Curriculum Policy - WordPress
Curriculum PolicyV 1.1Last Updated: 28/01/2021
Policy Version ControlPolicy typeSchool SpecificAuthorDeputy Headteacher (Curriculum)Approved byLocal Governing BodyRatified by GovernorsdateV 1.0 24/09/2021V 1.1 04/02/2021Review date01/09/2021Description of ChangesChanges made 01/09/2020 Policy formatted into standardised policy templateChanges made 28/01/2021 Mercian Trust Curriculum Intent Statement addedDistributionNameAll StaffPositionN/ADate19/05/2020VersionV 1.0WebsiteWebsiteN/AN/A30/09/202005/02/2021V 1.0V 1.1Click or tap here to enter text.
CurriculumContent1. Introduction2. Mercian Trust Curriculum Intent Statement3. Curriculum Intent4. KS3 Curriculum5. KS4 Curriculum6. Differentiation – teaching to the Top7. Disapplication8. Extended Learning and Homework9. Religious Education10.Collective Worship11.Sex Relationships Education12.Physical Education and Games13.Extra-Curricular Activities14.Special Educational Needs/Student Development Team15.Concerns and Complaints16.Monitoring and Review17.Equal Opportunities18.Racial Equality19.Gender EqualityClick or tap here to enter text.
20.Disability21.Community Education22.Work Related Learning23.Effectiveness24.Teaching and iculum Policy Statement for Post-16 EducationClick or tap here to enter text.
IntroductionThe curriculum in maintained schools must follow the law andstatutory guidance and include the requirements of the NationalCurriculum. Governing bodies are required to make a curriculum policystatement and to keep it under review. It must be available to parents.Mercian Trust Curriculum Intent StatementWe are a family of schools committed to helping each other increaseopportunities and improve outcomes for students throughout Walsall and theWest Midlands conurbation.Because of our schools’ commitment to providing an expertly-deliveredambitious curriculum our students will enjoy developing their knowledge,understanding and skill. We prioritise our efforts to address the social mobilitygenerational failings for disadvantaged and vulnerable children, many of whomhave special educational needs and/ or disabilities.As a result of our commitment to improvement and innovation students inMercian schools will be the highest academic achievers who will secure places atthe very top universities, conservatoires and specialist colleges and those withthe greatest practical aptitudes will secure technical vocational awards that arevalued by employers and prepare them to progress onto apprenticeshippathways with flagship employers.As a result of our commitment to each other, both staff and students willbe physically and mentally healthy with the resilience, adaptability andvalues required to make good life choices and build successful personal andprofessional relationships. They will be the first to welcome people new to ourlocal community and embrace opportunities to learn from different culturalexperiences and from people with different religious faiths and beliefs.Put simply, the staff and students in Mercian schools will live life to the full inthe pursuit of what is good, right and true. In doing so they will realise theirpotential and make a positive contribution to their families and the local,national and international community.Curriculum IntentAt Aldridge School, we aim to provide a curriculum which: Continually reinforces the messages of the 4 RsEncourages students to learn from their mistakes through completing FollowUp after assessmentsEncourages students to be responsible for their own success through regularreview of learning at home, creating revision resources (RRR homework) andregular low stakes testingIs challenging for all students through “teaching to the top” and scaffoldingand supporting students appropriatelyMaintains a breadth of subjects in all key stages including arts, technologyand humanities which are available to all students regardless of individualabilities and needsClick or tap here to enter text.
Prepares students for adult life, teaching them to stay safe, liveindependently and contribute positively to society throughdiscretely taught Personal, Social, Health and CitizenshipEducation lessons and assembliesEnables students to live together with others through teaching about Britishvalues and helping them to understand a range of religious beliefsEnables students to participate in a wide range of extra-curricular activitiesthrough Flexible FridaysPrepares students for future success in education, employment or trainingOur AimsAt Aldridge School we aim to:Create learners who: Make good progress and realise their full potentialAre confident and happy and can live safe and fulfilling lives and thrive in theworld of workRespect and value others and make a positive contribution to the local,national and international communityAt Aldridge School we aim to achieve this through encouraging and teaching ourstudents to be RESPECTFUL of others and to value their school, their education, theenvironment and people around themRESPONSIBLE by being actively engaged in their learningRESILIENT responding positively to challenges and persistent when facedwith problemsREADY TO LEARN by being in school at the right times and organised withthe correct uniform, books and equipment for learningKS3 CurriculumIn Key Stage 3 the timetable implements in full the National Curriculum as setout in the current statutory orders. A setting system operates in both Key Stage3 and Key Stage 4. Students are placed in one of two parallel bands, Band Xand Band Y.In Key Stage 3 students will study: EnglishMathematicsSciencePersonal Social Health and Citizenship Education and Enterprise and CareersEducationHistoryGeographyClick or tap here to enter text.
