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School Organisation

Curriculum Organisation:  Lower School

 

Within the lower school, the traditional primary model of teaching has been adapted in order to meet the complex needs of pupils. With an emphasis on forging positive relationships, building trust and providing a safe base, pupils spend a significant amount of time being taught by their form tutors.

 

Mathematics and English

During English lessons, pupils spend 2 sessions a week within their own classrooms being taught, in mixed ability groups, by their form tutor. In these lessons pupils are exposed to a broad range of writing for different purposes as well as having the opportunity to experience extended texts such as popular or classic novels. The remaining three lessons are personalised learning sessions based upon the current educational needs and levels of pupils with a focus on developing reading and phonic knowledge. These lessons form our English Milestones curriculum.

 

Maths lessons are also structured in such a way as to provide pupils with both mixed ability and personalised learning sessions - Maths Milestones. Within the mixed ability sessions, pupils are taught by their form tutor with the emphasis on problem solving, collaborative learning and building upon key skills such as times-tables. Within the Maths Milestones sessions, pupils work with peers from across Years 7, 8 and 9 depending on ability. These sessions are designed to ensure that all pupils have a firm grounding in the key skills and knowledge required to move confidently onto increasingly more complex concepts and skills.

 

Design and Technology, Food Technology, Computing and Humanities

Once again, lesson are delivered by pupils’ form tutors via personalised, differentiated activities and outcomes with an emphasis on paired work, peer learning opportunities and mixed ability classrooms. Design Technology and Food Technology are run on an alternate half termly basis, as are the humanities subjects of History and Geography.

 

Science, Drama, PE and Art

During these sessions pupils have the opportunity to be taught by a subject specialist with Science and Art lessons taking place in subject specific learning environments. In Physical Education, pupils gain experience of a variety of sports both on and off the School site and are taught about healthy eating and adopting healthy life styles.

 

By combining and adapting the more traditional models of primary and secondary teaching we can provide pupils with a curriculum that is personalised in order to meet their specific educational needs. This ensures pupils’ social and emotional needs are met through familiar and secure learning environments, allowing them to thrive educationally and develop as enquiring and confident learners.

 

Curriculum Organisation: Upper School

 

The Upper School includes Years 9, 10 and 11 with the curriculum organised on a subject based model and pupils moving to specialist classrooms and teachers. In the last year at Key Stage 4, pupils are ‘streamed’ according to ability in some subject areas enabling more able pupils to be extended with additional assistance in place (via differentiated and targeted support) for less able pupils.

 

Accredited courses are followed in Maths, English, PSHE, ICT and Physical Education ranging from Entry Level (Functional Skills) to GCSEs. Pupils have a choice of participating in optional subjects such as History, Art, Science and Sports Leadership. Additionally, pupils are offered vocational courses in Car Mechanics or Construction. The School also offers qualifications in GCSE Environment Science and Food Technology. The introduction of Year 9 into the Upper School will allow for pupils to participate in a 3 year course of study for examination subjects and a transition to more independent study in Year 11.

 

Following the introduction of Education, Health and Care Plans (EHCPs), all tutors are responsible for creating Individual Learning Plans/Pathways which are centred on core subject targets to maximise learning. The EHCPs are developed following a multi-agency meeting to identify and establish those areas where pupils are likely to experience success and be better prepared for the responsibilities of adult life.

 

In Years 10 and 11 pupils engage in a ‘link day’ with a local further education college who provide vocational courses and a qualification in either construction or vehicle maintenance. These valuable sessions enable pupils to experience and develop a range of vocational skills in preparation for college as part of their post 16 education. The courses available to them, introduce pupils to an adult learning environment as well as promoting both their confidence and independent living skills.

 

The School has a specific Post 16 Co-ordinator who provides guidance and support to parents/carers and pupils in the transition to further education or employment. The Post 16 Co-ordinator will guide pupils through the application and interview process accompanying pupils to colleges where required. Pupils are then tracked for a further two years after leaving School and advice is available to help re-engage them in learning or progress on to the world of work. The aim is to provide a smooth transition from Chart Wood School and above all else, to develop their confidence to try new challenges; to make new friends and to develop as personable and impressionable young men.

 

In Years 10 and 11, pupils are given the opportunity to participate in work experience and the School will try to facilitate this wherever possible - even if this means providing additional adult support throughout the programme. For those pupils who opt to follow a more vocational role in later life, these experiences provide a true insight into the world of work.

 

Disapplication from the National curriculum will only be sought in very exceptional circumstances. In the 2018 to 2019 academic year, Governors have disapplied the Study of a Modern Foreign Language and Music so that pupils can focus on developing their English and Literacy skills.

 

 

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