St Margaret’s
School
Curriculum Policy
Last amended : May 2017
Next review : May 2018
Introduction
Within our school community, we aim to provide a full and rewarding education by cultivating wide interests and individual abilities in a happy, secure atmosphere. Whilst academic success is at the heart of what we are trying to achieve, it is through the whole school experience that we prepare our pupils for the opportunities, responsibilities and experiences of life in British Society. Every aspect of the wide and varied programme St Margaret’s offers plays a part in the overall development of each pupil. The whole school curriculum comprises of a formal programme of lessons in different subjects incorporating diverse teaching styles, a range of sporting and co-curricular activities, a concern for equal opportunities, a set of values and high standards of behaviour. We ensure that, at St Margaret’s arrangements are in place within the curriculum to ensure that all pupils have the opportunity to learn and to make progress; including pupils with special educational needs/learning difficulties and those for whom English is an additional language.
At St. Margaret’s we aim to provide a curriculum which
· is balanced, broadly based and challenging
· Promotes independent thinking and learning.
· provides a firm foundation for future study in a happy and secure environment
· enables each individual girl to achieve her full potential
· engenders a lifelong love of learning
· gives every girl an opportunity to acquire a sense of personal and social responsibility
· fosters an awareness of the wider world
· promotes equal opportunities and fundamental British Values at all levels of curriculum.
The Head 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 pupils 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’ where appropriate.
· the procedures for assessment meet all legal requirements and pupils and their parents/carers receive information to show how much progress the pupils 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.
· detailed and up-to-date schemes of learning are in place for the delivery of courses within each key stage.
· schemes of work are monitored and reviewed on a regular basis.
· levels of attainment and rates of progress are discussed with HoDs and HoYs on a regular basis and that actions are taken where necessary to improve these.
· any pupil with an Educational, Health and Care plan is provided for in accordance with their plan and that the school curriculum provision will be appropriate to the plan.
· there is consistency in terms of curriculum delivery. Schemes of work 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 pupils.
· pupil performance data is reviewed on a regular basis to ensure that any necessary changes in terms of curriculum delivery are planned and carried out.
· teachers share best practice with other colleagues in terms of curriculum delivery.
· CPD needs are overseen with regard to curriculum planning and delivery within all academic departments.
· The governing body receives an annual report from on the standards reached in each subject compared with appropriate benchmarks, and the number of students for whom parts of the curriculum was disapplied and the arrangements which were made.
The governing body reviews this policy once a year and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the School.
Current provision
Junior School
The Junior School provides a high-quality of experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. All pupils acquire speaking, listening, literacy and numeracy skills appropriate to their age. A programme of appropriate activities will be provided for children within the EYFS to reflect their educational needs in relation to personal, social, emotional and physical development and communication and language skills. The EYFS curriculum ensures there is a balance between child and adult led activities, moving towards the latter in preparation for Year 1.
Reception Class - Early Years Foundation Stage (EYFS)
The Reception class follows an enhanced Early Years Foundation Stage curriculum that is based on the seven areas of learning and development;
Communication and language, Physical development, Personal, social and emotional development, Literacy, Mathematics, Understanding of the world Expressive arts and design.
We fully support the principle that young children learn through play and by engaging in well-planned structured activities. Continuous observation plays an important part in the future curriculum planning for each child. Physical Education and Music are taught by specialist teachers. Planning takes account of differing levels of achievement and ability through differentiated activities and approaches.
Years 1 – 6
Throughout the Junior School all children are taught English, Mathematics, Science, History, Geography, MFL, ICT, Music, Art/Design Technology, PSHE and Religious Education in line with National Curriculum guidelines. Pupils are taught by subject specialist teachers in Music, MFL, Physical Education, Science (from Year 2), ICT and Latin (Years 5 and 6 and Design Technology (Year 6). Speech and Drama is part of the curriculum for pupils in Years 1 and 2.
Pupils are encouraged to join Co‐Curricular Activities that include Ballet, Chess, Zumba, Speech and Drama and a variety of sports clubs and arts activities. Pupils are encouraged to learn to engage in music lessons, extra to the curriculum – singing and a range of orchestral instruments are on offer. All pupils in Years 3 – 6 belong to the Junior School Choir and invited instrumentalists play in the Junior School Orchestra.
An exciting programme of day and residential educational visits, theatre outings, workshops and visiting speakers add to the richness, wealth and variety of the education offered. All pupils participate in the Harvest and Christingle Chapel services.
Senior School
Years 7 – 9 (KS3)
The curriculum currently includes Mathematics, English, Science, French, German, Spanish, History, Geography, Latin, Religious Studies, Art, Music, Physical Education, Drama, Information Technology and Food Technology. There is also Careers Education and Personal, Social and Health Education.
Ability setting is introduced for core subjects according to the needs of each year group. During Year 7 girls are divided into sets for Mathematics according to ability and this happens in Year 8 for MFL. By Year 9 Mathematics, Science and MFL are usually taught in ability groups.
Girls are taught in mixed ability classes in all other subjects. Girls in Year 7 have taster lessons in MFL. They then have the opportunity to choose two foreign languages from Spanish, French or German to continue with to the end of Year 9. Latin is also taught to all girls from Year 7.
Girls benefit from the Learn to Learn Programme, which includes basic study skills, Information Skills and Philosophy for Children. The ethos of the programme is to ensure pupils have the broad range of skills required to access the curriculum independently and achieve strong value added.