French/GermanDesign & TechnologyComputer ScienceArtMusicDramaPhysical EducationReligious EducationWithin the school we also have a Music Scholars Programme.KS4 CurriculumA large part of the curriculum in Key Stage 4 is common to all students.In Key Stage 4 students will study: EnglishMathematicsScienceReligious EducationPhysical EducationPersonal, Social, Health, Citizenship Education with Enterprise, Careers andWork Related LearningDuring Year 9 – students and their parents/carers, in consultation with SeniorStaff, Guidance Staff and Tutors, select subjects to be studied for externalexamination.A “Choices booklet”, parental open evening and talks by curriculum leaders areprovided. Students have the opportunity to select up to 4 choices from ouroption programme.A wide range of other examination courses is offered annually, subject to viablenumbers. Currently the range includes; Art & Design, Business Studies,Computer Science/ICT, Design & Technology subjects, Drama, Modern ForeignLanguages, Geography, Health & Social Care, History/Ancient History, Music, PE,RST. Vocational courses are offered as part of the above.Differentiation – teaching to the topA variety of differing teaching and learning methods and materials are used incourses to suit students’ different needs. All departments/faculty areasconstantly review what is taught and how it is taught at all key stages inparticular Teaching to the topPace of lessonsAppropriate times for assessment and the methods of assessmentSuitability of courses offeredClick or tap here to enter text.
DisapplicationIn accordance with the law, the school has the right to respond toindividual needs by modifying the National Curriculum programmes, ordisapplying the National Curriculum for the duration of Key Stage 4 to: Allow students to participate in extended work related learningAllow a student with individual strengths to emphasise a particular curriculumareaAllow a student making significantly less progress than other students ofhis/her age to consolidate his/her learning and progress across thecurriculumDecisions relating to the above will only be made after discussion with both thestudents and parent/carer.Extended Learning and HomeworkThe re-introduction of linear exams sees new challenges for our students. Tomeet these challenges and raise achievement students are expected to revise,review and recap their learning each evening. This has been communicatedclearly to students and parents and is pre-populated in student planners.To support the Revise, Review, Recap homework teachers will plan lessons that: Reinforce the key methods of revisionModel effective revision techniquesInclude quizzes and low stakes tests to check the effectiveness of a student’srevisionAlongside this teachers can and do set additional homework to support studentlearning.Aims of Extended Learning To help all students make progressTo allow practice and consolidation of the learning done in classTo extend learning from the lesson, e.g. the completion of past examquestionsTo embed key subject content in long term memoryTo reinforce, practise and develop mastery of key skillsTo engage in wider reading and research in preparation for futurelearningTo allow students to gain and practise the skills and knowledge thatthey will be required to reproduce in assessment situations such asexaminationsClick or tap here to enter text.
To give students dedicated time to reflect upon learning,correct mistakes and act on feedback to makeimprovementsTo develop study skills such as independence, self-discipline, timemanagement and working to deadlinesReligious EducationReligious Education is available to all students. Parents have the right towithdraw their children from Religious Education. RST Enrichment days/activitiesare organised for particular groups throughout the year.Collective WorshipAll students are expected to take part in a daily collective worship. The schoolhas a programme of collective worship involving house and year groupassemblies and thought for the day, delivered in form groups.Sex Relationships EducationThe school provides sex and relationships education in the basic curriculum forall students, in which students are encouraged and guided by moral principlesand taught to recognise the value of family life.A full statement of the school’s sex and relationships education policy is availableto parents.In accordance with the law, the biological aspects of human reproduction remaincompulsory for all students, but parents may withdraw their children from anyother part of the sex education provided without giving reasons.Click or tap here to enter text.
