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St Benedict’s Sixth Form

St Benedict’s Sixth Form. The Curriculum. St Benedict’s Catholic High School. Sixth Form Curriculum Offer 2011 – 13 2012 – 14 Present Year 10 Present Year 9. Number of Students. Projected numbers of students 2011 – 2014: 2011 - 80 students Year 12 only

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St Benedict’s Sixth Form

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  1. St Benedict’s Sixth Form The Curriculum

  2. St Benedict’s Catholic High School Sixth Form Curriculum Offer 2011 – 13 2012 – 14 Present Year 10 Present Year 9

  3. Number of Students Projected numbers of students 2011 – 2014: 2011 - 80 students Year 12 only 2012 - 140 students First year with Years 12 & 13 2013 - 180 students Second year with Years 12 & 13 2014 - 200 students Maximum number of students

  4. Our Original Vision…….. • Little changed from the original vision of the proposals put forward in 2008 • Now greater clarity in the actual range of courses and the delivery models

  5. Diploma Based Learning 14 -19 IT, Humanities 2011, Science 2011, Construction Collaborative Post-16 Provision AS/A2 – IT, Spanish, Law, PE, Sociology, Forensic Science INTERNATIONAL BACCALAUREATE Post-16 Provision Foundation Levels 1 & 2 V.GCSE post 16, IT Skills, Functionality (Eng, Maths, Sc) NEETS CORE EBP IAG Community Based Courses Day Twilight Evening Community Xtend Community/Adult Range of courses Range of courses For NEETS, OAPs IT, Languages, ESOL Numeracy, Literacy Vocational Based Qualifications Levels 1-3 Apprenticeships Skills Centre – flexible - Construction, Engineering, Hair & Beauty Build: 8-10 tutor rooms, IT suite, IAG suite, common room, EBP centre, Skills Centre, 1 artificial pitch, learning resource centre, conference room, staff room, offices x 6

  6. Five main elements within our provision: • Truly comprehensive – meeting the needs of a variety of learners within our community – academic and vocational • Increases diversity, choice and opportunity • Coherent programme with built-in progression routes • Conforms with our second specialism of Applied Learning and the additional funding and expectations that brings • Takes place within a Catholic / Christian context

  7. COREPROVISION IBCC (Careers Related Certificate) 10 – 15 Students I B Diploma 40-60 Students IB: Two segments of IB + New IB Core + Applied & Vocational Based Courses. Across 6 Areas: English Maths Range of options MFL Humanities within each area Arts Sciences of the IB + Core EE TOK CAS + RE +PE Possible links with Level 3 ICT Diploma and other Diploma courses + Level 3 BTECs + experience of work & work skills +RE +PE St. Benedict’s Post-16 Provision ICT Diploma ELEVATE COURSE 15 – 20 Students 10 – 15 Students Level 3 Qualification Links to IBCC St Benedict’s based and with AS/A Levels at other institutions for Additional Specialist Learning + Extended Project AS level. Equivalent to 3.5 A levels +RE +PE ENGAGINGLEARNING EMBRACINGVOCATIONALASPIRATIONS TRANSFORMINGEXPECTATIONS One year course Level 2 qualifications – non GCSE courses in English Maths & ICT with functionality. Giving access for students to 5+ Level 2 qualifications to enable them to move up to Level 3 qualifications. Core: English Maths ICT with functional English, Maths, IT. Options 1 or 2 - work skills/academic based courses. The project Level 2. Experience of work opportunities +RE+PE 5 – 10 Students FOUNDATION COURSES Entry Level → Level 1 → Level 2 Personalised courses related to specific need. Work skills and vocationally based with experience of work.

  8. St Benedict’s Catholic High School • At the centre of our offer is the International Baccalaureate Diploma (IB or DP or IBDP) • Built around the Hexagon based curriculum of the IB – 6 areas of learning with a central core: Extended Essay, Theory of Knowledge and (ToK) Creativity, Action, Service (CAS) • Our present offer is built on the premise that 40 students will start the IB in September 2011 (if it is more we can make adjustments)

  9. The IB Hexagon

  10. 3 SL + HL 3 3 HL + SL HL + SL 2 ENGLISH 1 3 INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY GEOGRAPHY FRENCH ITALIAN (Ab Initio) Group 1 Language (English A1) Group 2 Language B Group 3 Individuals andSocieties HL + SL 2 1 SPANISH HISTORY 3 Extended Essay Theory of Knowledge Creativity, Action, Service SL + HL HL + SL Group 4 Experimental Sciences Group 5 Mathematics 1 BIOLOGY + 2 hours PE + 1 hour RE MATHEMATICAL STUDIES 1 Group 6 Visual Arts SL + HL SL PHYSICS MATHEMATICS 2 ENVIRONMENTAL SYSTEMS 3 SL HL SL + HL 1 2 3 ELECTIVES 2 3 FILM STUDIES HL + SL MUSIC HL + SL VISUAL ARTS HL + SL 3 SL 3 Chemistry HL&SL (4) Spanish Group 2 (5) 7 Further Maths SL (6) ICT Group 3 (7)

  11. The Hexagon - GROUP 1 3 HL + SL ENGLISH Group 1 Language (English)

  12. The Hexagon - GROUP 2 SL + HL 3 FRENCH 2 ITALIAN (Ab Initio) 3 Group 2 Language A2 SPANISH SL + HL 1

  13. The Hexagon - GROUP 3 HL SL GEOGRAPHY INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY Group 3 Individuals and Societies HL SL HISTORY HL SL

