Curriculum Intent 2019-20

Barr’s Hill is an inner city school with 690 pupils operating in a challenging social context.  KS2 APS is significantly below average. In 2018-19 the school experienced 15% ‘churn’ in roll with pupils joining and leaving in the school in all year groups, primarily moving in and out from overseas. In 2018-19 33% of the students are Pupil Premium and 51% of pupils are EAL.

Our intent:  To increase the life chances and aspirations of our diverse group of students by raising standards of education and providing exceptional experiences.

Our Values

Our curriculum intent is informed by research evidence and has been developed through collaboration between trust schools. It is underpinned by our values and curriculum principles:

Students First

Our curriculum aims to create successful, confident leaners who enjoy learning, make outstanding progress and achieve excellence. Provision is broad and balanced, and responsive to, and supportive of, their needs and aspirations, fosters intellectual curiosity and academic achievement. It is sequenced to enable new learning to be built on prior knowledge and prioritises depth of understanding over breadth of content. It is closely matched to the needs of learners; transition is learner focused and the rich menu of enrichment activities, particularly in sport and performing arts, enables good physical and creative development encouraging confidence and purpose in life.

It’s about Learning

Learners have an understanding of the strategies they can use to learn (cognition) and are able to monitor and purposefully direct their learning (metacognition). Through articulation and demonstration of this, they establish a deeper understanding of the learning process. Learners develop the skills and desire to continue to engage with learning after they have completed their formal education allowing them to be competitive in an evolving workplace. They are reflective about their personal conduct, respectful towards others and prepared for life in modern Britain with an understanding of fundamental British Values which are lived out through the ethos and work of our schools

No Barriers

Regardless of their background or educational need, they demonstrate rapid progress from their starting points in the key communication skills of literacy and numeracy, as well as in reasoning and thinking, and speaking and listening. All learners are very committed and involved in their school community. This they demonstrate by their involvement in improving their school and the wider community through a broad range of activities.

Our Students

All Barr’s Hill Students articulate a strong sense of PRIDE, belonging and loyalty to their school and community.  They are confident and aspirant, have a clear plan for where they want to be and are proactive in taking their next steps to get there. They are responsible citizens that are aware of the impact that their decisions have on themselves, others and the environment. They are empathetic and understanding of others showing respect to all. They talk formally, read widely, and write with purpose; their excellent communications skills allow them to explore key concepts across the curriculum. They are inquisitive; not only do they ask questions to deepen their knowledge and understanding of the subjects they study, they are also curious about different viewpoints and beliefs. Well prepared and able to plan independently, they are determined learners and can self-manage.  They are engaged in school life and enrichment experiences in sport, creativity, performing and service make them confident and well-rounded individuals. When things go wrong, they are resilient, reflective and able to put things right.  Their exam results are excellent and the experiences on their seven year journey give them a passport to the next stage in life where they are competitive with their peers nationally.

To articulate our vision and mission statement our curriculum experience is designed through a ‘Seven Year Journey’:

The ‘Seven Year Journey’ helps prepare students for the responsibilities of adulthood and is designed to secure in our learners the personal, learning and thinking skills needed for life and work.  There is an explicit focus on developing learning habits through PRIDE. PRIDE articulates our values, the beliefs that shape the learning, behaviour and experiences of our students. These values build good character and help our students to make a positive contribution to the community.

PRIDE

Proactive

I consistently push myself to be the best I can be as both a learner and global citizen. I am always prepared to learn and when I need help, I seek help. I listen and respond to advice on how to improve my learning and character. I have a clear vision for my future and this drives me to identify and embrace opportunities to develop throughout my seven year journey.

Responsible 

I recognise how to do the right thing, at the right time, in the right way. I take responsibility for my choices and reflect on the impact my decisions have on myself, others and the environment. I am respectful of others and choose to make a positive contribution to the world around me.

Inquisitive

I am reflective and self-regulate my learning. My seven year journey gives me opportunity to discover my purpose, as a result I am curious, read widely and ask questions that demonstrate my passion for learning, my thirst for knowledge and deepen my understanding of the world around me. I am a critical thinker who understands links across the curriculum. I am curious and respectfully challenge stereotypical thinking about other viewpoints and beliefs.

Determined

I am relentless in my pursuit of progress, both in achieving short-term and long-term ambitions. I am undeterred by failure and I see every challenge as an opportunity to develop my character and my resilience.

Engaged

I am fully involved in school life and seize opportunities that align with my ambitions and interests. As well as achieving excellent academic results, I will leave with a range of experiences that will develop my character and support my chosen plans for the future.

Communication skills

The ‘Seven Year Journey’ puts communication skills at the heart of our curriculum intent. Ability to communicate well and be numerate is a fundamental life skill. There is a strong correlation between communication skills and life chances, particularly regarding vocabulary acquisition and application. Communication skills are essential for effective learning. Learners, regardless of their background or prior attainment, must be able to: read widely and academically; use Standard English in their writing with accurate punctuation and spelling in order to communicate with clarity and professionally; engage in explorative talk to deepen their thinking and improve their ability to articulate their ideas in an academic and professional manner. These are all highly dependent on learners having a developed and ambitious vocabulary which underpins all aspects of communications.