Physical Education and GamesAll students are expected to take part in the school’s physicaleducation and games programme. Students can only be excused from PE andgames lessons for medical reasons, for which a note from a parent will suffice,or other reasons agreed with the school.Extra-Curricular ActivitiesThe school has a wide and varied programme of cultural and sporting activitiesthat take place outside the formal curriculum, including Flexible Friday activitieswhich involve all students years 7 – 11.Special Educational Needs/Student Development TeamThe school has a special educational needs policy. The school will determineappropriate courses in consultation with parents.Concerns and ComplaintsParents who have concerns about any aspect of the curriculum should discussthese in the first instance with the student’s Head of House. If the issue is notresolved parents should make an official complaint in writing to the Headteacher.Monitoring and ReviewThe policy will be monitored by the Deputy Head curriculum, who will report tothe Head on its implementation on a regular basis. The Head will report to theGoverning Body’s Outcomes Committee on the progress of policy and willrecommend any changes.Equal OpportunitiesAldridge School is committed to ensuring there is equality of opportunity in allareas of school life. Its whole curriculum is available to everyone irrespective ofrace, sex and disability, and the school fervently believes that to achieve thehighest level of learner achievement it must promote standards of excellence forboth students and staff.Racial EqualityThe Race Relations Act 1976 and The Race Relations (Amendment) Act 2000places a duty on all institutions and bodies to stop racial discrimination and topromote good relations between all races.Aldridge School declares that at all times it will set its face against racialdiscrimination and aims to promote good relations between all with whom itcomes into contact.We aim to achieve this by:Click or tap here to enter text.
Treating all those within our whole school community (students,staff, Governors, parents and community,) as individuals withtheir own particular abilities, beliefs, challenges, attitudes,background and experiences.Creating a school ethos which promotes race equality, developsunderstanding and challenges myths, stereotypes, misconceptions andprejudices.Encouraging everyone within our school community to have a positive selfimage and high esteem.Having high expectations of everyone involved with the whole school.Promoting mutual respect and valuing others’ similarities and differences andfacing equality issues openly.Identifying and removing all practices, procedures and customs which arediscriminatory and replacing them with practices which are fair to all.Monitoring, evaluating and reviewing all of the above to secure continuousimprovement in all that we do.To this end, the curriculum provided in school will ensure that: Our inclusive curriculum reflects the multi-ethnic nature of our society.Racial equality and ethnic diversity are promoted and racism anddiscrimination are challenged in all areas of the curriculum.Curriculum planning takes account of the ethnicity, background and languageneeds of all students.Subject leaders and departmental/faculty leaders provide guidance andexamples of good practice for colleagues.The school monitors and evaluates its effectiveness in providing anappropriate curriculum for all students.The allocation of students to teaching groups and optional subjects as fairand equitable to students from all ethnic groups.Assessment outcomes are used to identify the specific needs of minorityethnic students, inform policies, planning and the allocation of resources.Teaching methods and styles take account of the needs of students fromdifferent ethnic groups and encourage positive attitudes to ethnic difference,cultural diversity and racial equality.The school takes active steps to ensure that resources in all areas of thecurriculum are inclusive. It promotes a greater understanding of culturaldiversity and racial equality. There is acknowledgement of the importance ofchallenging racism and racial discrimination in all areas of the curriculum.Resources available to meet the specific needs of students from minorityethnic groups, including dual language resources where such may berequired, are used appropriately.The school makes full use of the resources available within its local ethniccommunities.Gender EqualityThe Sex Discrimination Act of 1975 and the Equal Pay Act of 1970 placed dutieson all institutions or bodies to stop sex discrimination and to ensure that anyfacilities for education are provided without direct or indirect sex discrimination.Click or tap here to enter text.