Years 10 – 11 (GCSE)
In Years 10 and 11 most girls take 9 GCSE subjects but if it is appropriate girls may take more or fewer subjects. Achieving 9 good grades provides access to the full range of higher education institutions and allows time for the pursuit of life-enhancing co-curricular activities.
English Language, English Literature, Mathematics, and Science are compulsory GCSE subjects. Girls may choose between Separate Sciences or Combined Science courses. In addition girls may choose four subjects from Art and Design, Home Economics, Drama, Geography, German, History, Information Technology, Latin, Music, PE GCSE, Religious Studies and Spanish. All pupils have lessons in Games, Personal, Social and Health Education and Citizenship. Careers guidance is incorporated into the PSHE programme of study. Girls also continue to benefit from the Learn to Learn programme, teaching time management, revision techniques and independent learning strategies.
Separate Sciences account for 3 GCSE qualifications, Combined Science GCSE account for 2 GCSE qualifications. Throughout both Science courses girls attend lessons in each of the three sciences and are taught by specialist Biologists, Chemists and Physicists who ensure that girls are fully prepared to take the Sciences at Advanced Level should they wish to do so.
Strong Mathematicians are able to study for the Additional Mathematics qualification providing an excellent foundation for Maths and Further Maths at Advanced Level.
Assessment at GCSE consists of, practicals and controlled assessments, all of which may take place in Year 10 and/or Year 11, as well as final examinations in the Summer term of Year 11. All GCSE courses are linear.
Years 12 and 13 (AS and A2 level)
Entry to the sixth form is dependent on girls achieving the entry requirements for the subjects they wish to study at Advanced Level as set out in the current version of the Sixth Form Information Booklet. In the sixth form most girls will study four subjects at AS level in Year 12 and continue with three of their subjects in Year 13 to gain the full Advanced Level qualifications. Particularly able girls are encouraged to continue with four subjects throughout the two-year course.
The following subjects are currently offered at AS and A level: Art and Design, Biology, Chemistry, Classical Civilisation, Economics, English, French, Geography, German, Government and Politics, History, Computing, Latin, Mathematics, Further Mathematics, Music, Photography, Physics, Psychology, Religious Studies, Spanish, Textiles, Theatre Studies.
In most cases, formal AS Level examinations are taken at the end of Year 12 and A Level examinations at the end of Year 13; there is an opportunity for selected AS modules to be retaken in June of Year 13 at the discretion of the School. Mock examinations are held in February and throughout the year as appropriate for the demands of individual subjects. Entry for the final examination is dependent on a satisfactory performance in the mocks. Sixth Form pupils participate in a full General Studies programme which includes expert careers and higher education advice, outside speakers, individual tutorials, interview practice, and educational visits relating to aspects of the wide curriculum. Predicted grades for UCAS are given based upon performance in the AS-Level examinations and teachers’ professional judgement based on the knowledge of each individual student’s circumstances.
In addition all 6th form pupils are encouraged to participate in the EPQ (extended project qualification) programme. Our EPQ programme allows each pupil to embark on a largely self-directed and self-motivated project. Pupils choose a topic, plan, research and develop their idea. EPQ encourages creativity and curiosity. A project topic may be directly related to a student's main study programme, but looks beyond the specification. Most finished products take the form of a research based written report
Special Educational Needs and English as an Additional Language
Special educational needs and learning difficulties are assessed and monitored by the Learning Support Co-ordinator who advises and works alongside teaching staff throughout the school and provides one to one support where needed.
Teaching in English as an Additional Language is provided by dedicated specialists for those who require it at all stages of their education. In the senior school girls are either prepared for GCSE English, iGCSE English for second language speakers or IELTS examinations.
More Able and Talented
More Able and Talented pupils are provided with extension opportunities both within lessons and through the broader co-curriculum. MaT pupils are recognised, supported, inspired and challenged to ensure they do not underachieve and that they maximise their potential.
Personal, Social and Health Education
Personal, Social and Health Education (PSHE) reflects the school’s holistic aim and ethos and provides a vital foundation for the personal development of young people in preparing them for adult life. We aim to educate the child as a whole person and build this into the curriculum on a day to day basis throughout the school with an additional weekly PSHE lesson when pupils can share and discuss issues, feelings and concerns.
Citizenship is integrated in to the PSHE programme. Fundamental British values are promoted through PSHE and Citizenship lessons, school assemblies, curriculum lessons, and peer group discussion. Schemes of work are structured to ensure that they do not undermine fundamental British values, whilst promoting respect and understanding of all cultures.
The development of skills to research and interrogate evidence, debate and evaluate viewpoints, present reasoned arguments and take informed actions are an important aspect of PSHE and Citizenship lessons.
Careers Advice
Pupils are given accurate and up to date careers advice within the PSHE or General Studies lessons. Information is presented in a balanced and impartial manner enabling pupils to ask questions and make informed decisions about a broad range of career and higher education options. All Senior School pupils have access to the Careers Library and to a range of appropriate websites through the School Library portal. Independent speakers are often invited into School to speak to pupils about a range of careers. The Careers schemes of work are structured to ensure that pupils are effectively prepared for the opportunities, responsibilities and experiences of life in British society.
Sex Education
The school provides sex education in the basic curriculum for all pupils and in specific lessons for Senior School pupils. Pupils are encouraged and guided by moral principles and taught to recognise the value of family life.