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THE 13-19 CURRICULUM

THE 13-19 CURRICULUM. Personalised Learning at SWCHS Welcome to the Year 8 Curriculum Evening Tuesday 16 January, 2018. Year 8 Curriculum Evening. Mrs Jane Watts Year 8 Achievement Coordinator. Year 8 Curriculum Evening. Mr Graham Oxborrow Director of Curriculum. Aims.

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THE 13-19 CURRICULUM

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  1. THE 13-19 CURRICULUM Personalised Learning at SWCHS Welcome to the Year 8 Curriculum Evening Tuesday 16 January, 2018

  2. Year 8 Curriculum Evening Mrs Jane Watts Year 8 Achievement Coordinator

  3. Year 8 Curriculum Evening Mr Graham Oxborrow Director of Curriculum

  4. Aims • To outline key national developments that have influenced the curriculum at SWCHS • To outline the structure of the Key Stage Four curriculum for Years 9 to 11 • To introduce the options courses available and the four ‘Learning Pathways’ • To summarise key dates within the options process

  5. National Context Key Stage 4: Introduction over 3 years of ‘linear’, harder GCSE courses Additional content in most subjects, notably Maths (+30%) New grading structure: A*-G replaced by 9 (top) to 1 (lowest) ; top grade 9 is harder to achieve than A*!

  6. National Context Key Stage 4: Students must continue in education or training up to age 18, and to continue study of English and/or Maths if they do not attain a ‘4’ in Year 11 Practical skills-based courses egBtecs include examination component and are harder

  7. National Context Key Stage 3: New, less prescriptive National Curriculum Some new demands eg computing, cooking! Key Stage 5: Progressive introduction of linear A Levels ‘Stand alone’ AS Levels Withdrawal of some ‘duplicating’ courses Post-16 funding cuts

  8. National Context Key Stage 4: A time of unprecedented change Rightly or wrongly, the net effect of government policy is to drive schools towards a more traditional, academic curriculum. Year 8 is third cohort through all ‘reformed’ courses - lessons have been learned!

  9. Personalised Learning KS4 courses consist of CORE and PERSONALISED elements: Post-2015 Core: Taught Periods • English and English Literature 7 • Maths 7 • Science 10 (9 in Year 9) • PE 3 (4 in Year 9) • RPE3 Personalised Learning Pathway 20 Total 50

  10. Personalised Learningin the Core In Science: • ‘Triple Science’ sets will work towards completing 3 GCSEs in separate sciences (Biology, Chemistry, Physics) in Year 11 • Most other students will start a course working towards GCSE Combined Science – the equivalent of 2 GCSEs in Science covering content in Biology, Chemistry and Physics

  11. Personalised Learning Subjects available to personalise learning: • Expressive Arts:Art; Art 3D Design; Drama; Music • Humanities:Geography; History • Languages:French; German; Spanish; Latin (if course started in Y8)

  12. Personalised Learning Subjects available outside the core (Technology): • Engineering or ‘Metals’ • Food • Graphics • ‘Timbers’ (‘Resistant Materials’) • Textiles Some combinations of Technology and Art subjects are not allowed

  13. Personalised Learning Subjects available outside the core: • Vocational and Computing:CiDA; Computer Science; Business; Applied Health & Social Care • Physical Education:PE; Dance

  14. Personalised Learning Personalised Learning is offered as a choice of 4 ‘Learning Pathways’, each worth the equivalent of at least 4 GCSEs and taught in 20 periods of time. Students choose from: • Pathway 1 = 1 GCSE from each of Expressive Arts, Humanities, Languages and Technology

  15. Personalised Learning Personalised Learning is offered as a choice of 4 ‘Learning Pathways’, each worth the equivalent of at least 4 GCSEs and taught in 20 periods of time. Students choose from: • Pathway 2 = 2 Expressive Arts or 2 Humanities or 2 Languages (including Latin) or 2 Technologies (where allowed), plus 2 from two areas not chosen as specialism

  16. Personalised Learning Personalised Learning is presented as a choice of 4 ‘learning pathways’, each worth the equivalent of at least 4 GCSEs and taught in 20 periods of time. Students choose from: • Pathway 3 = 1 from Business or Dance or Health & Social Care or CiDA or Computing or PE, plus 3 from Expressive Arts, Humanities, Languages or Technology (one from each of three Areas is encouraged but two from one Area might be possible)

