DOCSLIB.ORG

Key Stage 5 Prospectus 2018/2019

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Key Stage 5 Prospectus 2018/2019 St Dominic’s School Key Stage 5 Prospectus 2018/2019 CONTENTS WELCOME TO THE SIXTH FORM Pg 3 THE KEY STAGE 5 CURRICULUM QUALIFICATIONS Pg 4 THE NATIONAL CURRICULUM Pg 5 USING THE SKILLS WHEEL Pg 5 CURRICULUM PATHWAYS Pg 6 GENERAL ADVICE Pg 7 CORE SUBJECTS GCSE RESIT AND FUNCTIONAL ENGLISH Pg 9 GCSE RESIT AND FUNCTIONAL MATHS Pg 11 CERTIFICATE OF PERSONAL EFFECTIVENESS L2 Pg 13 PHYSICAL EDUCATION Pg 14 COMMUNICATION Pg 15 TRANSITION Pg 16 OPTION SUBJECTS 2018 ART & DESIGN INC PHOTOGRAPHY AS AS/A LEVEL Pg 18 VCERT FOOD & COOKING LEVEL 1/2 Pg 19 VCERT HEALTH AND FITNESS LEVEl 1/2 Pg 20 VCERT PERFORMANCE ARTS LEVEL 1/2 Pg 21 LEVEL 2 & 3 CREATIVE iMEDIA Pg 22 SMALL ANIMAL CARE LEVEL 1 Pg 23 NEEDS LED CURRICULUM (INDEPENDENT LIVING SKILLS) Pg 24 WORK EXPERIENCE Pg 25 COLLEGE Pg 26 EXTRA-CURRICULAR STUDY/ACTIVITIES Pg 27 MUSIC LUNCH-TIMES: FOOD & ACTIVITIES RESIDENTIAL INCLUDING EXTENDED DAY Pg 28 THERAPY PROVISION AT KEY STAGE 5 Pg 29 SIXTH FORM ADMISSION CRITERIA Pg 30 NOTES PAGE Pg 31 Welcome to the Sixth Form In the Sixth Form, and maybe before, students start to consider issues such as life after school. It is our role to support you with your learning and living skills so you are ready for the next step, which might be further education, work or independent / supported living. Pastoral care in the Sixth Form is vital; students generally settle well in to the new environment and enjoy having a separate area that feels more mature and relaxed than in previous key stages. Students wear their own clothes and we use first names for students and teachers. We still adhere to school rules for example about language and behaviour but we also appreciate that our students are approaching adulthood, or become adults in Years 13 or 14. Tutors, teachers and all staff work hard to develop rapport with the students and their families. We understand that thoughts about the future, whatever that might hold, come hand in hand with anxieties. Our curriculum offer has been established with that in mind and over one, two or three years in the Sixth Form our aim is to support the students to become well-rounded individuals whom are ready for life beyond St Dominic’s. The Sixth Form team and staff across the wider school work closely to coordinate the waking day curriculum for the students including the residential team, the Careers Guidance Practitioner and therapists. 3 | P a g e THE KEY STAGE 5 CURRICULUM QUALIFICATIONS At Key Stage 5, we offer different types of accredited courses: GCSE, ASDAN, LASER Learning Awards and V Certs. GCSE Resits If students studied Maths and English GCSEs in Key Stage 4, but did not quite manage to achieve a grade 4, they will continue to study these subjects and resit the exams in Summer 2018. It is a government directive that everyone in full-time secondary education will continue to study English and Maths until they achieve a Level 2 (GCSE level). A reminder about GCSEs: GCSE stands for General Certificate of Secondary Education. GCSEs are the exams taken by most UK students of school-leaving age, and are widely available to all 14– 19 students, although there is no lower or upper age limit. GCSEs are qualifications at Level 1 and Level 2 in the National Qualifications Framework. GCSEs are mostly taken after a two-year subject-based course. Some subjects are also offered as short-course qualifications, which are equivalent to half a standard GCSE. The majority of GCSEs from 2017 will be assessed by exams only. The new GCSEs in English and Maths were introduced in September 2014. In the new grading system, the highest grade is a Grade 9 and the lowest grade is a Grade 1. A Grade 4 equates to a standard pass and is the benchmark for colleges and employers. The new Maths GCSE will be tiered, with grades 4 and 5 available through both the higher and foundation tiers. The new English GCSE will no longer be tiered. This means that specifications and question papers will have to cover the full range of abilities. ASDAN AWARD ASDAN offers a range of nationally recognised qualifications based around the development of life and employability skills. The qualifications are approved within the Qualifications and Credit Framework (QCF) at Entry Level (Entry 3) and Level 1 and Level 2. They encompass the principles of Foundation Learning. LASER LEARNING AWARDS LASER is a leading UK awarding organisation, offering high quality, flexible, credit-based qualifications and is accredited by the Regulatory Authorities in England, Wales, Scotland and Northern Ireland. LASER qualifications are flexible and responsive to student needs and credit based, consisting of individual units of assessment, each with an assigned level and credit value attached. Students who demonstrate that