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The Curriculum at Sawston Village College 2020-21

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The Curriculum at Sawston Village College 2020-21 The Curriculum at Sawston Village College 2020-21 Introduction At Sawston Village College, we are committed to delivering a curriculum that realises our aims and values of: ● unlocking potential; ● creating opportunities; ● achieving excellence. In this, we recognise that academic excellence is only one part of providing an outstanding education. Our aim is to ensure that all pupils build the knowledge and understanding needed to become successful as adults in education, employment and life; contributing positively as citizens in the local and global community. Curricular decisions are underpinned by the following core principles. 1. Developing pupils’ breadth and depth of knowledge. 2. Building on and securing prior knowledge and understanding. 3. Promoting inclusivity and opportunities for all. 4. Valuing subject discipline and rigour. 5. Raising aspiration and broadening horizons. 6. Supporting pupils to achieve their full potential and gain access to their best possible post-16 pathway. Responding to COVID-19 School closures last year and the likelihood of on-going disruption this year present challenges to all schools. In responding to these challenges, the College has sought to remain true to the values outlined above whilst, at the same time, ensuring the safety of all College users and a continuity of learning for pupils. Pupils in all Year groups will continue to study the full range of subjects and as far as possible, the curriculum content within each subject area will remain unchanged. This includes continuing to offer a practical element in subjects where this is relevant. As part of our curriculum recovery planning, subjects have carefully mapped where and how they will revisit and consolidate learning completed remotely and there is a comprehensive contingency plan in place to ensure that all pupils can continue to access their learning remotely if necessary. Structure We deliver the National Curriculum through a three-year key stage 3 and a two-year key stage 4 programme. Within this, however, pupils begin their key stage 4 Science and Maths courses during Year 9. The timetable is structured around 50 one-hour periods each fortnight with Year groups divided into two equal, mixed ability bands for timetabling. Class regrouping takes place within bands at the end of years 7, 8 and 9. Pupil to teacher ratios vary between 18 and 30 to one depending on subject and key stage with practical classes and those in sets with lower attaining pupils being the smallest. 1 The pastoral structure, based on 48 mentor groups within 4 houses, does not impact on taught classes but is used for the delivery of Personal Social Health and Economic education (PSHE) and some Careers Education, Information and Guidance (CEIAG) elements such as parts of the post-16 application process. Whilst COVID-19 restrictions require pupils to be taught in Year group bubbles, this is supplemented by a form group that meet each morning in key stage 3. Key stage 3: All key stage 3 pupils follow the same curriculum accessing 15 subjects, the vast majority of which are taught by subject specialists. Table 1 below outlines the subjects taught and the subject hours per 2-week cycle. For further information including specific curriculum content, assessment details and setting arrangements for individual subjects, please see the separate handbooks for parents available in the parents’ section of the College website. Table 1: Key stage 3 subject hours per 2-week cycle ² ³ ¹ eligious Studies eligious Year English Maths Science PE R Art ASPIRE Science Computer Tech. Design Drama French/Spanish Geography German History Music 7 7 7 6 4 3 2 1 2 3 2 5 3 0 3 2 8 7 7 7 4 3 2 0 2 3 2 5 3 2 3 2 9 7 7 7 4 3 2 0 2 3 2 5 3 2 3 2 Notes: ¹ All Year 7 pupils have a fortnightly lesson entitled ASPIRE to develop their study skills and self-awareness as learners. At this time, they also undertake the Arts Award Bronze accreditation. ² Depending on need, small numbers of pupils will follow a literacy booster programme instead of some or all of their language lessons. Where they make sufficient progress in their literacy, they may be re-integrated into French or Spanish. ³ Dual linguists only – There are two dual linguist sets in Year 8 and two in Year 9. These groups split their total of five hours of language lessons between German and either French or Spanish. The split will usually be 2/3 with the Languages department varying which language has the three lessons based on need. PSHE/CEIAG: All pupils follow a programme of Personal, Social, Health and Economic education, including Careers Education, Information, Advice and Guidance; delivered through assemblies, structured mentor time and four collapsed timetable, conference days each year. Key Stage 4 2 All