Curriculum Vision

Intent

At Stanley High School we follow the National Curriculum.

The Stanley High School curriculum aims to enable our students to become:

  • Successful and curious learners
  • Confident and resilient individuals
  • Responsible and healthy citizens

At Stanley High School, we are committed to making our school community the best it can be through:

  • A culture of, respect, pride, resilience, tolerance and a passion for learning
  • Valuing and nurturing each student as an individual, through our supportive, inclusive and caring ethos
  • Investing in the future of our local community and developing aspiring global leaders of tomorrow
  • Challenging all students to make exceptional progress at Stanley High School
  • Achieving long-term economic well-being through high standards of literacy, numeracy and aspirational careers guidance
  • Providing a culture of success and celebration throughout the school community
  • Equipping all students to lead active, fulfilled and healthy lifestyles
  • Providing inspirational learning pathways where all students can excel and develop independence for lifelong learning

Content

Since September 2015 there have been significant changes to Key Stage 4 external assessment in the form of new linear GCSEs which have brought greater challenge, and in many subjects, more depth of knowledge.  Subjects have taken time to prepare students thoroughly for these new examinations and now, in the light of the first outcomes for many subjects Stanley High School is in the process of ensuring that each subject has a clear and detailed 5 Year Programme of Study.

Training time has been given to ensure that all staff are engaged in the development and review of these.  The programmes will take into account recent changes to:

  • Content and rigour of the new GCSEs
  • Demands of Key Stage 2 Programme of Study for all subjects
  • Life after levels changes to assessment (Assessment Progress Grids implemented at Stanley High School in September 2017)

Each Departmental 5-year programme of study should:

  • Provide a clear and coherent learning journey, building on the pathways, opportunities and experiences of Key Stage 2
  • Foster subject-based understanding of new knowledge, concepts and methods
  • Ensure students acquire knowledge and give opportunities for recall and application of this knowledge so that fluency is developed
  • Require students to think and reason for themselves
  • Explanations and resources should enable students to engage with and master the learning
  • Learning should develop a depth of understanding that brings richness to the subject but also a breadth of understanding that enriches wider life and learning
  • Develop a readiness for the next stage: be this the next lesson, the next unit of work, the next year or key stage; it prepares students for both academic, A-Level, and future degree study, or vocational learning. This is embedded through our comprehensive 5 year careers curriculum.
  • Contain appropriate, regular and robust assessment methods for measuring student progress and to allow intervention where progress is not as expected

Each Departmental 5 Year Programme of Study should ensure that there is an equality of provision and that all teachers:

  • Have the subject knowledge required to deliver the curriculum
  • Work collaboratively to share experience, expertise and resources
  • Have a shared understanding of the type of learning that will support students’ development
  • Engage in professional development that supports the successful delivery of the curriculum
  • Can identify ongoing professional development needs
  • Are supported by a programme of study that reduces teacher workload, through resourced schemes of work with high quality resources (not lesson plans)

Extra-curricular engagement is expected by all students at Stanley High School.  This is closely monitored to ensure that students participate fully in the wider life of the school.  These extra-curricular opportunities allow students to extend their knowledge and understanding and to improve their skills in a range of artistic, creative and sporting challenges.  These experiences support students’ development socially and emotionally.

Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work.  The development of these skills is captured in our audit, which encompasses curriculum, tutor and whole school activities.

Delivery

Students in Year 7 and 8 take a full range of subjects, predominantly in mixed ability groups.  Students are placed in ability sets for Mathematics from October half term in Year 7.  These remain flexible to respond to the pace of student progression until the end of Year 10.

Students select their options within Year 8, allowing them to personalise their learning and to continue to experience a broad English Baccalaureate pathway.  Subjects will start the GCSE programme at an appropriate point of readiness within Year 9 that will be a combination of Key Stage 3 programmes of study and preparation for GCSE.

The school operates a 5 x 60 minute period day and a fortnightly timetable.

In September 2017, the school implemented changes to the structure of the ability setting and allocation of time within the curriculum.  This was agreed after consultation and discussion.  The changes made were agreed in order to:

  • ensure students have access to a broad, enriching 5-year curriculum pathway, which allows students to flourish in the arts and foundation subjects up to GCSE and beyond.
  • secure more time for the core subjects of English and Mathematics in Year 10 and 11
  • allow for a more coherent delivery of GCSE Science
  • introduce greater mixed ability teaching to stimulate and enhance the quality of learning for all students
  • introduce a range of opportunities for learning languages; in Year 7, most students will study French, Spanish and German, and will continue with a language through to GCSE, creating a more sustained language offer at GCSE
  • introduce focused literacy-based vocabulary work for some students in Year 7-8, following research and as part of a long-term strategy to improve outcomes for those from less vocabulary rich backgrounds and those with lower prior attainment
  • root PSHE teaching within the tutor team and in doing so ensure that themes of learning in this core subject are coherently developed and reviewed as students grow
  • secure a full GCSE RE course for all students

Extended Learning

At Stanley High School enriching students’ education by offering a varied and wide extra-curricular and extended learning programme benefits their life skills development.  There are numerous clubs running most days and after school in addition to educational visits, which run throughout the year.  These range from visits to art museums, theatre visits, technology competitions and STEM activities and talks from guest speakers.  Learning beyond the classroom is exemplified by our Duke of Edinburgh scheme, with students completing the award to Bronze or Silver.  Curriculum Enrichment Days allow students to participate and interact with experiences not covered in the normal curriculum in greater depth.

Experience

The curriculum offer is constantly reviewed and changes made to suit the needs of varying cohorts and for individual student needs.  Reviews are undertaken by the Leadership Team, Middle Leaders and Governors.

The student experience is reviewed through regular monitoring of behaviour and attendance, reviews of attainment outcomes and progress (both external and internal data), departmental reviews (which include lesson observations, student interviews, review of assessment and work scrutiny).

Termly interim reporting of attainment and behaviour for learning is analysed to review student engagement and if needed, intervene to support this.

Student achievements are recognised within a rewards system in Year 7 – 11 and through achievement assemblies, we recognise achievements that are academic and achievements beyond lessons.

Case studies for the most vulnerable review the impact of learning and wider strategies to ensure their engagement and progress.  Attendance, behaviour for learning and engagement are all considered valuable measures.

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