To enable all young people to become
Successful learners who enjoy learning, make progress and achieve,
Confident individuals who are able to live safe, healthy and fulfilling lives, and
Responsible citizens who make a positive contribution to society.
Easingwold School provides a curriculum to support the following principles:
Every student is entitled to a broad, balanced, relevant, coherent, progressive and differentiated curriculum.
Learning should be structured for each individual and be a stimulating, enjoyable and worthwhile experience in its own right.
Every student should be able to achieve their full potential in every aspect of their education.
Equality of access and equality of opportunity should underpin provision for all.
We have to deliver the statutory elements of the National Curriculum.
We would like our students to be positive and lifelong learners who have a good knowledge base, sound basic skills and a wide range of transferable skills.
They should have high self-esteem, be good decision makers, work well with others and be able to take the lead when required.
We would like them to understand the world wide society in which they live and their place within it.
To ensure that in all aspects of students' education at Easingwold School;
The curriculum is broad:
so that it provides a wide range of knowledge, skills and learning opportunities.
The curriculum is balanced:
so that each element is given sufficient time to contribute effectively to learning.
The curriculum is relevant:
so that it is directly related to the learner's interests and experience wherever possible.
The curriculum is coherent:
so that each element is linked, to make the learning experience more meaningful.
The curriculum is progressive:
so that what is taught builds upon what has gone before, to develop skills, knowledge and concepts in a systematic and appropriate way. This is especially important at year ends and changes of learning establishment.
The curriculum is differentiated:
so that what is taught and how it is taught is matched to the students’ needs, aptitudes, abilities and achievements.
To achieve these aims school and teachers will provide an education that allows students:
to experience challenging, stimulating, worthwhile and enjoyable learning and teaching
to work successfully with others in groups and teams
to develop a wide range of physical, social and personal skills and the understanding to enjoy a healthy, safe and fulfilling lifestyle
to develop their own individuality and independence, enabling them to discover and recognise their own strengths and limitations and set targets accordingly
Roles and responsibilities of Headteacher, other staff and Governors
The Headteacher will ensure that:
all statutory elements of the curriculum, and those subjects which the school chooses to offer, have aims and objectives which reflect the aims of the school and indicate how the needs of individual students will be met. This will include how the subject will be taught and assessed, the use of language (reading, writing, speaking and listening) and the use of information and communication technology.
the amount of time provided for teaching the curriculum is adequate and is reviewed by the Curriculum committee annually where appropriate, the individual needs of some students are met by permanent or temporary dis-application from the national curriculum
the procedures for assessment meet all legal requirements, and students and their parents/carers receive information to show how much progress the students are making, how they compare with national expectations and what is required to help them improve
the Governing body is fully involved in decision-making processes that relate to the breadth and balance of the curriculum the Governing body is advised on statutory targets in order to make informed decisions.
It is the responsibility of the Headteacher to ensure that reference is made to this policy in other associated policies, and, where changes are made to this policy, all other school policies and procedures are checked/amended.
Staff will ensure that the school curriculum is implemented in accordance with this policy.
The Governing Body will ensure that: it considers the advice of the Headteacher when approving this curriculum policy and when setting statutory and non-statutory targets progress towards annual statutory targets is monitored, it participates actively in decision-making about the breadth and balance of the curriculum
Political issues are always presented to students in a balanced way
Arrangements for monitoring and evaluation
The Governing Body will evaluate annually the impact of this policy in a report from the Headteacher:
the standards reached in each subject, by every year group, against national averages and similar schools
the standards achieved at the end of each Key Stage by gender and ethnicity,
compared with national and local benchmarks
the standards achieved by students with special educational needs
the number of students for whom the curriculum was disapplied, the arrangements which were made, how students and parents were informed, how progress was monitored, the progress made by those students
the evidence of the impact of national strategies on standards
the views of staff about the action required to improve standards
the nature of any parental complaints
In Years 7, 8 & 9 (Key Stage 3) students will follow National Curriculum courses.
Years 7, 8 and 9 (Key stage 3)
English, Mathematics, Science
Languages – French and German or Spanish
Humanities – History, Geography and Religious Studies
Technology – Product Design, Food Technology and Textiles
Creative Arts - Art, Music and Drama
Personal. Social, health and careers education (Years 7, 8 & 9)
Years 10 and 11 (Key Stage 4)
All students will follow courses in:
English and English Literature
Science or Triple Award
Combined PSHCE and Religious Studies
Humanities: Geography, History, Philosophy & Ethics, Sociology
Modern Foreign Languages: French, German, Spanish
Other GCSE subjects: Art, Music, Drama, Business Studies, ICT, Resistant Materials, Graphics, Textiles, Food Technology, GCSE PE
Non GCSE courses: BTEC Public Services, ASDAN, Wider Key Skills
Enrichment: GCSE Further Maths and Latin level 1
Years 12 and 13 (Key Stage 5)
A and A2 courses in:
3D Product Design, Art, Biology, Business Studies, Chemistry, English Language & Literature, French, Geography, Geology, German, Graphics, Health and Social Care Btec, History, Media Studies, Mathematics, Further Maths, Music, Philosophy and Ethics, Physical Education, Physics, Psychology, Sociology, Spanish, Theatre Studies.
Enrichment: Latin level 2, IFS certificate (AS equivalent) & diploma (year 13 only)
If you wish to discuss our curriculum offer further then please do so by emailing the following staff:
email@example.com - Assistant Headteacher - Curriuclum
firstname.lastname@example.org - Headteacher