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Teaching & Learning

CURRICULUM STATEMENT

Curriculum Vision and Aims

Our vision states that

“We are committed to serving our community, making a difference by embracing excellence and transforming lives.”

We will achieve this by delivering excellent results across a broad and effective curriculum of academic, vocational, cultural and sporting activities to equip students for the demands and opportunities of the 21st century.

Thomas Alleyne’s High School curriculum is based on the following wider school aims, to;

  • create a stimulating environment in which individuals achieve their highest possible attainable academic standard through independent learning
  • work with, and then build upon the achievement of our partner schools to ensure students have an effective and smooth transition from Key Stage 3 to 5.
  • maintain a disciplined, enthusiastic, safe and happy and caring community where students feel secure, valued and listened to
  • broaden cultural horizons whilst celebrating individuality
  •  develop the whole child by creating a full program of additional enrichment opportunities
  • raise the expectations of all through mutual respect, fostering positive attitudes and
    relationships and a shared sense of cohesion and belonging
  • recognise and respect diversity, creating an ethos that promotes equality, develops
    understanding and challenges myths. stereotypes, misconceptions and prejudices
  • ensure students understand how to stay safe to and outside school
  • develop a partnership between students, parents, staff, governors and outside agencies working for everyone's benefit.

Curriculum Structure

The “Key Stages” are a system of setting out targets within National Curriculum that are expected to be achieved in various subject areas at each point of a student’s education. The Key Stages relevant to Thomas Alleyne’s are:

Key Stage 3 – Year 9

A largely common curriculum is followed with all students being taught English, mathematics, science, technology, ICT and computing, French, art, geography, history, RE, music, drama and PE. Spiritual, moral, social, cultural development, British values and the Respect agenda are delivered through tutor periods. All Year 9 students receive information, advice and guidance regarding careers as part of the options process and through the tutor program.

Assessment of progress is by teacher assessment throughout the Key Stage.

Key Stage 4 – Years 10 and 11

All students follow a core curriculum of:

  • English Language and English Literature
  • Mathematics
  • Science – either separate sciences or core and additional science
  • RE
  • PE (non-exam)

In science the top 2 sets in each population will study separate sciences in physics, chemistry and biology. Set 3, 4 and 5 follow a double award course of core science and additional science.

Computing is offered in the options for those who wish to study further with a view to a career in this area.

In addition to the core subjects, students can choose four option subjects. This allows students to follow a curriculum that is as individual as they are and to have the best possible opportunities to prepare them for latter life. There are some circumstances, where an individual’s curriculum will be adjusted to meet numeracy, literacy and SEN needs.

Spiritual, moral, social, cultural development, British values and the Respect agenda are delivered through tutor periods. All Year 10 and 11 students receive information, advice and guidance regarding careers as part of the tutor program.

Assessment of progress is by external examination at the end of the Key Stage.  Students progress is also assessed internally within departments and through a Y10 exam and a Y11 Mock Exam.

The Key Stage 4 Curriculum is summarised in the following table.

Key Stage 5 - Years 12 and 13

There are a wide range of courses that are offered at Thomas Alleyne’s High School that enable students to follow a variety of higher education and career choices. The curriculum follows a pathways approach and is summarised in the diagram below.

Further information regarding the 6th form curriculum can be found in the 6th form prospectus.

Assessment of progress is by external examination/moderation at the end of the Key Stage. Students progress is also assessed internally within departments and through a Y12 exam and a Y13 Mock Exam.

Inclusion

Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:

  • More able pupils
  • Pupils with low prior attainment
  • Pupils from disadvantaged backgrounds
  • Pupils with SEN
  • Pupils with English as an additional language (EAL)
  • Boys

Teachers will plan lessons so that pupils with SEN and/or disabilities can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every pupil achieving.

Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects.

Further information can be found in our SEN policy.

 

The Wider Curriculum

The school strongly believes that the broad curriculum it offers students is fundamental to their development and progress. Students have the opportunity at all Key Stages to participate in a range of activities that support learning to enhance their life skills. Throughout students time in Thomas Alleyne’s High School, we create a number of different opportunities for pupils to explore British values and their spiritual, moral, social and cultural development. We have a number of strategies to support this that may include workshops, educational visits, residential trips, assemblies, visitors and links with external organisations. The range of facilities and resources bring the curriculum alive and enable our children to apply their knowledge and understanding in real situations. The school farm, nature reserve, sports hall, variety of trips and local community activities ensure progress for all.

Students in Year 9 receive careers guidance as part of the Future Intentions programme. This experience is replicated in Key Stage 5.

All students have the opportunity to participate in a variety of co-curricular sports throughout the year. Students can also participate in activities to broaden their learning, ranging from theatre visits to STEM lectures. The curriculum outside of the classroom is further enhanced by a range of trips and visits throughout the year including the National Citizenship programme, the Talk the Talk scheme, a Summer school to support transition, an Outward Bound residential for Year 9 students, Duke of Edinburgh scheme and international expeditions in Key Stage 4 and 5.

Reviewed January 2019