Curriculum Implementation

The core components to learning

Our curriculum is comprised of a logical series of planned and coherent learning experiences designed to enable students to make sense of their learning and build their subject knowledge and understanding of concepts in readiness for the next stage of their learning. Teaching and learning should focus on depth of knowledge and procedural knowledge with regular application to embed learning into long term memory so that students are equipped to access new learning.

Knowledge web

Understanding the importance of schema is crucial to developing a challenging curriculum experience. Learners who have developed a schema and can apply their understanding to wider and less familiar situations can be considered to be ‘experts’ within that field. Application provides practice and helps consolidate knowledge and procedural knowledge. Learners would be expected to increasingly become more independent in this as they build their expertise.

A curriculum for understanding is intentionally designed around the organising of principles and essential concepts of the subject discipline and provides opportunities for in-depth exploration in a variety of contexts. Such a curriculum emphasises depth of understanding over breadth of coverage. It is designed to provide genuine opportunities for high quality instruction and multiple points of entry into the subject. Research reveals that experts’ knowledge is organised around core concepts or organising principles that guide the thinking of the learner.

‘Learning is defined as an alteration in long-term memory. If nothing has altered in long-term memory nothing has been learned.’ Sweller, Ayres & Kalyuga 2011

We can infer from this and research in cognitive psychology that… progress means knowing more and remembering more. This demands a curriculum which promotes learners being able to develop a web of interconnected knowledge stored in long-term memory. Through a carefully sequenced curriculum, low cognitive load pedagogy and regular opportunities for practice and retrieval, interconnections in long-term memory are reinforced thus improving storage strength.

The application of this knowledge requires subject specific skills or procedural knowledge which represents the ‘how to…’ within each subject. How to structure a history essay for example, would be procedural knowledge and this would be quite different to the structure of an English essay. Application also helps consolidate existing knowledge and procedural knowledge, building fluency, with learners increasingly becoming more independent in applying their understanding to wider and less familiar contexts and thus developing expertise.

The objective is for learners to develop a vast web of interconnected knowledge in long-term memory and be able to apply their understanding to wide and unfamiliar situations and thereby be considered ‘experts’ within their area of study.

Our T&L CPD focuses on the following principles of curriculum design:

Structured and Sequenced

Our curriculum involves careful planning of what students, must know, understand and be able to do in each subject area to prepare them for the next stage in their learning. The curriculum is logically sequenced within and across subjects to ensure there is consistency which allows students to build their expertise. Teachers are aware of the learning journey of students in and across subjects to reinforce interconnections in long term memory.

Metacognition/ learning habits: PRIDE as a learner

There is an explicit focus on teaching students metacognitive strategies, including how to plan, monitor and evaluate their learning knowledge and procedural knowledge. An appropriate level of challenge is set to develop students’ self-regulation and metacognition. Students are taught how to organise and effectively manage their learning independently. Learners are enabled to become experts/coaches who lead in creating and providing questions to stimulate dialogue and conceptual understanding. Students establish their own success criteria for activities they have designed to apply their understanding and select the assessment and feedback tools most relevant to their chosen activity. Students routinely reflect on how they learn and undertake this through a range of contexts and methods. Teachers model their own metacognitive strategies which allows students to develop their procedural knowledge.

Communication skills

There is a clear vision and approach to developing reading, writing, oracy and vocabulary across the curriculum. A culture of reading allows learners to read widely with fluency and comprehension appropriate to their age. Learning makes sense for students because the teaching of vocab acquisition and numeracy are consistent across the school.  Regular structured opportunities to share, discuss and challenge their own and others opinions develops high quality exploratory talk which promotes deeper thinking in all subjects & problem solving in Maths.

Assessment

At each Key Stage the curriculum builds upon previous experiences.  Assessment of students’ learning allows pupils to know where they are at and what they need to do to improve. It gives them the tools to know how to improve and the opportunity for them to show an improvement. Formative assessment is daily practice in the classroom. This comes in the form of questioning, marking, circulation and low stake assessments. Summative assessment at KS3 assess knowledge and procedural knowledge. At Key Stage 4 and 5 students are assessed through formative and summative assessments to prepare for their chosen qualifications. This includes in class assessment, trial exams and controlled assessments. Student achievements are recognised, as we believe this is an important element of promoting self-confidence. The assessment system provides a quick and efficient way for teachers to input data. The outcome of this data allows students, parents and leaders of the school to know whether a pupil is on track or not. Staff across the school can use this to intervene and set action plans where necessary. The intervention takes both an academic and pastoral angle to ensure that the focus is on learning and removing any barriers to learning that students may have.

Curriculum implementation

Faculty teams have access to research on effective learning and opportunities have been provided for faculty leaders and teachers to engage in subject specific professional learning. Whole school CPD has focused on action based research to investigate effective T&L strategies.  This ongoing CPD allows staff to plan the curriculum to optimise long-term retention of key concepts, develop subject specific procedural knowledge and embed effective communication skills.

