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Curriculum

WHITEFIELD SCHOOL OFFERS ALL STUDENTS A STIMULATING AND EXCITING LEARNING ENVIRONMENT.  WITH WELL QUALIFIED, SPECIALIST TEACHERS IN ALL AREAS, LEARNING IS AT THE HEART OF EVERYTHING WE DO; IT IS OUR CORE PURPOSE.

All classrooms have interactive whiteboards and there is excellent computer access for students. We have invested heavily in recent years to improve the technologies available to support both our staff and students. We value and seek to build on children’s prior learning and to this end we have well established relationships with our local primary schools, with an exciting programme of primary liaison events happening throughout the year.

The curriculum is much more than just a collection of subjects taught from 9.00am to 3.00pm. There are a wide range of enrichment events (we run over 100 residential and field trips every year as part of our commitment to educate the whole child) which all impact positively on students, developing and extending their curriculum work, the development of their social skills and the broadening of their horizons. In the last few years we have developed a number of systems and structures which enable our students to achieve at their highest personal level, particularly in their Key Stage 4 public examinations: academic mentoring, residential revision sessions and focused study support have all helped to raise attainment in Y11. The close and continuous tracking of student progress at all levels in every subject in every year through our planned programme of Raising Attainment Planning (RAP) meetings ensures that no child is left behind. The curriculum post-16 is specifically tailored to help all students who wish to go further and higher to have access to provision at the level which will enable them to progress with their studies. This they are doing with increasing personal and academic success and Ofsted in January 2014 described the leadership of our sixth form as ‘Outstanding’.

Extra-Curricular Activities

Art, Design and Technology, Business StudiesDanceDramaEnglish, Food and NutritionGeographyHistoryICT, Modern Foreign LanguagesMathsMedia and Film StudiesMusicPhysical EducationPSHE & Citizenship, PsychologyReligious EducationScience, SMSC and Sociology.

BTEC Level 3 in Applied Law

BTEC Level 2 in Applied Services

Structure of Timetable

THE SCHOOL OPERATES A TWO WEEK TIMETABLE WITH 25 ONE-HOUR PERIODS A WEEK. THERE ARE 5 PERIODS PER DAY (4 IN THE MORNING AND 1 IN THE AFTERNOON) WITH REGISTRATION TAKING PLACE AT THE START OF MORNING AND AT THE END OF THE DAY. THERE ARE TWO 30 MINUTE FOOD BREAKS. MORNING REGISTRATION LASTS FOR 15 MINUTES AND SCHOOL ASSEMBLIES ALSO TAKE PLACE AT THIS TIME. TEACHING TIME IS 25 HOURS PER WEEK, WHICH IS IN EXCESS OF THE GOVERNMENT’S MINIMUM REQUIREMENT.

8.45 - 9.00 AM Registration
9.00 - 10.00 Period 1
10.00 - 11.00 Period 2
11.00 - 11.30 Food Break 1
11.30 - 12.30 Period 3
12.30 - 13.30 Period 4
13.30 - 14.00 Food Break 2
14.00 - 15.00 Period 5
15.00 - 15.10 PM Registration

THE CURRICULUM 2017/18 AND BEYOND

The curriculum at Whitefield school is innovative and personalised, built around students’ individual needs and based on their ability, capacity and potential. We are responsive to the national agenda and ensure that our students are well taught and are fully prepared for their next steps.

KEY STAGE 3 – YEARS 7 AND 8

At Key Stage 3 students in Years 7 and 8 study broadly:-

English

Geography

Art

Mathematics

History

Drama and Dance

Science

Religious Education

Music

Physical Education

Modern Foreign Languages French / Spanish

Personal Social Health Economic Education(PSHEE)

Information Communication Technology (ICT)

Catering, Food & Nutrition

Design and Technology

Added to this we are fortunate to be one of only nine schools in the UK supported by MiSST (Music in Secondary Schools Trust) scheme. All pupils in Year 7 receive instrumental lessons as part of the core curriculum and are loaned an instrument (currently violin or viola) to take home. This scheme continues throughout Key Stage 3.

Following the Government’s decision to abandon National Curriculum levels at KS3 and allow school’s to develop their own systems for tracking student progress; Whitefield has introduced a system of Key Performance Indicators (KPIs) to identify student’s current skills and attributes within each subject and set targets for development.

It can be expected that a student will spend some time working within a particular KPI, as they are broader and more skills focused than old national curriculum levels. The benefit of this is that students focus on their individualised targets for development with an open mind set. These targets will be recorded and used in class by teachers to individualise learning and for students to continually track their progress.

An overview of the four KPIs are outlined below, however each subject will be creating extensive subject specific KPIs.

KPI

Expectation

Flight path for GCSEs grades

Mastered

Can successfully apply skills of the subject consistently in a variety of assessments tasks.

8-9

Secured

Good application of subject skills and knowledge demonstrated in assessment tasks.

6-7

Developing

Can apply some skills and a key terminology to assessment tasks

4-5

Emerging

Beginning to understand basics skills and language of the subject

3 or below


Table explained:

KPI: These are the four possible KPIs that a student can achieve.

Expectation: This explains the performance expectations of each KPI. Every subject has created its own specific criteria and for students to be assessed against based on the skills and knowledge required for KS3 study.

Flight path for GCSEs: This shows what GCSE grade a student is on path to achieve if they attain that KPI at the end of KS3. It is important to note that the GCSE grades are an indication of a pupil’s potential attainment; they are not a prediction for GCSE grades in the future.

