Curriculum Intent

Purpose

At Barnwell the effective construction and delivery of an ambitious curriculum is key to ensuring that all students have the knowledge, skills and cultural capital in order to take advantage of opportunities, responsibilities and experiences of later life.

Barnwell School aims to provide all students, particularly disadvantaged and those with SEND, with a breadth of inclusive opportunities both inside and outside of the classroom in order to equip them with the knowledge, skills, memorable experiences, cultural capital and character, necessary to enable them to become well-rounded, successful and happy citizens, who are capable of becoming what they want to be in a rapidly changing world.

The curriculum is designed to develop the knowledge and skills that students will need to succeed both in their studies and later life. All students have the opportunity to study a broad range of subjects in key stage 3 and a strong academic core of subjects in years 10 and 11. The EBacc is offered as part of the Key stage 4.

The aim is for all subjects to work together to identify key concepts and themes that are linked in their subject disciplines to support students in making cross curricular connections thus helping them to develop their understanding more fully.

All subjects are planned and sequenced to ensure that new knowledge and skills build on what has been taught before and the curriculum is designed and delivered to ensure that students are able to transfer key knowledge to long term memory. Interleaving is encouraged to replace the traditional method of block learning in order to improve students’ chances of committing learning to their long-term memory. Different topics are woven together, switched between and revisited at intervals throughout the year.

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 confident in reading, to ensure that they can access the full curriculum offer
• 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 working life in modern society
• Priority 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
• 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 Headteacher or designated member of the senior team 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 annually.
• Where appropriate, adjustments are made to the curriculum to provide all students with a curriculum offer that best meets their needs, whilst ensuring that it remains ambitious. 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 Governing Body will ensure that:

• They consider the advice of the Headteacher when approving this curriculum policy and when setting statutory and non-statutory targets
• Progress towards national performance targets for all groups of pupils are monitored. This includes the progress 8 score, the percentage of students achieving grade 5 or above in both English and mathematics and the numbers entering EBacc at KS4 and the progress score and average result at KS5
• They contribute 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 to ensure that they can be adjusted to meet students’ need.
• 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 offer challenge through the curriculum to thus ensuring work is appropriately demanding for all students
• 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. The purpose of assessment is to identify gaps in knowledge and skills and thus inform teaching and learning as well as to expose students to the nature of formal assessments
• They keep the Headteacher 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 regarding curriculum planning and delivery within their area of responsibility, including ensuring that staff have suitable subject specific pedagogical knowledge.

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 industry partners to provide an appropriate range of subject related enrichment 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 and guidance to enable them to make the appropriate curriculum choices at key stages 3 & 4
• Apply all the feedback from their teachers
• Complete all homework and coursework to the best of their ability in a timely manner
• Attend intervention as advised

Parents and carers will:

• Form a partnership with the school regarding 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 their child’s class

Arrangements for Monitoring and Evaluation

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

• The progress, impact and effectiveness of each subject or groups of subjects, by every year group and where relevant compared to national averages
• The standards achieved at the end of each key stage by groups of students, where relevant compared with national and local benchmarks
• The standards achieved by students with special educational needs and groups deemed to be vulnerable
• The number of students for whom the curriculum was personalised, the arrangements which were made, how students and parents were informed, how progress was monitored, and the progress made by those students
• The impact of external intervention and support and national strategies on standards
• The views of staff about the action required to improve standards

Monitoring, Evaluation and Review

Curriculum Leaders and Senior Leaders will be responsible for the monitoring, evaluation and review of this policy through:

• MER (monitoring, evaluation and review) activities
• Line management meetings
• Analysis of assessment data

Policy on Setting and Grouping

General Principles

Students are placed in learning groups which enable them to reach their full potential. In coming to a decision about the most appropriate teaching group, the following information is taken into account: subject, prior attainment, current performance, future aspirations and targets. Grouping are reviewed on a termly basis

Making links between subjects offers opportunities to teach students transferable skills. Therefore, the curriculum and the way in which it is organised for teaching and learning allows for development of students’ subject-specific skills and knowledge, helping them to recognise the links between curriculum subjects. The school actively promotes and emphasises links between subjects so that students make sense of what they are learning and are supported to make connections between what they have learned already and new learning.