The main priority for middle leaders has been to develop the intent for their subject, establishing a detailed curriculum map with clearly defined end-points in terms of the learning expected.

A subject curriculum map:

  • identifies the underlying knowledge and procedural knowledge that would be needed in later years, prioritising depth of understanding over breadth of the subject.
  • is sequenced and organised to develop long-term retention of the underlying knowledge and understanding.
  • helps teachers understand why they are teaching what they’re teaching and how this fits into the overall sequence of learning and intended learning outcomes.
  • affords effective assessment of key concepts and procedural knowledge, allowing learners to demonstrate their level of expertise of the subject.

PSHE/ SRE Curriculum implementation

A successful journey means a student is prepared for their future life; for a fulfilling career, enjoying meaningful and healthy relationships and able to contribute to creating positive community. The school, parents and the wider community share this responsibility and must work effectively together as partners.

RSHE and personal development is embedded throughout the student experience, through pastoral input via tutors, assemblies, relevant lessons, theme weeks, special events, visitors and in partnership with parents and the wider community. PRIDE is integrated into all areas of school life and reinforce the values that underpin all relationships including the importance of mutual respect, democracy, tolerance, law and liberty. The below themes are used to target specific issues and the curriculum makes links to these topics through Humanities, Science and English particularly. Each year topics are covered in age appropriate depth building on previous understanding and helping students to make links between the different topics, many of which are closely related to each other.

Careers Curriculum implementation

The school aims to develop an integrated careers and personal development programme that is embedded throughout the wider school curriculum, from year 7 – 13. This is a key part of the ‘Seven Year Journey’. Enrichment opportunities will be provided for all students by establishing purposeful links with employers, Higher Education providers and educational charities. A strategic whole school careers strategy aims to ensure outstanding careers provision through the Gatsby Benchmarks:

  1. A stable careers programme
  2. Learning from career and labour market information
  3. Addressing the needs of each pupil
  4. Linking curriculum learning to careers
  5. Encounters with employers and employees
  6. Experience of workplaces
  7. Encounters with further and higher education
  8. Personal guidance

Key Stage 3

 The core curriculum for all Key Stage 3 students includes English, Mathematics, Science and Physical Education.   Citizenship, SMSC and Careers Education is taught throughout and within all subjects and through our pastoral programme.  Humanities (History, Geography and RE) and Creative Arts (Drama, Music, Art and Technology) are taught as part of a thematic curriculum with extended learning time. This extended learning time gives students the opportunity to learn, grasp and understand key concepts, providing depth to their learning experiences. It also reduces the number of teachers students will work with allowing learning relationships to develop. Additional literacy intervention is timetabled for all students who are not yet reaching age related expectation in English.   Modern Foreign Languages (Spanish or French) is taught to those at or above age related expectation in English and Maths.

Key Stage 4

The core subjects are English, Mathematics, Science, Physical Education, History or Geography.   Citizenship, SMSC, RE and Careers Education is taught throughout and within all subjects including through our pastoral programme.

In addition, following guided discussion with teachers and parents, students choose from a broad range of options (academic and vocational) which have equal value in the curriculum but also focus on life chances and allow for success/progression for further study, either at P16 select or alternative study.  All students will have 3 option subjects.  Further opportunities to study Triple Science as an additional option are available for some students. Main option choices are chosen in Year 9 although there is some element of choice in Year 8 to specialise in subjects outside the English Baccalaureate. We offer a broad range of subjects in Key Stage 4 including a number of creative subjects to ensure our curriculum is varied and accessible to all leaners.

Key Stage 4 options subjects include: RE, Spanish, Art and Design, Photography, BTEC Sport, BTEC Business, BTEC ICT, BTEC H&S Care, BTEC Music, Triple Science and Sociology.

Key Stage 5

Post-16: The curriculum, delivered in conjunction with President Kennedy School, offers an exciting and flexible range of courses including A-level, vocational and GCSE options, which have equal value in the curriculum.  Students also study PSHE and benefit from extensive CEIAG support.   Enrichment opportunities include sport, music and drama.  Dependent on their programme of study, students may complete the extended project qualification and/or receive significant work experience opportunities.  This is designed to support their studies and to enhance employability.  Where appropriate, students are guided towards vocational pathways available through collaboration with colleges, our Federation partners or other providers.

Post 16 select pathways include:

LEVEL 3 ACADEMIC ADVANCED ROUTE

The majority of students will study 3 A-Levels.  A fourth option may be considered for individual students:

Psychology, Maths, Spanish, Geography, Physics, Sociology, Chemistry, English Language & Literature, English Literature, Biology, Art & Photography, Further Maths, Philosophy & Ethics and History.

