Curriculum

CurricilumCurriculum Provision Statement 2019

At Campion School we are committed to ensuring students receive the best educational opportunities that are possible.  We have regularly reviewed the focus of our curriculum and have consulted with interested stakeholders.

In 2019 Campion School’s Vision was reframed to “Creating Brilliant Futures” through the adoption of the ACE values:

Achievement- All students and staff will be challenged and supported to achieve their ambitious targets. They will have wide ranging opportunities to develop the skills, independence and attributes they need to be great global citizens.

Character-Our students and staff will show: Grit, Curiosity, Self-control, Social intelligence, Zest, Optimism and Gratitude in all they do.

Excellence- All students and staff will strive for excellence in all aspects of school life including:

Brilliant teaching and learning

Outstanding pastoral care.

Our curriculum encompasses what is taught as knowledge and skills but also includes our intentions for our students in terms of their personal development and aspirations.

Campion’ Curriculum Intent- Our Mission

Through our curriculum we will deliver our mission. This was adopted by the whole school community in 2019. We will have;

“High expectations of each other and excellent learning experiences delivered in a caring environment where all are challenged to stretch their boundaries and achieve more than they thought possible.” Achieving this, students will have “Brilliant futures”.

We will endeavour to overcome barriers for students with disadvantages, including background or disability. We recognise the need to drive aspiration for all students regardless of ability and provide the opportunities for them to succeed.

The School will strive to build a broad knowledge rich curriculum that includes the skills that are necessary to be educated citizens. Although the focus is on knowledge, the school recognises that knowledge includes;

  • Facts that are expected understanding of our World and its history
  • Conceptual understanding, including reasoning, morality and appreciation of spirituality
  • Application of physical and mental skills including literacy and numeracy
  • Creativity and enterprise.

The development of this knowledge will be sequenced through appropriate planning of learning opportunities. The breadth of opportunities ensures that all are exposed to core knowledge throughout their time at school through either timetabled lessons and/or wider school opportunities.

The ACE Values will ensure that Personal Development is a priority for all. In the development of future citizens we will as a school strive to meet Ofsted’s stated aims (2019) of

  • “Developing responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults
  • developing and deepening pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law and mutual respect and tolerance “

 

CurricilumCampion’s Curriculum - Implementation

As a maintained school, Campion will deliver the National Curriculum.  The School has chosen to focus on a knowledge rich curriculum and although this is taught through separate subjects, planning and mapping will ensure learning is sequenced so that a holistic understanding is gained.

The school annually reviews the curriculum and changes to examination courses to ensure they best meet the needs of students and enable appropriate recognised accreditation. The curriculum is planned in a way that ensures individuals, in terms of their own personal goals, are supported to achieve to their potential through appropriate models of delivery. This has included the review of the setting policy and specialism provision. Students will be set in some subjects by their target grades which are aspirational.  In addition, prior attainment is taken into account and at Key Stage 3 (KS3), differentiated provision is provided to enable catch up of core skills of literacy and numeracy to improve English and Maths attainment, but still enables students to access their entitlement to a “ broad and balanced” curriculum. Where students fall behind, appropriate intervention is put in place to enable them to catch up and pastoral support is put in place to overcome barriers to achievement.

In order to support the learning of all students, there is a common approach to lesson structure and assessment. Differentiated provision in lessons is provided by “Support”, “Strengthen” and “Development” tasks. Teachers will assess progress within lessons giving feedback through a variety of methods. Assessment tasks also build in opportunities to test recall of previous learning, to ensure it is embedded.

The development of literacy (including speaking) and numeracy will be highlighted in all teaching areas. Students will be encouraged to read for understanding. This will be built into all lessons and it will be obvious from displays throughout the school that these skills are integral to success in all curriculum areas as well as preparation for adult life as an informed, capable citizen.

Conduct of all members of the school community will instil British values. Students will explore and develop appropriate behaviours through the curriculum and through the conduct of others they will learn what is expected of them.

Key Aspects of Provision – Framework

Key Stage 3 (KS3) 7-9

In addition to the National Curriculum, students will also be taught Drama as a discrete subject. Technology and Art and Design will include coverage of Electronics, Food Technology, Graphics, Textiles and Resistant Materials. Student will study these in rotations.