  17. Personalised Learning Personalised Learning is presented as a choice of 4 ‘learning pathways’, each worth the equivalent of at least 4 GCSEs and taught in 20 periods of time. Students choose from: • Pathway 4 = 2 from Business or Dance or Health & Social Care or CiDA or Computing or PE, plus 2 from Expressive Arts, Humanities, Languages or Technology (but not two from any one area)

  18. Personalised Learning • There are some additional constraints on combinations of Technology and Art courses – please read the Options Booklet carefully when published

  19. Personalised Learning • The idea is to maintain breadth and balance • Nationally and locally, schools are moving to a more academic curriculum; at SWCHS we will therefore require students to opt for at least one English Baccalaureate subject within their four options subjects

  20. The English Baccalaureate • At present is a performance measure not a qualification • Students must achieve 5+ passes in Maths, English Language, two Sciences (can include Computer Science), History or Geography, and a Language • Uncertainty about attitude of (top) universities See briefing sheet for more information

  21. The English Baccalaureate • Students will therefore need to opt for at least one from: • Computer Science • French • Geography • German • History • Latin • Spanish

  22. Who will fly Easyjet’s aircraft?

  23. What Can We Do? A National Issue! • See beyond gender stereotypes – there are great careers out there for boys and girls • Follow your passions and interests – don’t be put off by others! • Find out what qualifications different careers need • Choose the right qualifications at GCSE and A level Easyjet pilot working With Year 8 girls last year

  24. Who is this and what is her job? “Is this Britain's most successful female engineer?” (Daily Telegraph)

  25. Who is this and what is her job? AilieMacAdam: a former student at SWCHS!

  26. Year 8 Curriculum Evening Mrs Jane Watts Year 8 Achievement Coordinator

  27. Guidance All students will understand how their choices: • Fit into a balanced and coherent personalised curriculum. • Have consequences for future study and career. Avoid gender bias! • Are based on accurate information on progress and motivation. • Should be based on their own personal strengths rather than those of their friends or the desire to have their current teacher.

  28. Guidance • Y8 Curriculum Evening: 16th January. • Y8 Progress Check 2: published mid-February • Specific subject queries about student progress should be raised at Parents’ Eveningsor directed to subject teachers via email or phone call. • More general queries should be directed to the form tutor in the first instance. In some instances, parents can request to join the scheduled tutorial by emailing the tutor. NB: tutors will not be able to answer subject specific questions. • Options Booklets will be given out after the Options Assembly: 19th February.

  29. Key Dates • Year 8 options assembly: 19February (Options Booklet issued) • Year 8 Progress Check: February • Year 8S Parents’ Evening: 8 March • Year 8W Parents’ Evening:15 March • Senior staff will be available for further queries on options during those evenings • Option forms submitted: 21 March

  30. Guidance • Further support is offered by Jwatts@swchs.net or Aosborne@swchs.net • An appointment can be made with Mrs Revellfor specific career information. Please make requests through Mr Osborne on Aosborne@swchs.net • Queries regarding the structure of options choices should be made with Mr Oxborrow on Goxborrow@swchs.net

  31. Y8 Spring Progress Check (mid-February) Learner Score Improvement Codes Comment on progress Where student is in relation to end of Year 8 SWCHS expectations

  32. Comments on Progress Is about students’ progress from their individual starting points in each subject: excellent progress good progress or some concerns about progress serious concerns about progress If there are concerns, the Learner Score & Improvement codes should indicate why. If there are concerns, there may be underperformance at GCSE.

  33. End of Year 8 Expectations Where a student is in relation to ‘SWCHS end of Y8 expectations’in each subject and how well prepared they are for GCSE ‘On track to be …. by the end of the year’: ‘Well above’ ‘Above’ ‘Meeting’ ‘Working towards’ A student ‘meeting’ expectations indicates that, if they continue to make good progress, they are likely to go on to achieve a Grade 5 at GCSEin this subject at the end of Y11.

  34. An Example Making more progress in History than Geography Making more progress in French than German Highest attainment in Technology

  35. Higher attainment (and better progress) in History than Geography Higher attainment in French than German but better progress (and Learner Score) in German

  36. THE 13-19 CURRICULUM Contacts Goxborrow@swchs.net Jwatts@swchs.net Aosborne@swchs.net

  37. THE 13-19 CURRICULUM Personalised Learning at SWCHS The Year 8 Curriculum Evening Tuesday 16 January, 2018

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