they have achieved the learning outcomes of a specified unit are awarded credits and can collect/accumulate these over time towards the achievement of a full qualification. LASER’s qualifications in Skills towards Enabling Progression (Step-UP) (QCF) are an innovative range of credit-based qualifications, developed to accredit a wide variety of activities engaged in by students aged 14 years and over. Designed to meet the needs of a wide range of students whilst also enabling them to achieve or work towards a national qualification. The qualifications are approved within the Qualifications and Credit Framework (QCF) at Entry Level (Entry 3) and Level 1 and Level 2 encompass the principles of Foundation Learning. If you studied LASER Maths and English in Key Stage 4, you will continue to study these subjects in Sixth Form, in 4 | P a g e order to achieve the maximum qualification possible. It is a government directive that everyone in full-time secondary education will continue to study English and Maths until you achieve a Level 2 (GCSE level). V CERTs As a charitable organisation, NCFE’s purpose is to promote and advance the education of young people and adults. They believe that education can help every individual to achieve their full potential. V Certs are recognised in the Department for Education (DfE) performance tables. They offer all the great benefits of vocational study for students plus performance table recognition for schools – this means they are a good qualification for college and employer recognition. THE NATIONAL CURRICULUM St. Dominic’s follows the National Curriculum. This is to ensure every student has the opportunity to access a broad and balanced curriculum. Exam boards have changed the way their qualifications are structured according to Ofqual regulations which affects the % weighting of different assessment objectives of some qualifications. For other subjects, the difference is greater. GCSE qualifications generally have much less coursework and are more focused on what you can do in the exam. Computing, for example, is now mandatory at all Key Stages and as such is now a compulsory subject at St. Dominic’s. For more information, go to: www.gov.uk/government/publications/national-curriculum-in-england-secondary-curriculum USING THE SKILLS WHEEL As part of the KS5 Needs Led Curriculum offer students will have the opportunity to develop other skills that are not exam subjects but are really important in preparing them for the next steps in education and employment. These are: Literacy Numeracy Functional independence Language and communication (Sp&L) Learning to Learn (personal learning and thinking skills) Myself and Others (Spiritual, Moral, Social and Cultural) Students can use the skill wheel to search for subjects they like as well as help to make choices about which subjects they wish to study for the next two years. Please note that only the main skills will be highlighted on each subject page. Literacy Numeracy (Comm.) Myself and Communication Others Learning to Learn Functional (PLTS) 5 | P a g e CURRICULUM PATHWAYS Students can follow a personalised programme of study y Stage 5. This is to ensure that all students are able to achieve the best qualifications they can given their own eas of strength. The pathways diagram below illustrates some of the ways the curriclum can be differentiated. CORE SUBJECTS Needs Led Curriculum (non exam) CoPE Level 2 (portfolio) PE (non exam) Communication (non exam) Transition (non exam) English and Maths No English or English and/or English and Maths Maths GCSEs Maths GCSE Functional Skills achieved re-sits or LASER OPTIONS Choose 3 Choose 2 or 3 Choose 2 Options options dependent options on the number of GCSE re-sits 6 | P a g e GENERAL ADVICE AND CAREERS GUIDANCE There are a number of people and resources here to guide and support students when considering transition to Key Stage 5. We recommend discussions between people who know students well, such as parents, tutors and careers advisors. At St Dominic’s, we use an online guidance tool called Fast Tomato (www.fasttomato.com). Another useful website is http://icould.com/ On this website there are over 1000 film clips about personal career choices. There is also a ‘choices at 14’ section. The National Careers Service website https://nationalcareersservice.direct.gov.uk has job profiles on over 800 different types of jobs. Each job profile outlines the skills and qualifications needed for that job, what the work would be like, expected pay and the career prospects. SO WE ADVISE STUDENTS TO: Think about what they would like to do and what they are able to do. Think about the subjects they might need for the career they would like to do. Work to their own strengths: if they like a lot of reading and writing then choose appropriate subjects, otherwise think about more practical subjects.