As a result of previous academic success and noted increased motivation, Y9 will act as a transition Year between KS3 and KS4. Students will continue to study Foundation subjects, although there will be some choice in arts and technology subjects.  Further opportunities to participate in arts and technology subjects are available beyond timetabled lessons and will be facilitated through STEM and House extra curricular activities.

All students will study a Modern Foreign Language until the end of Year 9. Students have an above average time allocation for languages. There are three languages delivered in KS3. Consideration of past and on-going achievement of less able students has resulted in the introduction of a Foundation programme to enable increased time for literacy and numeracy development. This affects the time given to languages but does not prohibit language learning.

Setting is in place in to support learning in Maths, English, Science and Humanities subjects. This is based on targets rather than attainment to ensure aspiration is maintained. The mixed ability teaching in other subjects is recognised as a strength to develop wider personal development and social cohesion.  

Allocation of lessons- we run a two week timetable. The time allocations vary slightly for students requiring extra literacy and numeracy.

Year 7 and 8

Subjects

Time allocation per fortnight

English

7

Geography

3

History

3

RS

3

Languages

 

5 (reduced if extra literacy and numeracy needed)

Maths

7

Science

6

Computing/ICT

2

Drama

2

Art

2

Music

2

Technology

4

PE

4

PSHE

70 minutes

 

 Year 9

Subjects

Time allocation per fortnight

English

8

Geography

3

History

3

RS

2

Languages

Spanish German and French run

4

Science

7

Maths

8

Computing/ICT

2

Art/ Design tech/ Food Drama/ Hair and beauty/Music

4

PE

4

Early entry KS4 course

Subjects offered: Art, Engineering, Computing, RS, Business Enterprise,

Sports Science

Health and Social care

5

PSHE

70 minutes

KS4

The core provision in KS4 includes Maths, English (including Literature), double award science course (or separate science), and Religious Education, PE and PSHE.  Religious Education is delivered as core curriculum in Years 10 and 11, with the intention that the majority will undertake an accredited course in this subject in Year 11. There is an expectation that all students (unless SEND and unable to access course satisfactorily- see below) will study either a Modern Foreign language or Humanities subject (EBAcc) to the end of KS4. Consideration of the ambition to be entered for the full  EBacc (studying a foreign language and a humanities subject as well as Maths, English and Science GCSEs) is ongoing but will include what is best for the needs of students. Students and parents are informed of the positive impact of this subject combination and the doors this curriculum route opens.

In Year 9 students opt for one KS4 early entry course. The ability to choose subjects improves motivation. This course will be completed by the end of Year 10.  Some teaching of KS4 content will take place in Year 9 in core subjects and in Humanities courses. This enables students to build knowledge and then revisit it to improve understanding in Year 11.

Students are able to choose further subjects to start studying in Year 10. From 2020 upon completion of their early entry qualification, students will be able to top up qualifications including separate science qualifications. Support is offered to the least able students through extra literacy and numeracy in KS4.

A range of technical courses is offered on site. Engineering and Hair and Beauty courses are currently offered on site. From 2019 the school will also be offering BTEC Sports Science and OCR Nationals in Health and Social Care and ICT.

Year 10 and 11

Subjects                            

Time allocation per fortnight

English

8

RS

2

Languages

Spanish German and French run

4

Science

9

Maths

8

PE

3

PSHE

70 minutes

 

 

Option blocks Y10 2020

 

Option A

Music, PE, Art, Food, Engineering, Textiles, Business OCR, History, Geography, Hair and Beauty

5

Option B

Geography, Design Tech, Film, French, Food, Health and social care, German, History, Spanish

5

Option C

Drama, Graphics, Health and Social care, Design Tech, Sports Science, Business, Geography, Computer Science

5

Option D

Triple science, Study support, Geography, History, French, Food, Hair, ICT OCR

5

 

 

Wider  education – Personal Social and Health Education (PSHE) Careers Education Independent Advice and Guidance (CEIAG) and  Social, Spiritual, Moral and Cultural aspects (SMSC)

The spiritual, moral, social and cultural development of students is fundamental to our ethos and values. All departments have a responsibility in ensuring this development through both the way they teach as well as the subject content chosen for learning. Departments are expected to highlight opportunities for development in their Schemes of Learning and Achievement (SoLA), that are in place for each year group, in every subject. The ACE Values also support personal development. These will also be highlighted in lessons and through ACE days.

