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South Chingford Foundation School

South Chingford Foundation School

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South Chingford Foundation School – Whole School Curriculum Intent

  ‘Building Ambition for All’

Rationale                                          

This is because the curriculum

  • Is broad and balanced, yet meets the needs of all of our students;
  • Is fundamentally high calibre, rigorous and academic
  • It provides opportunities for personal development and enrichment beyond the taught curriculum
  • It embraces and celebrates diversity as part of our inclusive and comprehensive ethos and as a consequence we thrive in a culture of mutual respect

 

We have embraced the research on how to deliver an effective curriculum by aiming to –

  • Build on prior learning including what has been learnt at KS2;
  • Map the knowledge and skills that will be covered in each subject over 5 years and
  • Ensure that they are well-sequenced for coherence;
  • Have high challenge allows all students to make good progress;
  • Use current educational research and thinking to ensure it best meets the needs of students;
  • Strive to deploy staff who have excellent subject knowledge that is continuously developed and led by specialist subject leaders responsible for curriculum design and delivery;
  • Interleaving and interweaving of knowledge is a feature of our curriculum delivery as research shows us that this best helps students retain knowledge.
  • Assessments accurately identify that core knowledge has been learnt and applied as well as informing future learning
  • Is regularly quality assured to make sure it is implemented well;

 

The Curriculum model

At ages 11-13

Students study a diverse range of traditionally academic and creative subjects. They include English, Maths, the Sciences, Spanish, Religious Studies, Geography, History, Design and Technology, ICT & Computer Science, Art, Music, PE, and Drama. We believe that students need access to a range of subjects that develop their creative, practical, academic and physical skills. The KS3 curriculum is mapped to and meets the demands of the National Curriculum.

 

Curriculum Design Year 7

 

 

Curriculum Design Year 8

 At ages 14-16

The vast majority of students study 10 GCSEs with the majority of students following the EBacc route.  In response to parental and student request, EBacc is now a guided choice.

All of the subjects followed in year 7 and 8 continue to be offered in Years 9, 10 and 11. In addition, students have the opportunity to study Psychology. Our KS4 curriculum is designed to provide a range of post-16 pathways to students of all abilities and talents and to ensure that our students continue to study a broad balanced curriculum throughout their time with us.

 

Curriculum Design Key Stage 4



 The Three Year KS4

Our decision to begin studying GCSEs and other equivalent qualifications in Year 9, rather than from Year 10 is particular to this school setting. Reasons include -

 

  • In order to be able to maintain a depth of study under the new content rich qualifications, we felt that more time was required to avoid the ‘skimming’ of content. This is commensurate with our high calibre, rigorous, academic curriculum
  • Likewise, we saw this as an opportunity to increase the challenge into our Year 9 units and
  • Provide additional time in the curriculum to ensure that the links within and between subjects are explored. Interweaving and inter-leaving are key elements of our curriculum delivery.
  • To keep qualification opportunities as broad as possible at GCSE (10 qualifications are available) in order to offer a broad range of course pathways and options for post 16 study.
  • To avoid the squeezing of personal development and enrichment opportunities at KS4; this model allows us to deliver 5 drop down days each year giving our students access to PSHE and a greater breadth of cultural capital experiences.
  • To live up to our intentions with respect to inclusivity and diversity. We felt that a 3 year curriculum offered greater flexibility of offer and pace of learning for students with barriers to learning, whilst ensuring that the offer remains accessible to all.

 For further information on our 3 year Key stage 4 curriculum rationale please click here

 

 

Literacy

 We support the development of literacy and numeracy across the curriculum in a number of ways:

 An emphasis on subject specific and Tier 2 terminology

  • Promotion of wider reading through the accelerated reader scheme.
  • Lexia literacy support for students who require additional support through the Inclusion Faculty
  • Opportunities to celebrate and promote a love of reading through assemblies and special days such as World Book Day.
  • Drop Everything and Read delivered regularly with an emphasis on reading more deeply within timetabled subject areas.

 

 

Personal Development and the PSHE Programme

The curriculum aims to fulfil the school’s ambition to mould students into well-rounded, responsible and active twenty-first century citizens. Our curriculum helps to prepare young people who make good decisions in their personal lives and become mature and responsible, for example our ‘drop-down day’ provision enables students in all year groups to hear from experts on a range of PSHE issues.

 Please click here for our PSHE and SMSC curriculum maps

 

 

Careers

Within our Careers curriculum we strive to meet all Gatsby benchmarks by September 2020. Our Careers curriculum:

  1. Is relevant and appropriate for all students
  2. Offers encounters with employers, employees, further and higher education institutions
  3. Supports students to develop the skills that are required to be successful in their future pathway
  4. Provides access to independent careers advice and online resources to support careers decision making.

 Please click here for our careers curriculum map

 

Cultural Capital

We look to provide students with a wide range of opportunities to develop their cultural capital. This includes:

  • High quality and ambitious resources used in lessons – ‘the best that has been thought and said’.
  • Extra-curricular programmes to support the more able through master classes and trips that raise aspiration
  • Mock elections and campaign building
  • Visits to plays, galleries and museums
  • Residential trips in the UK and abroad
  • Leadership opportunities through our Peer Mentor and Sports Leader programmes.

 

E-Safety

Keeping our students safe online is a key feature of our work. Our school network has strong filters and an online monitoring tool that immediately notifies leaders should anyone type anything of concern on a school computer. We also work hard to ensure our students know how to keep themselves online outside of school. E-Safety is a key feature of our ICT and Computer Science curriculum and in addition to this students have E-Safety content delivered by external specialists from the Breck Foundation and ECP Ltd annually.