Load more

Recommended publications
  • Terms for School Levels This Table Features Education Terms Used in Canada, the U.S., the U.K., and Other Countries
    Terms for School Levels This table features education terms used in Canada, the U.S., the U.K., and other countries. This includes reference to the International Standard Classification of Education (ISCED) maintained by the United Nations Educational, Scientific and Cultural Organization (UNESCO). This table provides a general sense of school terminology and age ranges, as there are differences within each country or sovereign country. In those respects, Quebec differs slightly from British Columbia, Scotland differs slightly from England, etc. This table is one of the eResources from the book Sharing Your Education Expertise with the World: Make Research Resonate and Widen Your Impact by Jenny Grant Rankin, Ph.D. See the book for terminology explanations and more. Age Canadian Terms US Terms UK Terms UNESCO ISCED Terms early junior kindergarten, early preschool, nursery school Early Years Foundation Stage (EYFS)ante-pre-school, early childhood early childhood ≤ 4 childhood pre-kinder., preschool education primary nursery childminders, education, educational education kindergarten, primary stage infant, key stage 1 children's Level 0 development, pre- 5 K-12 primary elementary school centre, nursery Level 1 primary education classes/school, elementary grades 1-8 (in (kindergarten school (starts with grade TK or 6 pre-school, education Quebec, grade through K and ends after 6th primary school, school and the first grade 12) or grade around age 11 if or reception 7 half of high school) TK-12 student goes on to (transitional middle school;
    [Show full text]
  • Opening a Studio School a Guide for Studio School Proposer Groups on the Pre-Opening Stage
    Opening a studio school A guide for studio school proposer groups on the pre-opening stage August 2014 Contents Introduction 3 Section 1 - Who does what - roles and responsibilities? 5 Section 2 - Managing your project 10 Section 3 – Governance 12 Section 4 - Pupil recruitment and admissions 21 Section 5 - Statutory consultation 33 Section 6 - Staffing and education plans 36 Section 7 - Site and buildings 42 Section 8 – Finance 56 Section 9 - Procurement and additional support 63 Section 10 - Funding Agreement 67 Section 11 - The equality duty 71 Section 12 - Preparing to open 73 Section 13 - Once your school is open 80 Annex A - RSC regions and Local authorities 82 2 Introduction Congratulations! All your planning and preparation has paid off, and the Secretary of State for Education has agreed that your application to open a studio school should move to the next stage of the process – known as the ‘pre-opening’ stage. This is the stage between the approval of your application and the opening of the school. The setting up of a studio school is a challenging but ultimately very rewarding task and it will require significant commitment and time from sponsors and partners. Your original application set out your plans for establishing the studio school, from the education vision and the admission of pupils to the recruitment of staff and the curriculum. Now your application has been approved, you must begin work to implement these plans. The letter of approval you received from the Department for Education (DfE) sets out important conditions of approval. It is vital that you consider these conditions carefully in planning your priorities and what you need to focus on next.
    [Show full text]
  • Tbsc Student
    OUR SCHOOL The British School Caracas was founded in 1950 and has been on its current site in Altamira since 1954. From its earliest days, when the student body was comprised of 37 students it has developed into one of the foremost British Schools in Latin America providing a high quality British education to the national and international community. With the curriculum combining the framework and high standards of the English National Curriculum with the diversity of Venezuelan culture and Spanish language, the educational experience enjoyed by the students is without parallel. 1 VISION The British School Caracas will provide an outstanding international education, which will enable all students to attain their potential. Our students will be inspired to become lifelong learners who contribute actively and positively to the global community. MISSION The British School Caracas provides a world class British and international programme for students aged 3 to 18 within a caring, family environment. We encourage our students to aspire to become productive members and leaders in a dynamic and evolving world. They will develop diverse and transferable skills and attributes to fulfil their academic, emotional, creative and physical potential. The school community fosters attitudes that promote intercultural understanding and sustainable practices. 2 TBSC TEACHER TBSC is committed to a contemporary student-centred approach to teaching for which staff receive significant professional development. Our staff have significant England National Curriculum experience and are recruited from the UK, Canada, Australia, New Zealand, USA, France and Venezuela. A R AC A S C CHOOL S RITISH B HE T 3 TBSC STUDENT At TBSC we recognise that the demands of the 21st century require an approach to education that not only fully prepares students for college but also for an ever-changing, more globally connected world.