PSHE is delivered through a timetabled session, delivered once a week, and through the daily tutor session . This programme includes aspects of E safety, health (including sex and drugs) education, financial management, careers education and social skills. The tutor system and House activities develop leadership and citizenship based entrepreneurial skills.

CEIAG (Careers Education, Independent Advice and Guidance) and wider employment skills are also developed through a series work related learning activities (WOW events) run with local employers. Independent guidance is provided through careers interviews that are provided for vulnerable students from Year 9 upwards, targeted disadvantaged students and all in Year 11 and for Post 16 students as requested. Students undertake work experience in Years 10 and 12.

In addition the school runs enrichment activities such as anti- bullying workshops. There are a wide variety of trips and visits run to support the curriculum including a residential for Year 7 to support social development and international visits. The school takes part in Young Enterprise and a thriving Duke of Edinburgh Awards Scheme.

Alternative Provision

Where an appropriate personalised curriculum cannot be provided in school (i.e. through reduced or changed options or SEND department), students are offered alternative provision that is sourced externally as appropriate. This includes Hospital and Outreach services, College placements and short term engagement projects. Online learning courses have also been offered where students have been unable to attend due to severe issues such as school phobia or medical needs, where all other avenues have been tried. Such provision is determined on an individual basis, following consultation between pastoral (including SENCO as appropriate) and academic staff.

Curricilum Campion’s Curriculum - Impact KS3 and KS4

The planning of lessons through a standardised approach, with the incorporation of ACE Values should drive ambition, leading to achievement and excellence in outcomes for all.

The planning of the KS3 curriculum is designed to foster interest and a desire to learn and sequentially build knowledge and skills that will then lead to an impact on outcomes at KS4. The staging of the KS3 to KS4 transition is designed to improve motivation Year 9 enables all to be successful.

The choice of courses has been designed to support achievement across a broad range of subjects. This includes both academic (GCSE) and high quality vocational qualifications. Consideration of the forms of assessment has taken place to ensure students can be successful. Most students will also take English Literature at the end of Year 10 which  enables focus on Language GCSE in Year 11 and will also ease the burden of assessment at the end of Key Stage 4, being mindful of mental health matters.  

The transition in Year 9 from KS3 to KS4 content in foundation subjects will enable to students to complete KS4 courses earlier. This will allow time for revision. With a knowledge rich curriculum, the embedding of knowledge is improved through appropriate regular revision of content.

CurricilumSixth Form Curriculum- Implementation and Impact

Students undertake two years of study. All courses, apart from the Extended Project Qualification, run over two years. The same rigour of implementation is used in the Sixth Form in lessons.

The School offers a range of courses, currently over 5 option blocks. Courses provide routes for students to achieve the desired grades/ subject content for Russell Group Universities. In addition the School is aiming to extend vocational provision. This will suit a wider variety of learners. GCSE English and Maths courses are provided for students who have not achieved Level 2.

Due to our location, links with other providers are limited, although some students choose to join us from other schools or where they have been Home Educated.

Please see our prospectus for a list of courses. This is reviewed annually.

PSHE/RE and wider learning

Sixth Form students have their own PSHE programme. This provides opportunities for learning about careers and higher education, independent living, and safer driving. The programme involves employers, trainers and ex-students. Sixth form students take on a wide variety of leadership roles which include peer mentoring, House Captains and support of lower school students, both academically and pastorally.

In tutorial time students have a programme of activities to support their progress. Sixth formers also take part in activities offering service to the school. This can include coaching, supporting lessons and working in the library or doing other community service in other places, such as local schools or hospitals. Debating groups and support for students applying for Russell Group Universities is in place.

Sixth formers are encouraged to take on leadership roles within the school. They are House Captains as well as having the opportunity to lead Student Voice as Head Girl and Head Boy. They also have their own Charity Committee and raise thousands of pounds for a charity of their choice each year.