LEVEL 3 PROFESSIONAL ADVANCED ROUTE

Each route is the equivalent to 3 A-Levels:

BTEC Business Diploma, BTEC ICT  Subsidiary Diploma, BTEC H&S Care Diploma, BTEC Sport Diploma, BTEC Applied Science Subsidiary Diploma,

Appendix A Year 7

A day in the life…The Bridge

Amir arrives at school early for breakfast club where he gets free toast and then heads to The Bridge where he plays table tennis and table football with his friends. While there he is able to ask for help with some tricky science homework from a member of the Bridge staff team.  His tutor group only has 24 others in it so he has time to chat with his tutor about his progress and his positive points from the previous day.  She talks to him about PRIDE because he got a positive point for showing determination in Maths, a subject he finds hard.  Amir says his mum was pleased to get the text telling her about it yesterday, she talked to him about it as soon as he came home. He uses the rest of tutor time to update his reading log. His tutor also checks he is in proper uniform and has his ‘5’ and that he knows where he is going for the day.  Last week he had to borrow shoes because he forgot to wear his.

Amir goes to his first lesson of the day – it is a project where he has been learning about pollution and the effects of global warming. To start the class talk about a recent news story on the use of plastics. Everyone is able to voice their opinions and Amir uses the sentence starters in his planner to help him structure his argument. He is completing a group task creating a newspaper style article for a webpage about the dangers of global warming.   He knows that he will be assessed for Geography and literacy so he is as worried about the structure of the text as he is the facts about global warming.   Amir finds it easy because the teacher uses the same teaching and resources that he used in English when they wrote a newspaper article.  He also has lots of time to talk through and explore his ideas with other people in the class before he starts to write the first draft so when he does start to write he writes confidently.

After break, Amirattends a Fresh start Literacy lesson to help him improve his literacy.  The class is very small (5) so he gets plenty of attention from his specialist literacy teacher.  Amir discovered through the careers programme at tutor time that he could be a journalist as a career and is excited by this prospect.  To help get some experience he has just become a student journalist. It is now his job to work with other students to write, edit, publish and print The Bridge newspaper. Amir never liked literacy before but finds the newspaper work fun.  At lunch Amir joins in the writing club. This club is run by Bridge ‘High Achiever’ students. The atmosphere is really friendly and Amir learns some new vocabulary he is keen to use in the newspaper. After lunch Amir goes to the Library with the literacy teacher, she gives him positive points as he is reading at home and progressing well.  Amir is keen to save up his points as he wants to buy new football boots from the reward shop.  If he can complete one more book in the reading challenge he will earn enough.  The school day finishes but Amir stays as he is working on rehearsing for The Bridge drama Production.  His mum and dad are coming into school to see him perform it so he wants to get it right.  He finds public speaking hard but knows that as he gets better at it he is getting more confident.

On the way out of school Amir sees another child drop some litter outside The Bridge, he tells them to pick it up.  He is very proud of his school and does not think others should spoil it. He is learning how to play the keyboard at keyboard club. He never thought he would like that kind of thing but he gets on well with the teacher and finds it makes him feel happy to produce melodies with a friend.  He is proud of what he has learnt and plans to talk about it on Showcase Day.

Year 7 Communication skills End points

 Vocabulary Acquisition (within Reading, Writing and Oracy) Reading Habits and Strategies Technical Literacy (writing) Oracy (accurate and formal)
Students are exposed to and are beginning to use Tier 3 vocabulary within their conversations and written work. They are able to identify and define an increasing number of Tier 3 vocabulary within their reading material. They are starting to consider basic alternative synonyms/Tier 2 vocabulary. Students will be reading well-pitched books suitable to students’ reading abilities. Staff model and embed the Barr’s Hill Reading strategies as routine in their learning and students are attempting to use them. Students use Standard English in their writing. Students use punctuation with accuracy. Students spell key words and titles correctly. Staff model the Barr’s Hill Writing strategies. Talking Points are built into units of work and the rules are displayed, discussed and followed accordingly, in order to develop exploratory talk. Students speak in Standard English and are corrected if they don’t. Students use Tier 3 vocabulary within their conversations.

Year 7 Careers

Area of focus Outcome statement Universal offer Targeted offer

 

Aspiration – Higher Education

 

Students understand the benefits of Higher Education and regard it as a potential future destination of choice.

-PRIDE values and learning habits promoted by all

Start – Online Careers Tool

-Off-site visit to top 10 university 

-Careers lesson during national Careers Week

Annual Careers and Pathways Fair

IntoUniversity – Secondary Focus programme for disadvantaged students

OPUS – Employer Engagement for SEND Students

Business Class visits, talks, enterprise challenges and mentoring provided by JLR and BitC

Subject specific employer visits

Subject specific visits to universities and conferences

Appendix B Year 8

A day in the life…Year 8

Amy arrives at school early to talk to her sixth form mentor about her attendance recently and getting a new attendance loyalty card, which helps her ensure that she in school every day, because she enjoys getting prizes from the PRIDE shop after completing a full week. She spends the rest of the time before tutor time, having her breakfast in the Heart space and talking to her friends about her History homework, which was due in today. During tutor time Amy’s tutor talks through her PRIDE points total and attendance for the previous week, she write this in her planner and has now got enough points to buy a book token. For the remainder of tutor time she sits with her year 11 buddy, who hears her read; she enjoys this every week because she feels it improves her confidence with reading aloud and she has a better understanding of the texts she’s reads in a wide variety of subjects.

