The Warriner School
Curriculum Vision 2019/2022
We are proud to be a member of an inclusive Multi Academy Trust and our moral purpose underpins the curriculum in all of our schools. We believe that it is vital to offer a broad and balanced curriculum that celebrates all subjects, including the arts, equally. Students are encouraged to follow a pathway that best suits their aspirations and not be constrained by the demands of accountability measures.
We continue to strive to build upon a curriculum that creates:
- Successful learners who enjoy learning, make good progress and achieve excellence
- Confident individuals who are able to live safe, healthy and fulfilling lives
- Responsible citizens who can make a positive contribution to society
In order to do this we have been delivering a paradigm shift away from over emphasis on progress to the development of a dynamic curriculum with carefully considered progression through each key stage and beyond, supported by an innovative teaching approach that has at is core effective verbal and written communication. Our schemes of learning and assessment, whilst being knowledge rich, are supported by teaching our children the skills needed for the effective communication of that knowledge in all its forms. Our approach has been developed in conjunction with our MAT primary schools and thus builds upon the prior knowledge, skills and high standards delivered by our primary colleagues in order to avoid any wasted transition learning time.
We want to ensure that every one of our students has access to the rich cultural capital that allows them to be successful so this thread runs through our schemes of learning. Key to this intent is the identification and teaching of the diverse tier 2 and 3 vocabulary that all of our students require to communicate effectively at the highest level. In this way we seek to maximise social mobility within and beyond the employment needs of our local community.
Our curriculum structure balances breadth with local context. We enable students to study the subjects, type of subject and number of subjects which are best suited to their individual learning needs, personal aspirations and ambitions. We strongly encourage students to study one or more foreign language and fully support a broad range of arts subjects. To reflect local and national issues facing our children, we have doubled the time allocation for PSHE in KS3 to deliver schemes of learning that enable our children to make safe, informed choices.
It is essential that the curriculum is organised in such a way that it provides students with the opportunity to learn expected behaviours and to be successful in their learning so that we can deliver our mission and aims.
In summary, we believe that our curriculum intent:
- Has at its heart the MAT's inclusive approach and moral purpose
- Supports the school vision of challenging everyone to be the best that they can be
- Creates an aspirational high achievement culture
- Embeds the cultural capital and supporting vocabulary needed for effective communication at the highest level for all our students
- Disregards any perceived social mobility barriers
- Takes into account individual learning needs and styles
- Allows everyone to experience success
- Raises standards of attainment and progress
The MAT wide implementation of our vision is based upon the following core strands:
- Vocabulary – providing all our students with a firm foundation of the tier 2 and 3 vocabulary, linked to each scheme of learning, unlocks their potential to communicate about their gained knowledge effectively.
- Knowledge – having the flexibility to teach subject specific content in the most appropriate way, be it hierarchical or cumulative.
- Reading – research shows how ongoing reading is a significant contributory factor in the long term economic success.
- Writing – modelling the process of constructing fluent written outcomes that are fit for any purpose.
These strands are underpinned by teacher modelling in the role of experts and supported by the development of expanded success criteria, which provides the scaffolding to enable all our students experience excellence. We have been developing a MAT wide common understanding of how to teach vocabulary effectively, how to model reading for all key stages and embeds the ability to write with confidence for any purpose and audience.
To build upon the progress made at primary schools, and to reflect the specific needs of secondary education, we have built interleaving and 'Thinking Hard' approaches into our schemes of learning and assessment. This has resulted in every subject having a well-planned and structured curriculum which is knowledge rich, interleaves content, has clear purposeful assessment built in and which delivers the highest aspirations with the appropriate scaffolding for those who need it for as long as they need it.
The development of our approach is firmly rooted in research and brings together primary and secondary learning from a range of leading educationalists, PiXL, ASCL and Ofsted. We believe that, as a consequence, we are able to deliver true curriculum equality for all of our students.
Our implementation programme has three phases:
Phase 1 (completed throughout 2018-19) – All subject leaders have reviewed their curriculum to develop fixable progression routes and builds upon learning through working with our primary colleagues. Our CPD has been aligned to these new schemes of learning and has delivered training to staff on teaching and learning strategies to support their curriculum planning. We have further developed ongoing assessments in the form of Go4Schools markbooks that provide live, up-to-the minute cumulative data for staff, students and their parents. As a consequence of phase 1, clearly sequenced knowledge input and delivery is well established to ensure that content is both rich and engaging.
Phase 2 (for implementation during 2019-20) – The focus for this academic year shifts from content (“what”) and schemes of learning to implementation of our MAT wide approach to classroom delivery (“how”) based upon the vocabulary, knowledge, reading and writing strands. This phase delivers an agreed approach to vocabulary identification and teaching, modelling of reading and the process of writing and how to develop expanded success criteria with our children.
Phase 3 (for implementation during 2020-21) – We will assess the impact of our approach and modify as appropriate in line with our comprehensive M&E programme.