Aldridge School believes that good education is by definition nonsexist and that by eliminating sexism it benefits both sexes.Within the school the curriculum is so planned that: there is equality of access in all learning experiences.it challenges stereo-typed images and in their place presents positive rolemodels.it takes positive action to ensure the elimination of barriers and inequalitieswhich result from any past discrimination.it takes action to ensure that the specific needs of girls and boys areaddressed together with those who are at risk of disaffection whether this isattributable to a personal inclination or due to factors beyond their control.DisabilityAldridge School believes in the inherent equality of all individuals irrespective ofphysical or mental ability, and will within the spirit of “Accessible Schools” worktowards delivering its short, medium and long term objectives.The curriculum offered within the school will ensure that: There is differentiation enough for the needs of all students in mainstreamclasses, including those who have an EHCP.The use of available resources will meet the individual needs of students withdisability in terms of language, physical impairment and those withchallenges including conceptual development.At all times there will be demonstrated positive images for students with adisability.The curriculum contains contributions to work and community life by peoplewith a disability.Community EducationAldridge School exists to not only serve and work closely with its neighbouringcommunity but that its community should be reflected in terms of its everydaylife and work within the curriculum.With curriculum planning, when it is being monitored and evaluated there mustbe the recognition that it: Reflects the community experience students bring to the school and that itsupports this by encouraging active and co-operative involvement in the localcommunity.It demonstrates ways of making the school work more closely and berelevant to the needs of everyday life by using community resources toenhance learning.It reflects in the learning activities offered, the concerns and needs of thelocal community expressed through discussions with parents, Governors,teachers, and a variety of community associations.Click or tap here to enter text.
It encourages commonalty between those who teach and thosewho learn, between academic and leisure learning, vocationaland non-vocational activities.It encourages participation and empowerment within thecommunity.Work Related LearningThe school appreciates that one of its aims is to prepare young people for theopportunities, responsibilities and experiences of working life.In planning the Curriculum, the school has ensured that: students have a curriculum which within a broad and balanced frameworkrelates Education to the world of work and Enterprise.students have the knowledge, competencies and qualifications which will beparticularly useful in the context of working in a highly technological societywhich is part of Europe and the world market.students have an understanding of economic awareness, of the significanceof work and the way their education relates to working life throughinteracting with the world of work.students have learning experiences across the curriculum which developqualities and competencies which are useful in adult and working life e.g.initiative, personal effectiveness, problem solving and the ability to cope withchange.young people are provided with independent guidance, counselling andinformation about future options which will assist them to make the best oftheir true potential – see Careers Policystudents are provided with the opportunity of a work experience placementduring Year 12 for one weekwhere applicable, the disapplication regulations will continue to be utilised toenable students pre 16 to undertake alternative courses of study leading torecognised qualifications.EffectivenessAldridge School depends upon effective management, planning, teaching andlearning underpinned by the values and relationships of the school itself as itcontinues to provide quality of education. To ensure a system of monitoring,evaluation and review is essential if we are to assess our effectiveness andprovide guidance for further developments.Evaluation will centre on: the implementation of the whole curriculum policy.the implementation of the aims and objectives of the school.the effectiveness of management in dealing with (a) and (b) includingprocesses such as communication and consultation.Click or tap here to enter text.
the existence, encouragement and dissemination of goodeducational practice.support for staff, including CPDt
The curriculum in maintained schools must follow the law and statutory guidance and include the requirements of the National Curriculum. Governing bodies are required to make a curriculum policy statement and to keep it under review. It must be available to parents.
3.0 TYPES OF CURRICULUM There are many types of curriculum design, but here we will discuss only the few. Types or patterns are being followed in educational institutions. 1. Subject Centred curriculum 2. Teacher centred curriculum 3. Learner centred curriculum 4. Activity/Experience curriculum 5. Integrated curriculum 6. Core curriculum 7.
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1.6.1 A religious knowledge curriculum 26 1.6.2 A religious studies curriculum 27 1.6.3 A religious education curriculum 27 1.7 Religious knowledge and the national curriculum 29 1.8 Religious knowledge and the humanities 31 1.9 Conclusion 35 CHAPTER TWO: REVIEW OF THE RELIGIOUS KNOWLEDGE CURRICULUM IN NIGERIA 36 2.1 The development of the religious knowledge curriculum in 36 2.1.1 The .
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