Amy has English period 1 and enjoys the lesson because she feels that her teacher really knows her, as he teaches her for six hours a week and has been teaching her all year. They are focusing on Transactional Writing in lesson and in particular letter writing and how to correctly structure a formal letter. Her teacher talks through the GCSE and when these skills will be required later on in their life; writing letters of application. She feels her English work is improving every week as the teacher gives the group new vocabulary to learn every week and implement into their written work across all subjects.

For period 2 Amy has History and they have been learning about the Black Death and the impact it had on people. The lesson begins with a talking point about ‘Why the Black Death was called the Black Death?’ Amy shared her opinion with the rest of her group. The talking point was then followed up with another talking point, ‘How would people have felt during this period of time?’  The main task of the lesson was to write a letter from the perspective of Charles II, who had fled London at the time of the plague. Amy was feeling confident with this task because she used the writing skills from her English lesson about writing for the correct purpose, audience and format and how this would change the type of language she would use. Her History teacher was really impressed and gave Amy a positive point.

At break Amy decided to go and return her library book and pick up a new one ready for her next reading intervention session and print off her homework for her period 4 lesson. She makes her way to period 3 as she has Maths, her confidence is growing in Maths even though this was subject she found extremely difficult at the start of the year. She is in a small intervention group for Maths because she knows she is underachieving and her teacher has explained to Amy and her parents that once she is making expected progress she will move back into her main class again. Amy enjoys the intervention as it targets all the topics which she struggles with and she feels well supported by the teacher, as there are only 6 pupils in the group. Amy writes her homework in her planner, as the teacher gives her a revision task to complete for the next session.

The bell goes for lunch and Amy decides to get her lunch from the canteen, which she pre-ordered in the morning and goes to board games club in the Heart space.

After lunch Amy has double Science, she is in top set for Science and the teacher has been teaching them about Physics. Amy gets a positive point for completing her homework. She finds Physics a little difficult because there are lots of formulas to remember, but she is attending Science club after school on Tuesdays so she knows this will help her and the Maths teacher is also helping her with all the formulas she has to learn.

At the end of the day Amy is extremely excited about joining Forest School because they are learning about how to build a shelter by using sticks, string and vines alone. She works with some of the Year 7 pupils to help them, as they are in her group.

Amy leaves school but knows after completing her homework, she must pack her PE kit because she is going to the girls’ only fitness club before school in the morning, where she knows the Sports teacher will provide a healthy breakfast after the session!

Communication skills End points

Vocabulary Application  (within Reading, Writing and Oracy) Reading for Understanding Writing with purpose Oracy (exploratory)
Students use a range of Tier 3 Vocabulary choices with increasing accuracy and confidence to explore their learning. They apply their new vocabulary choices within their written work and oracy and can identify and explore these words within their reading. They are starting to discern between different Tier 2 vocabulary choices Reading strategies are being used with increasing independence and are embedded into a students’ normal way of working. Reading strategies are helping students in their forming of opinions, accurate answering of questions and ability to select relevant evidence in the text in order to justify. Writing strategies are embedded into a students’ normal way of working. Students use punctuation with accuracy and for clarity. Students can communicate in their written work their opinions and justifications. Students are aware of the form, audience and purpose of the task. Talking Points rules are embedded as part of students’ discussions across the curriculum in order to develop exploratory talk.

 

Year 8 Careers

Area of focus Outcome statement Universal offer Targeted offer

Aspiration – Industry

 

 

Students understand how their school subjects, hobbies and interests link to various industries and begin to value the benefits a good career can bring.

-PRIDE values and learning habits promoted by all

-All staff promote PRIDE values and learning habits

-Start – Online Careers Tool

-Off-site visit to local employer linked to industry of interest 

-Careers lesson during national Careers Week

Annual Careers and Pathways Fair

IntoUniversity – Secondary Focus programme for disadvantaged students

OPUS – Employer Engagement for SEND Students

Business Class visits, talks, enterprise challenges and mentoring provided by JLR and BitC

Subject specific employer visits

Subject specific visits to universities and conferences

 

 

Appendix C Year 9

A day in the life…Year 9

Mohammed arrives to school early to attend the Year 9 fitness academy which runs twice a week; here he has a chance to catch up with his friends and do a morning workout which helps him to focus at the start of the day. He then makes his way to tutor time where his tutor shares with him his latest attendance and PRIDE points. He is excited because he is 5 points away from being able to purchase a £10 gift voucher for JD sports. For the rest of tutor time Mohammed updates his planner and writes down this week’s new vocabulary, which he has to learn to spell and incorporate into his writing throughout the week.

Mohammed has Geography for his first lesson. He enjoys Geography very much and has picked it as one of his option choices. He is excited and a little nervous to be starting his GCSEs after Easter. His recent assessment shows that he is secure in all of the Geography skills so he knows that he is capable of achieving a grade 5+ by the end of Y11 and he is determined to exceed this.

