CURRICULUM ORGANISATION 2009

Curriculum Organisation Rationale The best experience for every student The best experience for every student Greater flexibility of pathways and pace Greater flexibility of pathways and pace Assessment when appropriate, stage not age Assessment when appropriate, stage not age Removal of restrictions/barriers to achievement Removal of restrictions/barriers to achievement One pace does not fit all One pace does not fit all Achievement, challenge and success Achievement, challenge and success But not A sausage-machine of speed and pressure. A sausage-machine of speed and pressure. KS3 core curriculum organisation KS3 core curriculum organisation - Springboard - Springboard - Achievers - Achievers - Pathfinders - Pathfinders

The Developing Curriculum Longcroft School and Performing Arts Learning and Teaching Policy Accelerated Learning Learning to Learn Assessment for Learning Virtual Learning Environment Coaching and Residencies Opening Minds

KS3/4/5 KS3/4/5 Year 7 (2007-8) Year 8 (2008-9) Year 9 ( ) Year 10 Year 11 Year 12/13 PathfindersAchieversSpring Board GCSE/Enrichment NCAs/Enrichment AS/A2 GCSE/Diploma FLP----- GCSE/Voc BTEC Level 2 Exam AS/A2 A2 Exam Pre-Uni BTEC Level 2 AS/A2 BTEC Level 2/3 (NCAs assessment)

Y9 planning and delivery - Critical thinking - Philosophy - Enterprise - PSHE - SMSC/Cultural - Modular topics - Careers - Duke of Edinburgh - First Aid - Sports leaders - Arts Youth Award Key issues 5 Modules operating are: I am unique In the News Healthy and Fit Counting the Cost Our world

Year 7 Curriculum SoW written to new NC orders. SoW written to new NC orders. Opening Minds weaved in to each subject with units of work identified and based on the OM approach. Opening Minds weaved in to each subject with units of work identified and based on the OM approach. Assessment through planners and student/teacher dialogue. Assessment through planners and student/teacher dialogue.

Improvement Ladder CompetenceCitizenship ElementC Ethics values: awareness of, empathy, impact on behaviour, contribution to society Getting started C1 You are aware of a few issues and can show this, but need to start thinking about how they might be linked. underwayC2 You understand the issues and can show this. You are aware of connections between the issues but need to be clearer in how you explain them. competentC3 You are now using the issues in your work and show clearly in your work how they are connected. You now need to work more closely with others to see if other peoples views can affect yours.

Excellent understanding by many students Excellent understanding by many students Students showing better analysing of data and independent learning is developing. Students showing better analysing of data and independent learning is developing. All seem to enjoy the experiences – not sure it wouldnt have been the same through previous curriculum structure. All seem to enjoy the experiences – not sure it wouldnt have been the same through previous curriculum structure. Its given a structure of PLTs. Was a danger we would be missing aspects unless planned for in this way Its given a structure of PLTs. Was a danger we would be missing aspects unless planned for in this way Concentration on CLIPs might be restrictive in the long term? Concentration on CLIPs might be restrictive in the long term? Needs more street cred with students. Needs more street cred with students. Team work is much improved – many students contribute to research projects and independent learning tasks as a team. Team work is much improved – many students contribute to research projects and independent learning tasks as a team. Students enjoying more imaginative approaches to learning. Students enjoying more imaginative approaches to learning. Students need careful training in the OM approach. Students need careful training in the OM approach. Assessing students needs a more guided approach. Assessing students needs a more guided approach. Students like personal skills targets alongside subject targets. Students like personal skills targets alongside subject targets. Needs careful thought with SEN students. Needs careful thought with SEN students.

Key matters arising… Training was extensive but where gaps or confusion occurs it seems due to lack of understanding by CL. Link Manager to engage more and support. Module titles can be limiting or forced Students like it… So do parents…! Some planning reverted to good old knowledge delivery. Chase the specification… Constant reminders and training to ensure consistency. Assessment – student led with staff guidance. Include in RoA or by summary at end of the year. Assessment must not overburden. You get to know staff planning abilities very quickly!

OFSTED They liked it – felt it met the national agenda with regards to PLTs They liked it – felt it met the national agenda with regards to PLTs Hot on AfL Hot on AfL Progress to target and how to move forward Progress to target and how to move forward

Future We have stared and so well finish We have stared and so well finish Review of Y7 in short term. Review of Y7 in short term. Better link to transition. Better link to transition. Flexible Learning Days in the summer Flexible Learning Days in the summer Flexible Learning Days Global Warming 2012 Olympics Beat the Deadline Murder/Mystery If music be the food of love… Tour de Longcroft…

Planning for FLD