Principles of setting and grouping at Key Stage 3

Students are taught in ability sets for:

• English
• Mathematics
• Science
• Information Technology
• Modern Foreign Languages (French, German)
• Humanities (Geography, History, RE & Ethics, Pride)

Students are taught in mixed ability groups in the following subjects:

• Performing & Expressive Arts (Dance, Drama, Music)
• Physical Education
• Art, Design and Technology

Principles of setting and grouping at Key Stage 4

Teaching and learning in core subjects are organised in ability sets. Most option subjects are taught in mixed ability groups.

Principles of setting and grouping Post-16

At post-16 all students follow an individualised curriculum of option courses at level 2 or 3. Students are admitted to these courses on the basis of the entry requirements agreed across the Stevenage Sixth Partnership. All courses post-16 are taught in mixed groups covering the appropriate ability range for each qualification.

In some subject areas there are parallel groups following Vocational level 3 and A-Level programmes. On occasion we may recommend that a student transfer to a more appropriate qualification within the same subject area.

Setting Decisions

Following research into best practice, as a general principle Barnwell will be flexible in the way in which it organises teaching and learning in order to meet the changing needs of, students at school, classes and groups.

A range of information is used to make decisions about setting and grouping:

• teacher assessment
• prior attainment information
• information from external tests

On entry to the school and at various transition points, students will take a number of tests which provides the school with on-going information about learning that is used to tailor curriculum provision to meet each students’ individual needs.

At the start of Year 10 a short period of induction allows students to review option choices. Changes are kept to a minimum and must be completed by the end of September to maintain student progression. On rare occasions the pathway decision may be reviewed during this period also.

Curriculum Implementation

Years 7 & 8

In years 7 and 8 all our students study a strong academic core of subjects in English, mathematics, Science and Modern Foreign Languages (French, German and/or Spanish), Humanities (Geography, History, Ethics & RE), Expressive Arts (Music, Dance and Drama), Art, Design and Technology (Art, Graphics, Resistant Materials, Construction, Photography, Food and Textiles), PE, Pride and Computing/ICT.

Barnwell Pride lessons cover the social, moral, spiritual and cultural elements of the curriculum all linked to core values. It also covers personal, social and health education, relationship and sex education, financial capability and British 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 include a range of sporting activities, expressive arts, Coding Club and STEM activities.

Year 9

All students study a curriculum of English, mathematics, Science, Geography, History, RE 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
• Art, Design and Technology – Two or three from Graphics, Construction, 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. They also cover personal, social and health education, relationship and sex education, financial capability, and British Values in line with statutory requirements.

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 include 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 work towards national qualifications, studying a broad and balanced curriculum allowing a variety of different progression routes into sixth form, further education, and apprenticeships. The EBacc is at the heart of our KS4 Curriculum and we offer subjects in each area of the National Curriculum. All students study the core subjects; GCSE English Language, English Literature, Mathematics, Science (Triple or Combined), PRIDE (including RE) and PE. Students then can gain deeper knowledge and understanding in up to four foundation/option subjects.

Students receive guidance on how to select the most appropriate option subjects to meet their needs, interests, aptitudes, and aspirations.

Students have the choice to study GCSE and BTEC courses from the following option subjects:

GCSE: Art, Art Photography, Business Studies, Catering, Computer Science, Dance, Drama, French, Geography, German, Graphics, History, 3D Design, Music, Psychology, Religious Studies, Spanish

BTEC: Construction, Health and Social Care, ICT, Sport, Performing Arts

To further support some of our learners, a more personalised provision is also offered, which may include off-site learning via alternative providers on either a part-time or full-time basis

A full programme of events is in place to support this important phase in a student's journey, including:

• Options information evening
• Subject consultation appointments
• Options interviews
• Parents' Evening

Sixth Form (Years 12 & 13)

The 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 can study up to four A-Level/BTEC/CTEC subjects, agreed after personalised consultation sessions.

Sixth Form Level 3 Vocational Options:

• Health & Social Care, Applied Science, Business Studies, Sport, and IT
• 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 the sixth form leadership team.

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

Pre-Apprenticeship Programme

• A level 2 provision made up of English and maths retakes including functional skills, where appropriate, BTEC level 2 courses and extended work experience placements. Intended progression in onto apprenticeship courses.

Sixth Form Enrichment

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

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.

Portfolio of Experience

• Equally important to the 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

Should you wish to find out more information about Barnwell’s curriculum please visit our subject pages or email the relevant subject lead: