Chauncy School – Curriculum Policy
Chauncy School is committed to promoting student achievement. Our aims are:
- to provide inspirational teaching and learning
- to welcome students of all abilities, enabling each one to enjoy learning and achieve their very best
- to be a learning centre within our community
- to enable young people to become confident individuals who live safe, healthy and fulfilling lives
- to develop our young people as responsible citizens who make a positive contribution to society
The curriculum at Chauncy:
- promotes the aims of the school
- promotes the spiritual, moral, social and cultural development of students
- ensures that all learners are given equality of opportunity in learning
- offers flexibility and choice, thereby personalising the learning experience of each student
- responds to the needs and aspirations of the students and government priorities
- promotes differentiation of teaching and learning, supporting, stretching and challenging students of all abilities and backgrounds
- broadens students’ knowledge and understanding, whilst promoting students’ abilities to learn for themselves and build self esteem
- recognises that we are educating the whole person, preparing students for the opportunities, responsibilities and experiences of adult life in modern Britain
- promotes the development of reading, writing and communication skills
- provides appropriate arrangements for assessment, recording and reporting of achievement
- encourages students to develop their interests and talents through involvement in voluntary extra-curricular activities
- recognises the role of parents as partners in the education of their children, facilitating the involvement of parents in the learning process and ensuring effective communication about the progress of their children
- is organised in such a way as to provide value for money, ensuring sensible and economic use of the financial resources of the school.
- is continually monitored, evaluated and developed in response to student need and government priorities, implemented through the self-evaluation process and the School Development Plan.
Key Stages 3 and 4
Students are taught by highly qualified subject specialists in accordance with the National Curriculum which can be accessed by clicking on the following link:
The structure for each year group in 2020/2021 for the fortnight is shown in the grid below:
The study of Art and Design at Key Stage 3 includes Fine Art, Photography, 3D Art, Ceramics and Textiles. Design Technology involves the study of Food and Resistant Materials.
Following taster lessons in French and Spanish on the Year 7 induction day, students are able to make an informed decision as to which modern foreign language they wish to pursue.
The Key Stage 3 programmes of study can be found at http://chauncyschool.com/ks3-curriculum-plans-2015/
Students in Key Stage 4 study a core curriculum of English Language, English Literature, Mathematics, Science (Biology, Chemistry and Physics), History or Geography (or both), PE and PSHRE (Personal, Social, Health and Religious Education). After guidance and discussions with parents, students are able to choose from a wide range of subjects that will develop their individual interests and talents, and provide a strong foundation for further study and progression towards a career.
As an academy, we are afforded a certain amount of flexibility with the curriculum and we are able to offer specific personalised learning opportunities to our students. As such, students in Year 8 are invited to choose two out of four possible option subjects at Key Stage 4, to begin studying in Year 9. Details of the process can be found at https://chauncyschool.com/year-8-options/. Students choose their final two options as they move from Year 9 into Year 10. Details of this process can be found at https://chauncyschool.com/year-nine-options2018/.
Students begin their study of GCSE Science in Year 9, taking either GCSE Combined Science at the end of Year 11 or, for those study 3 separate sciences, one of Biology, Chemistry or Physics at the end of Year 10 and the other two at the end of Year 11.
Students are taught in general ability groups from the start of Year 7 for the majority of subjects, with mixed ability groupings in PE, Technology, and Art and Design. Grouping by general ability is replaced by setting in Maths and Modern Foreign Languages in Years 8 and 9. In Years 10 and 11, students are taught in sets for English, Maths, Science, with setting in other subjects where this is deemed appropriate.
Promoting Rapid Progress
The starting point for promoting rapid progress is high quality teaching throughout the curriculum. Further to this we employ a wide range of strategies to ensure that all students achieve the challenging goals that we set. At Key Stage 3 these include:
- The employment of additional staff to create small groups in English, Maths, Science, Modern Foreign Languages, History and Geography
- Compulsory participation in Literacy and Numeracy ‘catch up’ programmes
At Key Stage 4, an extensive range of intervention strategies are employed to ensure that students achieve their very best. These include:
- The employment of additional staffing to create small groups in English, Maths, Science and other key areas
- Additional hour a week of English and Maths for around 60 targeted students
- Sharp monitoring of student progress leading to a rolling programme of small group intervention
- After school, lunch time and holiday revision sessions
The promotion of SMSC through the curriculum, our programme of assemblies, RE, Citizenship and PSHE is supported by strong community links that enable students to develop an awareness of the needs of others and make a positive contribution.
Sex and Relationships
Sex education is taught through certain elements of the national curriculum, such as science, RE and physical education. Drop down curriculum days incorporating theatre groups, workshops and classroom activities ensure that students are given the opportunity to explore such issues as birth control, sexual health, relationships, health and hygiene, and associated moral issues.
Key Stage 5
Our dynamic 6th form curriculum responds to the needs of students and the changing nature of the world of work and study. We are able to employ an inclusive approach to 6th form entry by offering a wide range of academic and vocational pathways. Based upon Key Stage 4 results and students’ goals and ambitions, students are guided towards the pathway that will enable them to maximise their full potential. Full details of the 6th form curriculum can be found at https://chauncyschool.com/sixth-form-prospectus/