For period 2 Mohammed has Science. They have been taking part in an experiment where they have to plot a graph. He finds this easy as he has done similar things in Maths and Geography so he can use the skills that he has developed in those lessons to be successful in Science. At break time Mohammed is excited to go to the PE department and check the team sheet for the school basketball game. He trains regularly and is hoping to be selected again for the Coventry Cup final match that is in a weeks’ time.

Mohammed makes his way to his English lesson at the end of break. English is a subject that Mohammed finds tough but he is working hard and his teacher informs him regularly that he is making good progress. He has English 5 times a week with the same teacher. He feels well supported and gets lots of quality time with his class teacher looking at ways in which he can improve. He is always awarded PRIDE points in this lesson and this makes him even more determined to do better. He is hoping to be nominated for an award in English in the next celebration assembly which is coming up at the end of the term.

At lunch time Mohammed gets his lunch from the school canteen and heads towards the library. He needs to renew his reading book and is excited to see what new titles the student council have selected for other students to read. He looks for a fictional book to read as he knows he is moving on to creative writing in English and wants to get a head start on ideas. He also wants to make a start on his homework that he received in his RE lesson yesterday. He is working on a debate and will have to present his views on euthanasia to his class next week using his oracy skills. The library has computers for him to use and he saves his work on a memory stick that he got from the PRIDE shop 2 weeks ago.

After lunch Mohammed has a Spanish lesson. He is learning the names of types of foods and enjoys learning a new language. He knows that there will be an opportunity to go to Spain during the Inspire week so he wants to make sure he learns as much Spanish as possible so he can practice it if he is given the chance to go to Spain.

His final lesson of the day is Maths. Mohammed is determined to show excellence in this subject as he is hoping to be an engineer when he leaves school, and so he attends Maths intervention after school once a week to help him prepare for his trial exams. He knows how important Maths and Physics are for engineers as he recently shadowed an engineer at Jaguar Land Rover. He has also been talking to the Careers Advisor in school to find out the routes he can take and the grades he will need to become an engineer.

Communication skills End points

Vocabulary Application (within Reading, Writing and Oracy)

 

Reading for purpose Writing for purpose Oracy (exploratory and with purpose)
Students are encouraged to use a range of Tier 2 vocabulary choices within their written work and verbal responses. Students can express themselves in an engaging manner, responding to the views of others and formulating their own, whilst using Tier 2 and 3 vocabulary. Students know a range of reading strategies and approaches and can select which ones to use in different contexts. They use these independently in order to demonstrate progress. Students embed the writing strategies routinely, matching their writing accurately to audience, form and purpose. They independently know how to approach their written task and as a result their writing is Specific, Precise, Clear and Concise. Students use punctuation with accuracy and for effect.

Students are able to engage in exploratory talk, considering and responding to the views of others and formulating their own whilst using Tier 2 and 3 vocabulary.

 

 

Year 9 Careers

Area of focus Outcome statement Universal offer Targeted offer

Choices and post-16 pathways 

 

 

Students select a curriculum that is reflective of their abilities and aligns with their Higher Education or career aspirations.

-PRIDE values and learning habits promoted by all

-Start – Online Careers Tool

-Labour Market Information (LMI) – Extended Assembly 

-Careers and Pathways talk at KS4 option information evening for students and parents

-Careers lesson during national Careers Week

Annual Careers and Pathways Fair

 

Focus programme for disadvantaged students

OPUS – Employer Engagement for SEND Students

Business Class visits, talks, enterprise challenges and mentoring provided by JLR and BitC

Subject specific employer visits

Subject specific visits to universities and conferences

University Summer Schools (Years 10 and 12

Appendix D Key Stage 4

A day in the life…Key Stage 4

Matthew arrives at school early for his Breakfast Club discussing the latest book on his reading list from Sociology. His tutor is also his Spanish teacher, so when they have discussed their bespoke intervention timetable for the week, the amount of PRIDE points they now have, and their weekly attendance figure, they complete some Spanish revision. Matthew knows he needs to focus on Spanish: he discussed this with his Mentor on PRIDE Showcase Day whereby they set learning goals and updated his Revision Timetable to reflect his current strengths and areas for development.

Matthew makes his way to History and English Language. He notices the links between these subjects and how his teachers use the same strategies to help him read the wide range of sources he needs to be successful. He too uses these approaches when he helps the year 9 students to read once a week at Tutor time. Matthew enjoys the debates his History teacher plans for him. He knows that the ability to communicate effectively and to be able to structure a debate are really important as, after Post-16 Select, he wants to study Law at Bristol University. His dream of being a lawyer began when he first joined Barr’s Hill School and he was praised by his Religious Education teacher for being able to present complex ideas clearly and see situations from different perspectives. Last week, he refined his public speaking skills further when leading the Year 7 Debate Club: the visiting speaker was impressed by Matthew’s use of impressive, academic vocabulary.

