progress, and will report to you as to whether they are making expected age related progress as they progress toward the new GCSEs.
What will the new GCSEs look like?
- A new grading scale of 1 to 9, with 9 being the top grade. This will allow greater differentiation between students and will help distinguish the new GCSEs from previous versions. Ofqual and the awarding bodies have advised that a grade four will be equivalent to a grade C and a grade seven will be equivalent to an A grade.
- Assessment will be mainly examinations, with other assessment only being used when they are needed to test essential skills. The courses will no longer be divided into different modules and students will take all their exams in one period at the end of their course.
- There will be more demanding content, which has been developed by government and exam boards.
Finally, let me reassure you that we will do everything possible to ensure that these curriculum and assessment changes are introduced carefully and effectively at Bournville School to ensure the future success of all of our students.