We have developed a curriculum structure that celebrates the many different route ways that individual children take to reach their goals.
We have a very broad KS3 Curriculum: In Key Stage 3 (Years 7, 8 and 9), there are lessons in English, Maths, Science, Languages (French and German), Design and Technology, Computer Science, History, Geography, PE, Philosophy and Ethics, Art, Music, Drama and PSHE. This suite of subjects is complemented by our ‘Enrichment Days’ programme which spans across the year, where students are able to take part in rich learning experiences that do not easily fit into the normal school day and allow for students to learn in different ways.
Years 7, 8 & 9
The curriculum includes:
- Two Modern Foreign Languages (MFL): French (all in Year 7) and German (some in Year 8 & 9)
- Humanities: History, Geography and Religious Education
- Performing Arts: Drama and Music
- Computer Science
- Physical Education (two hours per week)
For students who are behind in their chronological reading age, additional support is provided through short-term withdrawal to enable them to rapidly catch up.
An additional after-school enrichment programme includes a range of sporting activities, music (including orchestra and choir) and drama. There is daily support for homework in the library and an after-school homework club three days a week.
In Year 9 there is a consultation between school, students and parents/carers about the courses and pathways to be followed from Year 10 onwards leading to GCSE and a range of alternative accreditations. In Year 9 the style of delivery, and in some cases the content, is similar to that of GCSE, enabling the choice of subjects for Key Stage 4 to be well informed.
Years 10 & 11
In Year 10 students begin to specialise in their chosen GCSE subjects. They will embark on the examined courses in Term 1 of Year 10. Our Key Stage 4 curriculum is broadly-based and balanced; all students will follow a common core curriculum in the following:
- English: Literature and Language
- Science: Additional Science or Triple Science - Biology, Physics and Chemistry
- Philosophy & Ethics/P.S.H.E./Law/Personal Finance (non-exam)
- Physical Education (non-exam)
The students will then follow one of three pathways and they will make choices which should reflect a blend of aptitude, interest, experience, enjoyment and future career ambitions.
Optional Subjects include:
- Animal Care
- Computer Science
- Creative iMedia
- Design & Technology
- Physical Education GCSE
- Religious Studies
- Triple Science
For a number of years we have continued to increase the uptake of MFL at GCSE through an inclusive model of all through delivery in conjunction with our feeder primary schools, all of whom now deliver French. The importance of languages also underpins our GCSE pathways and is a common theme running though KS3 careers IAG.
An additional after school enrichment programme includes a range of sporting activities, music (including orchestra and choir) and drama. There is daily support for homework in the library and an after-school homework club three days a week. Study Groups are also in place for Years 10 and Year 11 students, depending on the individual learning needs.
The Warriner Sixth Form
We aim to provide a supportive & ambitious environment in which individuals feel valued, grow in confidence and fulfil their potential for academic, moral and social development. Each student can expect a personalised education with the highest quality teaching and a supportive learning environment that will ensure that they leave on a well matched post-18 route. Students will undertake a minimum of three A Level subjects.
‘A’ Levels offered:
- Animal Management*
- Art & Design
- Business Studies
- Computer Science
- Design and Technology
- Drama and Theatre
- English Language and Literature
- English Language
- English Literature
- Level 3 Core Mathematics
- Further Mathematics
- Physical Education
- Religious Studies
*BTEC Level 3 Extended Certificate
The senior leaders in the school, including curriculum leaders, ensure that the rationale for the curriculum design is shared across the school. In developing this there is careful consideration given to knowledge progression and the sequencing of concepts in and across subjects. We seek to ensure that the delivery of the curriculum is equitable for all and enhances capacity to access the full curriculum. Leaders, including governors, as part of the monitoring process, build in regular opportunities for review and quality assurance. There is a commitment from SLT to ensure ongoing so that curriculum expertise develops across the school.
The role of the middle leader; subject leaders, the SENCO and heads of key stages, is pivotal. Middle Leaders are involved in the dissemination and delivery of the vision for ensuring the curriculum offers parity for all groups of learners and at least meets or exceeds the standards set out in the National Curriculum. Middle leaders collaborate to focus on knowledge progression and the sequencing of concepts in their own subject and, in the context of learning, in other subjects, projects or themes. Effective CPD ensures middle leaders have the knowledge, expertise and practical skill to design and implement a dynamic curriculum.
Alongside our dynamic curriculum, we have embedded a programme of careers education where students have access to high quality carers IAG, including future study options. Careers links are signposted within schemes of learning and ongoing curriculum planning.
The impact of our curriculum is measured in some of the following ways:
- Yearly assessment showing appropriate progress
- Destination data
- Book scrutiny, lesson observation and learning walks showing student engagement, student lead learning events, departmental consistency
- Reward vs behavioural incidents (including exclusion data for vulnerable groups)
- Attendance data
- Sixth form retention (including from vulnerable groups)
To find out more about each subject's curriculum please click on department pages
Exam board specifications for GCSE subjects can be found on our GCSE Exam Support page.