At break time, Matthew supports the Student Leadership Team and joins their weekly meeting. This week’s agenda is about the organisation of the School Prom, and an anti-bullying campaign they are running together with the school’s safeguarding leads. The bell then goes for his next lesson – Science. Matthew knows that, like Spanish, he needs to prioritise Science as he finds it slightly harder than his other subjects due to the vast content he has to learn and remember. He has a really helpful teacher who ensures Matthew understands exactly what he needs to revise and how best to revise for each topic. Luckily, Matthew has been identified as someone who would benefit from small group intervention with 4 of his peers, working on the areas they misunderstood in the last topic test. In his Christmas celebration assembly, he received an award from the Hub for having 100% attendance to his intervention sessions.

Matthew makes his way to his final two lessons – a double of his BTEC Business. He enjoys the independence of this subject and is really proud of the project he has been working on as part of his coursework this term as he was able to combine his career aspirations to this project.

After school he heads to the sports hall to cheer on his friends in the KS4 Basketball Team: they have got to the finals of the Coventry School Championships. After a Barr’s Hill victory, Matthew and his friends make their way home, but not before helping Sir tidy the equipment away. When home, his hard work hasn’t yet ended. He works on Maths equations with his friends: they have been asked to practise them before their next lesson so they arrive prepared. Finally, he reflects on his day and is proud of his approach to his learning. He falls asleep considering the next debate topic he wants to prepare for his Year 7 Debate Team: does your socioeconomic background influence your life chances?

Communication skills End points

Vocabulary (ambitious use with writing and Oracy) Subject specific writing Reading widely Oracy (competitive edge)
Students’ vocabulary use (Tier 2 and 3) is engaging and ambitious and is appropriate to the task at hand – both written work and verbally. Students can apply the writing approaches confidently and adeptly, knowing how to write successfully in each subject and therefore differentiating accordingly. Students apply the reading strategies and approaches and accurately select which ones to use in different contexts. They apply these to the texts provided in faculty reading lists. They are aware of the importance of accessing a wide range of reading materials, in different forms, and this is guided by faculties. Students are aware that their oracy skills will give them the competitive edge to outperform their peers nationally. Students have the opportunities to become confident speakers who can adapt their talk to suit a range of audiences and purposes. They use this to express themselves clearly, problem solve and demonstrate their expertise, therefore applying their Tier 2 and 3 vocabulary. Students are beginning to effectively articulate viewpoints which are opposing to their own.

 

Key Stage 4 Careers

Area of focus Outcome statement Universal offer Targeted offer

Competitive Edge

Choices and post-18 pathways

 

 

Students are prepared for the process of applying for their post-16 pathway and understand what skills, personal qualities and values employers’ desire.

Students select a curriculum that is reflective of their abilities and aligns with their Higher Education or career aspirations.

–       PRIDE values and learning habits promoted by all

–       Start – Online Careers Tool

–       1-2-1 guidance conversations with trained careers advisor

–       PRIDE speech themed around aspiration

–       Meet the Professionals day

–       Careers lesson during national Careers Week

Year 11:

-CV writing workshops followed by 1-2-1 interviews and feedback from employer 

Post-18 pathways talk delivered at Post 16 Select option information evening for students and parents

-Careers lesson during national Careers Week

-Annual Careers and Pathways Fair

Results day support and guidance conversations

Annual Careers and Pathways Fair

Focus programme for disadvantaged students

OPUS – Employer Engagement for SEND Students

Business Class visits, talks, enterprise challenges and mentoring provided by JLR and BitC

Subject specific employer visits

Subject specific visits to universities and conferences

University Summer Schools (Years 10 and 12

 

Appendix E Post 16

A day in the life…Post 16

It’s Monday morning and Ravneet arrives to school early to read through her lesson preparation for the day, which she did carefully over the weekend by applying the reading strategies she learned when first joining year 12. Her teachers expect her to be well prepared for lessons and she sees the benefit of this, so does it diligently.  She has spent time this weekend being inspired by the text she is reading in English and because of this, has gone beyond what she was asked to do by her teacher and has found an article on one of the main themes within the book. She has brought this in today to share and discuss in class. As usual, Ravneet is well prepared for the day with her folder organised by subject and then by topic so she can easily refer to her previous learning in her lessons. As her English classmates arrive, she begins to tell them all about the article and shares her excitement for the text. This inspires them too and her peers decide they are going to use their first study period to find an article to add to the class discussion Ravneet will be instigating.

The bell rings and Ravneet makes her way to her Tutor group. As she arrives, she gets her planner out and is fully prepared to explain to her tutor what she has spent her time on since they last met. She’s excited about tutor time this morning as they are discussing current affairs and it’s her turn to lead the discussion. She has found a really interesting article on the psychology behind Brexit voting and she thinks it’s going to provoke some deep, yet respectful, debate about this highly relevant political situation. Plus, she gets to draw on what she has learnt in psychology and apply the knowledge she has gained. She feels motivated by her Tutor time and as the bell goes, she moves into the P16 Study Space ready to continue her self-directed learning time.

