Breadth and Depth
Our curriculum provides a breadth of study, and enables students to explore a range of subjects in sufficient depth in order for students to master these subjects and their content at KS3. We continue to develop our KS3 curriculum in response to reforms and changes with KS4 to ensure our curriculum is sufficiently demanding and challenging for our students.
Students have the solid foundation and depth of knowledge needed to progress their studies into KS4. In Y9, students have a mastery curriculum. They consolidate the knowledge, skills and competencies required to progress into Year 10. Many of our subjects, including Maths and English begin their KS4 courses in Year 9 to ensure there is real depth of knowledge. When students enter Year 10 they are well prepared for GCSE courses and have covered key content in Year 9. We also encourage the development of resilience that is required to be successful, so that students love the challenge of learning, and, with the support of staff, are able to grapple with content to develop understanding. Providing challenge within our curriculum is a priority.
In addition to delivery of EBacc, we maintain a breadth of curriculum and are committed to ensuring those students that wish to follow other routes have their needs catered for and there is a curriculum model in place that meets their needs. Through academic study and wider engagement in an exciting range of extra-curricular, enrichment and extension opportunities, we develop students’ knowledge, understanding, creativity and curiosity.
Enrichment is an important part of our curriculum, and there are many activities that take place to further develop students’ cultural awareness, to ensure they have an understanding and appreciation of life in Britain, and beyond, and that they are prepared for life in modern Britain (trips to other countries, parliament etc.). There are a range of enrichment opportunities for students, ranging from after school sessions to trips and visits, and students are encouraged to participate in, and respond positively to these opportunities. A priority for the school is to develop participation in music and drama opportunities over the year. The beginning of this has been positive, with numbers of students engaging in theatre visits.
Classes for KS4 are deliberately smaller to ensure there is a focus on the individual. The teacher gets to know the needs of each student. This enables teachers to be aware of the individual students’ needs, identify and support any students that are falling behind, and to modify teaching to enable all to catch up.
Students are assessed against the competencies specific to each year group in each subject. The acquisition of these curriculum competencies is used to generate a ‘tracking towards’ grade on the 9 – 1 GCSE scale. By aligning the outcomes at KS3 with the 9 – 1 scale, Progress Leaders, Curriculum Leaders, tutors and teachers can target underperformance and specifically advise students and parents what is needed for the student to improve.
In Year 10, assessment is made by teachers, to give a current and tracking towards grade on the 9 – 1 scale alongside a working at grade.
In Year 11, teachers will report on the current grade and make a prediction based on standardised and moderated examination and assessment results.
In all year groups, the progress of students towards the GSCE targets is monitored by Intervention (Pastoral and Academic) Leaders. Students who are not ‘tracking towards’ their expected grade will be considered for intervention. This happens at all levels and increasingly in KS3 as well as KS4
This is the Manor High School curriculum, we operate a two week timetable, it offers breadth but also the opportunity for mastery and depth of study.