Curriculum Rationale

The Deyes High School curriculum is structured in a way that equally values all National Curriculum subjects in providing our young people with an exceptional learning experience.

This is enabled through:

  • •a 2-week timetable that allows for careful allocation of time to each subject and experience
  • •a 5-7 year learning journey that ensures students have sufficient knowledge from a broad and balanced curriculum before personalising their pathway
  • equal and open course choice for students of all abilities and backgrounds

The curriculum is delivered in a way that:

  • •actively seeks to creatively engage, inspire and capture the imagination of learners
  • •carefully sequences and presents curriculum content in a way that enables students’ retention and fluent recall of knowledge
  • •identifies and addresses gaps in learning and common misconceptions
  • •develops students’ reading and mathematics skills as the building blocks of effective learning
  • •caters for special educational needs and disabilities at all times
  • •promotes equality, fundamental British Values the schools’ core values
  • •explicitly places all learning within its ‘bigger picture’ and its relevance to the world of work
  • •facilitates meaningful feedback that enables all students to improve performance
  • •explicitly develops students’ study and recall skills, thus empowering them to lead their own learning
  • •fully enables parents to support their children’s progress through the curriculum
  • ensures that students in Key Stage 4 have an entitlement to study subjects from each of the statutory entitlement areas (the arts, design and technology, the humanities and modern foreign language).
  • allows for the development of all students at Level 3 through the curriculum in years 12 and 13.
  • encourages strong links with parents, neighbouring primary and secondary schools, industry, higher education, and other external agencies.

The curriculum is structured so that: -

  • •Each subject has a curriculum intent statement that ensures implementation develops the knowledge and skills appropriate for students of all ages.
  • •Knowledge and skills are built upon and curriculum plans take prior learning into account to avoid repetition and appropriate starting points.
  • •Each subject area has a clear subject and curriculum rationale including the subject sequence and how it builds knowledge and skills over time.
  • •Departments work with primary schools to avoid repetition and all key stage 3 planning is informed by a full review of Key Stage 2 coverage.
  • •All subjects are members of subject specific associations to ensure they keep abreast of subject developments
Curriculum Model

The School operates a 2-week timetable consisting of

  • 50 x 55 minute lessons, including a specific lesson for the personal development curriculum
  • 10 x 30 minute reading
  • 10 x 20 minute pastoral/registration

Key Stage 3 – Year 7, Year 8, and Year 9

In Key Stage 3, each year group is split into two, roughly equal, populations, L and M. Students are grouped by ability for the vast majority of subjects. Technology and PE and grouped within mixed ability cohorts. The first modern foreign language is Spanish for Year 7 and 8 and French for Year 9.

Lesson allocations per fortnight in key stage 3 are as follows:

 

Year 7

Lessons

Year 8 Lessons

Year 9 Lessons

English

8

7

7

Mathematics

7

7

7

Science

6

6

6

Art

2

2

2

Geography

3

3

3

History

3

3

3

ICT

2

2

2

Languages

4

5

6

Music

2

2

1

PE

4

4

4

Drama

2

2

1

Personal Development

1

1

1

RE

2

2

3

Technology

4

4

4

 

Key Stage 4 – Year 10, Year 11

In Key Stage 4, each year is split into two, roughly equal, populations, L and M. Students study English, Maths, Science, Core PE, Personal Development and either 4 or 3 options depending on the individual needs. Students are guided through an open and equitable process to find the offer which suits them.

A wide range of option subjects are offered; Art & Design, Business Studies, Catering, Computing, Dance, Design Technology, Drama, Engineering, French, Food Technology, Geography, Health and Social Care, History, IT, Music, Photography, Psychology, RE, Separate Science.

Lessons allocated per fortnight:

 

English

Maths

Science

Personal Development

Core PE

Option A

Option B

Option C

Option D

4 options

9

8

9

1

3

5

5

5

5

3 options

10

10

9

1

3

5

6

6

 

Key Stage 5

The post-16 curriculum is reviewed annually to ensure that we best meet the needs of our students. Students follow study programmes based on their prior attainment at Key Stage 4 and focused on ensuring that courses match student’s abilities, career aspirations and/or university choices. A comprehensive programme of individual advice and guidance is offered to ensure that each student opts for the course that is most suited to them.

The school has a long-established collaborative arrangement with the two neighbouring high schools. Two of the four options are timetabled at the same time across the three schools resulting in an increased Level 3 provision (over 30 different Level 3 courses each year) and greater flexibility of course choices.

GCSE English and GCSE Mathematics are provided for those students who have not already achieved grade 4.

All Level 3 students are encouraged to opt for and follow 3 subjects with the option of additionally submitting a Level 3 Extended Project. In some cases for students with high attainment scores from KS4 4 subjects are allowed and supported to stretch the most able.

Level 3 Courses (A level unless stated) on offer at Deyes High School in 2020-2021 are Biology, Chemistry, English Literature, Further Mathematics, Geography, Health & Social Care (CTECH), History, IT(CTECH), Business (CTECH), Computing (BTEC) Photography, Physical Education, Physics, Psychology, Mathematics, Applied Science (BTECH), Engineering (BTECH )Religious Education (Philosophy & Ethics), Sociology, L3 Core Maths. The facilitating subjects are available within each of the options.

Enrichment Core Studies is timetabled each Wednesday afternoon and allows students to opt from a range of enhancement courses such as Extended Project, work experience, sports leadership.

CLICK HERE to read our curriculum policy.

CLICK HERE to Read our Curriculum Trust Statement.

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