  14. The Hexagon - GROUP 4 BIOLOGY Group 4 Experimental Sciences SL + HL PHYSICS SL + HL ENVIRONMENTAL SYSTEMS SL

  15. The Hexagon - GROUP 5 MATHEMATICAL STUDIES Group 5 Mathematics SL MATHEMATICS HL SL

  16. The Hexagon - GROUP 6 Group 6 Visual Arts FILM STUDIES HL + SL ELECTIVES MUSIC HL + SL VISUAL ARTS HL + SL Chemistry Group 4 Spanish Group 2 Further Maths Group 5 ICT Group 3

  17. The Strength of the Curriculum • The ‘Hexagon’ • Allows continued breadth of study • Students have wider options for university • Grades are criterion-referenced • Holistic approach • Addresses ‘the physical, social, moral, aesthetic and spiritual aspects of human development’ through CAS, TOK and the Extended Essay

  18. IB Diploma Programme – Key Points • Internationally accepted qualification taught across the world (currently 2093 schools authorised, 215 in the UK) • University entrance level examination • Broad, balanced curriculum. Ideal compromise between specialisation and breadth • Theory of Knowledge. Helping students to learn how they learn • Extended Essay • Creativity, Action and Service. Educating the whole person • Encouraging students to appreciate other cultures and attitudes, and to be informed, tolerant and willing to communicate with others

  19. Higher or Standard level? • 3 subjects at Higher, 3 at Standard • Higher Level is broadly similar in standard to A2 • Standard level is rated at 2/3 of A2 by UCAS • Higher level required to be taught for 240 hours, Standard level for 150 hours

  20. IB Points • Each subject HL or SL is graded on a 1 to 7 scale • Total points from 6 subjects is 42 • TOK & the Extended Essay provide 3 more points • 24 points necessary to pass – rates a level 4 as a pass (minimum 12 points in Highers) • The maximum of 45 points was achieved by 64 students in May 2005 (out of a total of 27,000 candidates worldwide)

  21. Examples of Diploma Programmes • Science Specialist Highers Biology Chemistry Mathematics Standards IT in a Global Society English French

  22. Examples of Diploma Programmes • Humanities Specialist Highers English Geography History Standards Mathematics Biology Italian

  23. Examples of Diploma Programmes • Language Specialist Highers English French Spanish Standards Mathematics Biology History

  24. Examples of Diploma Programmes ‘All Rounder’ Highers Mathematics English Chemistry Standards Spanish Music IT in a Global Society

  25. Useful Websites • www.ibo.org/diploma/curriculum/core/ • www.ibsca.org • Barton Court Grammar School: www.bartoncourt.org • Cleeve School:www.cleeveschool.net • Notre Dame High School: www.ndhs.org.uk • Slough Grammar School: www.sloughgrammar.berks.sch.uk • St Mary’s College 6th Form College: www.stmarysblackburn.ac.uk

  26. International Baccalaureate Career-Related Certificate - IBCC • New post-16 qualification. Presently piloted – mainstream 2011 • Presently in the process of authorisation alongside the IB Diploma programme • Has the rigour of the IB academically but allows for ‘skills development for the workplace’ • Specially designed IBCC course recognising IB values and the needs of vocational students

  27. IBCC • Two IB components from the 6 areas of the Hexagon taken at either Higher or Standard level (or Ab initio for the language) • The core elements • A reflective project • Community Service • Approaches to Learning • Programme allows for additional learning to take place possibly with the career aspirations of the student ie. 14-19 Advanced Diploma in IT (Level 3)

  28. IBCC Hexagon Component 1 • A reflective project • Community Service • Approaches to learning Work Experience . Hexagon Component 2 Additional specialist learning RE PE

  29. ELEVATE Course – 1 Year Extending Learning Embracing Vocational Aspirations Transforming Expectations • Level 2 in English, Maths and ICT with Functional skills in each area (equivalent 4.5 GCSEs A* - C) • The Project (Level 2) – a research/skills based programme (equivalent 0.5 GCSE A* - C)

  30. ELEVATE Course – Options • Work Skills programme BTec based or • 1 or 2 GCSEs or • Experience of work placements built into the programme if required PLUS RE and PE courses = Total 6 or 7 Level 2 qualifications

  31. Foundations Courses • Specialised and personalised to meet the needs of students with special needs who are more suited to a secure and positive school environment • Range of Entry Level / Level 1-2 courses to meet individual needs and requirements with strong emphasis on personal learning, thinking and work-based skills PLUS vocational opportunities • Teacher directed and taught with Teacher Assistant support

  32. 14-19 Diploma – Level 3 Advanced Diploma in IT (3 diplomas – be careful!) • Equivalent to 3.5 A Levels (Level 3 qualification) • Principle learning in IT plus Extended Project (Level 3) • Additional Specialist Learning – Links with IBCC • AS/A Level collaboration with other institutions • Work experience opportunities + RE and PE

  33. Truly Comprehensive Programme • Strongly academic and provides opportunities for more vocationally based learning across full spectrum of abilities • Outstanding in KS3 and KS4 - the same in KS5 • A coherent programme with strong progression links across the 14-19 age range • Increasing diversity and choice allowing all pupils opportunity to succeed • Outward looking and working collaboratively with other institutions allowing for pupils needs to be met

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