    [Show full text]
  • School Performance Presentation
    School Performance Report 2016-2017 Key terms • Foundation Phase (FP) • Nursery, reception, years 1 and 2, pupils aged 3 – 7 • Key Stage 2 (KS2) • Years 3 – 6 of primary schools, pupils aged 7 – 11 • Key Stage 3 (KS3) • Years 7 – 9 of secondary schools, pupils aged 11 – 14 • Key Stage 4 (KS4) • Years 10 – 11 of secondary schools, pupils aged 14 – 16 • Post 16 (KS5) • Years 12 and 13 Foundation Phase • The focus is on the following Key Performance Indicators/Areas of Learning: – Personal Social Development, Well-Being and Cultural Diversity (PSDWBCD) – Language, Literacy and Communication (LLC) – Mathematical Development (MD) – Foundation Phase Outcome Indicator (FPOI) (% of pupils attaining the expected outcome or above in all three areas of learning) – All are teacher assessed. Key stages 2 and 3 • The focus is on performance in the three core subjects individually and in combination: – English/Welsh first language – Mathematics – Science – Core Subject Indicator (% of pupils attaining the expected level or above in all three core subjects). – All are teacher assessed. Expected level of attainment • This is the level on the national curriculum (NC) scale that the majority of children are expected to achieve by the end of the key stage: – Foundation Phase - outcome 5 – Key Stage 2 - level 4 – Key Stage 3 - level 5 All are teacher assessed. Key stage 4 • The focus is on the Key Performance Indicators: – Level 1 Threshold (5 A*-G or equivalent) – Level 2 Threshold (5 A*-C or equivalent) – Level 2 Threshold including English/Welsh and mathematics – Core Subject Indicator ( A*-C in all 3 of English, mathematic and science) Key stage 4 changes 2017 • A new set of more rigorous GCSE qualifications was introduced in Wales for 2017 (Mathematics, Mathematics–Numeracy, English Language, Welsh Language, English Literature and Welsh Literature).
    [Show full text]
  • Key Stage 4 to Key Stage 5 Transition Information for Year 11 Pupils
    Key stage 4 to key stage 5 transition information for Year 11 pupils June 2020 Key stage 4 to key stage 5 transition information for Year 11 pupils Contents Page Introduction 4 School Sixth Forms 5 Accrington Academy 5 Accrington St Christopher's C of E High School 6 Alder Grange School 7 Bacup and Rawtenstall Grammar School 7 Bay Leadership Academy 8 Clitheroe Royal Grammar School 8 Haslingden High School and Sixth Form 10 Hutton C of E Grammar School 11 Lancaster Girls' Grammar School 11 Lancaster Royal Grammar School 12 Ormskirk School 13 Our Lady's Catholic College 14 Ripley St Thomas C of E Academy 15 Further Education Colleges 16 Accrington and Rossendale College 16 Blackburn College 17 Blackpool and the Fylde College 18 Blackpool Sixth Form College 19 Burnley College 20 Cardinal Newman College 21 Lancaster and Morecambe College 23 Key stage 4 to key stage 5 transition information for Year 11 pupils Myerscough College 24 Nelson and Colne College 25 Preston's College 26 Runshaw College 28 St Mary's College Blackburn 29 West Lancashire College 30 Apprenticeship Providers (Lancashire Work Based Learning Forum 32 Members) Key stage 4 to key stage 5 transition information for Year 11 pupils Introduction This document is designed to provide Year 11 pupils and their parents/carers with information about individual school sixth forms and further education colleges in Lancashire. This should help to support any decisions they are making about their futures and what each institution is able to provide. Due to the Covid-19 situation, school sixth forms and colleges are not able to offer things like open days, campus tours and taster days and this may have felt like there is less support available to help young people deciding on their next steps.