End of KS3 KPI targets will be set on a student’s KS2 performance, by taking their KS2 Scaled Scores directly for English and Maths, then calculating an average score to set targets for all other subjects. This is outlined in the table below. If a KPI target is achieved before the end of KS3, then further aspirational targets will be set to challenge students further. At the same time, if students are falling below expected progress with KPIs, teachers will put in place intervention to support rapid progress. Every students will be given a targeted of at least Developing.

KS2 scaled score

End of KS3 Target KPI

Flight path for GCSEs grades

105-120

Mastered

8-9

93-104

Secure

6-7

80-92

Developing

4-5


As we continue to roll out this new KPI reporting system, subject specific targets for your child will be shared with you. This will allow you to more effectively support your child outside the classroom.

We believe that KPIs are an innovative response to national change in assessment that will further support the learning of your child and prepare them for the challenge of GCSEs.

If you have any question or queries regarding KPIs and KS3 assessment, please contact your child’s form tutor who will be happy to discuss this with you.

 

KEY STAGE 4 – YEARS 9, 10 AND 11

Our Key Stage 4 curriculum (Years, 9, 10 and 11) is diverse and personalised. Students will, over three years, build up a portfolio of subjects, taking examinations when the school considers them to be ready. For all students, there are a range of courses and qualifications available to study.

Students are taught in small teaching groups. Many subjects are set by ability. All students follow a common core. Year 11 & 10 students elect to study three subjects over 2 years  with classes containing year 10 and year 11 students and Year 9, 2 subjects over 1 year then 3 over 2 years. Students gain up to 5 qualifications in their chosen subjects by the end of year 11. The school operates a policy of determining the timetable around student choice rather than asking students to choose from a fixed structure. This policy allows for a high level of student satisfaction.

THE SIXTH FORM (KEY STAGE 5 – YEARS 12 AND 13)

The principle of organising the timetable around the needs of the students also applies in the Sixth Form. Students choose 3 A level and/or L3 BTEC subjects to study in the Year 12 and 13 from a wide range of subjects. Students are taught in smaller classes than in Key Stage 3 and 4.  Students are also expected to continue with Mathematics and English study if they need to gain a qualification in these at GCSE level or equivalent. The subjects on offer for 2017-18 are listed in the Whitefield School Sixth Form Prospectus. In addition, students are expected to undertake work related learning and do community service. Every student also has private study periods on their timetable.

COMMUNITY LANGUAGES

If students are bilingual or fluent in a Modern Foreign Languages (or Heritage Language), they will be given the opportunity to take a GCSE in that language. Choosing to do a Community Language GCSE is an extra subject and will not replace any of the elective subjects. Students who achieve a Grade B or above at GCSE will be able to move on to complete the AS and even A2 GCE in that language in later years.

MIXED ABILITY TEACHING, SETTING AND DIFFERENTIATION

Staff are mindful that individual students have preferred learning styles: some work well in groups while others prefer to work individually; some perform best in long-term projects while others like well-defined shorter tasks; some respond well to oral work, while others prefer written work.  To take account of these differences and the range of ability in any class, all staff have a responsibility, when planning work, to meet the needs of all students. This will involve, at different times, adapting tasks, providing different resources, developing extension work, catering for a variety of learning styles and environments, setting individual goals, giving different levels of support and offering a variety of ways to demonstrate knowledge and understanding.

OTHER SOURCES OF INFORMATION

Further information on curriculum-related issues may be found in the School Policy Documents, all of which are available from the school. In addition, guidance on the National Curriculum can be found on the website of the Department for Education: http://www.education.gov.uk

CAREERS EDUCATION PROGRAMME

WE ARE CONSTANTLY LOOKING FOR OPPORTUNITIES TO DEVELOP FURTHER LINKS WITH EMPLOYERS. CONTACT WITH EMPLOYERS IS OF HUGE BENEFIT TO OUR STUDENTS AS THEY PREPARE FOR THEIR FUTURE, AND IS OFTEN WELCOMED BY ORGANISATIONS WISHING TO BUILD LINKS WITH YOUNG PEOPLE IN THE COMMUNITY.

We hold Careers and Higher Education days at Whitefield School. The purpose of these events is to raise our students’ awareness of the wide range of career and educational opportunities that lie ahead of them and to provide inspiration and ideas about ways in which they can stand out from the crowd in future university or employment applications. We would be very grateful to any parents who would be willing to share their first-hand knowledge and experience that they could share with our students.

In addition to these whole school events, there are a number of opportunities for business representatives to work with specific year groups. This term our Year 12 students will be given the chance of a practice interview in order to increase their confidence and to develop the skills needed in relation to gaining work experience during the forthcoming year.

Whitefield School is very proud to be working towards the Investor in Careers award. This is a kite mark for quality in Careers Education Information Advice and Guidance (CEIAG).

To continue to show our commitment to CEIAG and ensure that our students are supported through their choices at all stages of their education we have committed to achieving the Investors in Careers mark. This will occur in Spring 2015 and we will let you know the final outcome. I am pleased to say that in February 2015 we passed stage 1 out of stage 3 of the careers award.

Assessment for the careers award is based on standards required by legislation and nationally produced guidelines on good practice, so we are not asked to do anything that is not already established as being of value to our students. The Award has been written and revised by careers education and guidance professionals, teachers and senior leaders in schools.

The Award is structured around four key elements relating to the management of CEIAG:
Commitment
Organisation
Delivery
Evaluation

Below you will find some useful links.

If you would like to know more about the award in Investor in Careers, please email Mr Young CYo@whitefield.barnet.sch.uk

Careers Resources & Information

Careers Guidance & Inspiration in Schools