Lesson one begins and Ravneet has already decided how she is going to use her time. She has completed her lesson preparation for Psychology but still needs to complete her spaced revision activities so that she remembers all that she is learning. She pops to the library, grabs some books on Schizophrenia, finds her study group and, using the whiteboards in the Study Space, they begin to create a mind map of all the key knowledge they need to know for the Schizophrenia topic. They use mini whiteboards to write effective evaluation paragraphs of each sub-topic by using the writing structures they have learnt in class. Then they assess and improve each other’s writing, ensuring each of them has used ambitious and appropriate vocabulary to explain their points. By the end of the hour, they all feel much more confident about the topic and have developed their subject-specific skills. The bell goes and it’s off to lesson 2 – English!

Ravneet arrives to English ready to learn and immediately gets out all she needs for her lesson. She is excited about all she is going to discover about ‘The Great Gatsby’ today. Ravneet knows her target grade, her current predicted grade and what she needs to do to improve. However, Ravneet is ambitious, determined and driven by her desire to study English Literature and Psychology at the University of Cambridge next year so, she is aiming higher. The teacher begins the lesson with a class discussion about their lesson preparation and is thrilled to see the wider reading that Ravneet has done. Ravneet asks to share her article and is invited to lead a discussion on how it can be applied to the text and the key linguistic concepts they are learning.

Once English has finished, it’s lunchtime and Ravneet has to eat ‘on the go’ today. As Student Principal, she has organised a meeting with the Student Leadership Team to finalise their plans for the next social action project – gardening for the elderly care home around the corner from school. She’s presenting a great idea today as she wants to organise a group from The Bridge to come with them and keep the elderly people company while the others work on the gardens. She thinks it will be great for the students to spend some time reading out loud to the residents.

After lunch, Ravneet attends a tutorial she has booked with her History teacher who has agreed to support her in developing extended writing techniques so that she can secure her A*. Ravneet loves History and is inspired by how significant this subject is in developing her own contribution to the world around her. In her final lesson, Ravneet is helping her English teacher with a year 11 intervention lesson. There is one particular student she has been working with and Ravneet is desperate to help her achieve, particularly as she has a really difficult home life. Ravneet has seen her progress in her learning over time and she is so thankful to have the opportunity to ‘Give Back’ to a school that has helped her succeed. As her mentee finishes her last sentence, the bell goes and it’s time to go home. Ravneet can’t wait until she is able to teach full time; she has wanted to be a secondary school teacher for many years now.

As Ravneet walks home she is thinking over all she has planned to do this evening. After meeting with the Access Champion at school last week and her mentor (a trainee teacher who has just graduated from the University of Cambridge), she is determined to complete an excellent first draft of her UCAS personal statement using OSCAR, ensuring she communicates who she is using the right writing strategies for university applications. Also, she needs to draft an email and a letter to a member of the Barr’s Hill Alumni who works at a publishing company called Nine Arches Press in Rugby about completing a work experience placement there. Ravneet knows that completing a work experience placement at such a prestigious company will set her apart from all the others who apply to read English Literature and Psychology at the University of Cambridge and she doesn’t want anything to stop her from achieving her dreams.

Communication skills End points

Academic and Professional Vocabulary (within writing and Oracy)

 

Reading academically Subject specific and professional writing

Oracy

 Academic and professional

Students’ vocabulary use is ambitious and appropriate to the task at hand, allowing students to showcase their expertise. Students apply the reading strategies and approaches and accurately select which ones to use in different contexts. They apply these to the texts provided in faculty reading lists and actively seek opportunities for reading/opportunities which further their knowledge in avenues they are interested in. Students can apply the writing approaches confidently and independently, knowing how to write like an academic/subject specialist differentiating for each subject whilst adopting a critical tone. Students are able to confidently adapt their writing to different forms in a professional capacity. Students are confident speakers who can adapt their talk to suit a range of audiences and purposes. They use this to express themselves clearly, problem solve and present themselves in an academic and professional manner, therefore applying their Tier 2 and 3 vocabulary in order to compete nationally and showcase their expertise. Students can effectively articulate opposing viewpoints to their own.

 

Post 16 Careers

Area of focus Outcome statement Universal offer Targeted offer

Positive destinations and planning for future success

 

 

Students develop the skills and confidence to make realistic and informed decisions about their futures and are equipped to manage the transition into higher education, training or employment.

–               PRIDE values and learning habits promoted by all

Start – Online Careers Tool

-Oscar – Online University Application support tool

-Structured careers assemblies

-Visit to What Career Live? Convention at the NEC

-CV writing workshops with feedback from employer  

–               1 x university taster session per subject

-Compulsory work experience placement

-Annual Careers and Pathways Fair

Results day support and guidance conversations

Focus programme for disadvantaged students

OPUS – Employer Engagement for SEND Students

Business Class visits, talks, enterprise challenges and mentoring provided by JLR and BitC

Subject specific employer visits

Subject specific visits to universities and conferences

University Summer Schools (Years 10 and 12

University masterclasses (Year 12)