    [Show full text]
  • Provisional) - Revised SFR 93/2019(R)
    Examination results in schools in Wales, 8 October 2019 2018/19 (provisional) - Revised SFR 93/2019(R) Revisions to 2018/19 Key Stage 4 indicators About this release Statistics for 2018/19 were first published on 3 October 2019. Following This Statistical Release publication, an issue was identified where some of the figures were based on provides an analysis of the number of pupils age 15 rather than those in Year 11. This issue does not external examinations effect on the Free School Meal figures or figures for pupils age 17. See Notes taken by pupils in Year (page 9) for further information. 11 (KS4; aged 15) or Changes to the production of these statistics pupils in sixth form (KS5; Performance measures for Year 11 aged 17 at the start of the New performance measures have been introduced for 2018/19. These academic year) in measures are now based on point scores and converts each grade achieved schools in Wales in into a point score (see Definitions). The measures are: 2018/19 and previous Capped 9 score (Interim measure version, see below) years. For more data and Literacy measure: the best qualification a pupil has achieved in (first detailed analysis, see the Language Welsh or English) Language or Literacy GCSE supplementary tables. Numeracy measure: the best qualification from Mathematics or Mathematics - Numeracy GCSEs. Science measure: takes the best single qualification in a Science GCSE (where a double GCSE is taken the higher grade will be counted). Skills Challenge Certificate: part of the Welsh Baccalaureate that can be taken at Foundation or National Level We are developing new performance measures that will be introduced In this release following agreement of new evaluation and improvement arrangements – these are linked to the change in the curriculum in 2020.
    [Show full text]
  • 16 to 18 Accountability Measures: Technical Guide
    16 to 18 accountability measures: technical guide For measures in 2019 July 2019 Contents Contents 2 Introduction 7 Expiry or review date 8 Who is this advice for? 8 Allocation of students to schools and colleges 9 Students included at the end of 16-18 study 10 Summary of Performance Measures 11 Headline measures since 2016 11 Disadvantage measures since 2017 11 Additional measures 12 Other measures 13 Future plans 14 Timeline of changes to performance tables since 2016 14 Qualifications and performance points 17 Qualifications included 17 A level 17 Academic 17 Applied general and tech level 18 Level 2 vocational qualifications 18 Technical certificates 19 Discounting 19 Performance point scores 19 Level 3 qualifications 19 Level 2 qualifications 19 Progress (and a combined completion / attainment measure) 20 Level 3 value added measure 20 Students included in the measure 20 Qualifications included in the measure 20 2 How the measure works 21 Academic and applied general minimum standards withdrawn 21 Progress Banding 22 Completion and attainment measure 22 How the measure works 22 Tech level minimum standard withdrawn 24 Attainment 25 Attainment measure methodology 25 Discounting of level 3 qualifications 29 Discounting of level 2 technical certificate qualifications 29 Additional attainment measures 29 Best 3 A levels measure 29 AAB measure (of which at least two are in facilitating subjects) 31 TechBacc measure 32 Technical certificate measure (from 2017) 32 Level 3 vocational measures (from 2018) 32 Attainment of an approved level
    [Show full text]
  • Destinations of Key Stage 4 and Key Stage 5 Students, England, 2016/17
    Destinations of key stage 4 and key stage 5 students, England, 2016/17 16 October 2018 Percentage of pupils in sustained destinations after key stage 4 remains unchanged from 2015/16 Overall, 94% of pupils were in sustained education, employment or apprenticeships in the year after key stage 4, unchanged from 2015/16. 86% of pupils were in sustained education, up 4 percentage points since 2010/11 and 1 percentage point down from 2015/16. Percentage of students in sustained education and employment after key stage 5 remains high Overall, 89% of students were in sustained education, employment or apprenticeship destinations after key stage 5, a 1 percentage point decrease from 2015/16. 61% of students were in sustained education destinations, a 1 percentage point decrease from 2015/16 that has led to the small decrease in overall education, employment and apprenticeship destinations. Disadvantaged students are less likely to be employed or in higher education after key stage 5 Overall, 85% of disadvantaged students were in any sustained education, employment or apprenticeship destination after key stage 5, 5 percentage points lower than all other students (90%) and a 1 percentage point decrease compared to 2015/16. Disadvantaged students (46%) are less likely to progress into sustained higher education compared to all other students (51%) and show a 1 percentage point decrease compared to 2015/16 (47%). Contact: Email: [email protected] Press office: 020 7783 8300 Public enquiries: 0370 000 2288 Contents Contents........................................................................................................................................... 2 What are destination measures? ........................................................................................ 5 What is a ‘sustained’ destination? ............................................................................................. 5 What has changed? ..................................................................................................................