pupils follow the core subjects: English Language and English Literature; Maths; Physics, Chemistry & Biology in the trilogy or separate science format; PE and RE. In addition, pupils choose four subjects from option blocks. Last year, all bar three pupils secured their first choice preferences. There are 23 option subjects offered (including three after school). The majority are GCSE courses but there are 7 other non GCSE qualifications including BTEC, Asdan, City and Guilds, and NCFE certificated courses. The majority of pupils take a combination of courses enabling them to access the English Baccalaureate. Pupils are taught in mixed ability groups for all option courses. Table 2 lists the subjects offered and curriculum hours allocated to each. For further information including specific curriculum content, assessment details and setting arrangements for individual subjects, please see the separate handbooks for parents available in the parents’ section of the College website. Table 2: Key stage 4 subject hours per 2-week cycle All qualifications are GCSE unless stated. ¹ ⁴ ³ ² Year English Maths Science PE RE CEIAG plus 4 options from the subjects below 10 7 7 10 4 2 0 5 hours per option: Art, Business Studies, Computer Science, Design Technology, Creative iMedia (Cambridge National Award Level 1/2), Drama, Engineering (BTEC L1/2), Food & 11 7 7 11 4 0 1 Nutrition, French, Foundation Learning⁵, Geography, German, Hairdressing (City & Guilds L1), Health and Social Care (BTEC L1/2), History, Music, PE, Sport (BTEC L1/2), RE, Spanish. Additional extra-curricular qualifications: Dance, Italian, Music Technology (RSL Certificate L2) Notes: ¹ Higher set pupils follow the separate GCSE courses in Biology, Chemistry and Physics; leading to three GCSE qualifications. All other pupils follow the combined ‘Trilogy’ course which covers all three sciences and leads to two GCSE qualifications. ² Core PE is a non-examination course. ³ Pupils complete the GCSE short course RE qualification in Years 9 and 10. ⁴ Careers, Information, Advice and Guidance. ⁵ Foundation learners may follow a reduced number of options subjects with the time given over to additional literacy, numeracy and functional skills and/or additional, appropriate level 1 qualifications. PSHE/CEIAG: The programme of Personal, Social, Health and Economic education, including Careers Education, Information, Advice and Guidance continues through assemblies, structured mentor time and four 3 collapsed timetable, conference days in Year 10. Year 11 pupils have three conference days but also, a 1- hour taught lesson of CEIAG each fortnight. Inclusion: Due to pastoral, medical or behavioural reasons, some pupils do not follow a mainstream pathway and instead have a reduced or tailored timetable. These pupils are largely taught in Compass House by a team led by the Inclusion Officer and may follow courses provided by Cambridge Regional College. Targeted work experience is also used for some pupils. Each pupil has a tailored alternative education package which may include working with multiple agencies. Tailored timetables are reviewed continuously to ensure that they remain appropriate to the pupils’ needs. 4 Appendix 1: Current Class structure Table 3: Class structure – setting, mixed ability, paired sets Overall English Maths Science Languages PE All other Year North 4 mixed 2 x 2 2 x 2 4 French sets plus a literacy group 4 groups 4 mixed ability groups 7 ability paired sets paired sets (DT 8 groups) (236) South 4 mixed 2 x 2 2 x 2 4 Spanish sets plus literacy group 4 groups 4 mixed ability groups ability paired sets paired sets (DT 8 groups) Year North 4 mixed 4 sets 4 sets 1 dual linguist set / 3 single linguist 4 groups 4 mixed ability groups 8 ability groups plus literacy group (DT 6 groups) (207) South 3 mixed 3 sets 3 sets 1 dual linguist set / 2 single linguist 3 groups 3 mixed ability groups ability group plus literacy group (DT 5 groups) Year North 4 ability 4 sets 5 sets 1 dual linguist set / 3 single linguist 4 groups 4 mixed ability groups 9 sets groups plus literacy group (DT 6 groups) (238) South 4 ability 4 sets 5 sets 1 dual linguist sets plus 3 single 4 groups 4 mixed ability groups sets linguist sets plus literacy group (DT 6 groups) Year East 5 ability 5 sets 5 sets Option Group 4 groups Option Groups (except RE 10 sets – 4 mixed ability groups) (208) West 5 ability 5 sets 4 sets Option Group 4 groups Option Groups (except RE sets – 4 mixed ability groups) Year East 5 ability 5 sets 5 sets Option Group 4 groups Option Groups + 4 CEIAG 11 sets classes (197) West 5 ability 5 sets 5 sets Option Group 4 groups Option Groups + 4 CEIAG sets classes 5 Appendix 2: History and rationale of recent changes Table 4: Key changes to the curriculum in recent years Change Introduced Rationale Product Design introduced. 2013 To replace Resistant Materials, Electronics and Graphics which were under- performing.
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