    [Show full text]
  • Destinations of Key Stage 4 and Key Stage 5 Students, England, 2015/16
    Destinations of key stage 4 and key stage 5 students, England, 2015/16 SFR 56/2017, 12 October 2017 Percentage in sustained destinations after key stage 4 remains unchanged from 2014/15 Overall, 94% of pupils were in sustained education, employment or training in the year after key stage 4, unchanged from 2014/15. 90% of pupils were in sustained education, up 4 percentage points since 2010/11 and broadly similar to the last 2 years. Percentage in sustained education or employment after key stage 5 remains high Overall, 89% of students were in sustained education or employment after key stage 5, a 1 percentage point increase from 2014/15. 66% of students were in sustained education destinations, a 1 percentage point increase from 2014/15. There has been a general upward trend since 2010/11, with a spike in 2011/12 alongside changes to tuition fees. Disadvantaged students are less likely to be employed or in higher education after key stage 5 Overall, 86% of disadvantaged students were in sustained education or employment compared to 90% of others, a 2 percentage point and 1 percentage point increase respectively. Disadvantaged students who completed key stage 5 study were less likely to continue in sustained education (65%) compared to all other students (67%). Similarly, they were less likely to be in higher education (47% compared to 52% of others) or sustained employment. Contact: Email: [email protected] Press office: 020 7783 8300 Public enquiries: 0370 000 2288 Contents Contents ............................................................................................................................................................................ 2 What are destination measures? ...................................................................................................................... 5 What is a ‘sustained’ destination? ............................................................................................................................
    [Show full text]
  • Curriculum Review 2019
    Curriculum Review 2019 ABSTRACT In response to significant changes to both qualifications and national performance measures, Edgbarrow School has recently completed a review of its Key Stage 3, Key Stage 4 and Key Stage 5 curriculum provision. Several options were considered to ensure that students have access to a broad and balanced curriculum and have the opportunity to reach their potential, without sacrificing their well-being. At Key Stage 4 it was felt that while other curriculum models had some benefits, the existing curriculum model was appropriate for most students and recent results show that students are continuing to make excellent progress on the new GCSEs and high-value vocational courses. We encourage our high prior attainers to take the full EBacc but we do not believe it should be made compulsory. Therefore there will be no major change in the Edgbarrow School curriculum for Key Stage 3 and Key Stage 4. At Key Stage 5, small changes were proposed to the subjects offered in order to increase the range of options for students and to ensure that pathways existed from level 2 into level 3 for all students. The proposed changes were adding level 2 courses into the Year 12 options and introducing AS statistics to support students studying courses with significant mathematical content. These changes were accepted by SLT and have been included in the Sixth Form prospectus for September 2019. Background – Key Stage 3 and Key Stage 4 Over the past few years, there have been significant changes to the GCSEs and vocational courses that comprise the Key Stage 4 curriculum.
    [Show full text]
  • Rye Studio School the Grove, Rye, East Sussex TN31 7NQ
    School report Rye Studio School The Grove, Rye, East Sussex TN31 7NQ Inspection dates 30 November–1 December 2016 Overall effectiveness Requires improvement Effectiveness of leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good Outcomes for students Requires improvement 16 to 19 study programmes Requires improvement Overall effectiveness at previous inspection Outstanding Summary of key findings for parents and pupils This is a school that requires improvement Too few students achieve the academic Weak student recruitment means that the standards of which they are capable. studio school’s budget is constantly under pressure. The progress of students overall is not as good as it should be. Teachers and students lack basic equipment such as books. Expensive resources are The rich, creative curriculum is not supported underused. by enough additional elements to prepare students securely for their future career or The information and communication technology education. system is a barrier to effective management, teaching and learning. The quality of teaching in some of the performance, design and creative disciplines is The attendance of a few vulnerable students not found in other parts of the curriculum. limits their ability to complete their study programmes successfully. The studio school is too heavily dependent on spare or part-time teaching capacity in Rye Until recently, governance was weak and did College. not hold leaders to account sufficiently. Too few students on 16 to 19 study Governors and senior trustees in the Rye programmes needing to improve their GCSE Academy Trust did not intervene soon enough grades in mathematics do so.
    [Show full text]
  • Researchers in Schools an Overview of the Education System in England
    Researchers in Schools An Overview of The Education System in England Contents What are the stages of education? ....................................................................................................... 2 What are Key Stages? ............................................................................................................................... 2 What is the National Curriculum? ........................................................................................................... 2 What subjects are studied at GCSE level? ............................................................................................ 3 What are EBacc subjects? ....................................................................................................................... 3 What are A Levels? .................................................................................................................................... 3 What are AS Levels? .................................................................................................................................. 3 Who sets the exams? ................................................................................................................................. 3 How are GCSEs and A Levels graded? ................................................................................................. 3 How do schools measure pupil progress? ............................................................................................. 4 How are state schools monitored? ........................................................................................................
    [Show full text]