INNOVATE . FOCUS . ACHIEVE
At Boldon School, all aspects of the school ethos, ‘Innovate, Focus and Achieve’ are underpinned across each subject area. In English, we strive to embed these principles within our curriculum:
Innovate: To create innovative and progressive schemes of work which are well-sequenced to ensure excellent student outcomes.
Focus: A clear drive and focus key threads for reading, writing and spoken language;
A relentless drive to sharpen key knowledge concepts and ensure understanding of portable themes.
To ensure that all lessons widen the scope and appreciation of grammar, vocabulary and subject content.
Achieve: The aim is to ensure proficiency in reading, writing and oracy; this is key to social mobility. Our robust curriculum is designed to build strong foundations in knowledge and understanding which lead to academic and personal success. We want our students to enjoy the subject, and be inspired to be innovative in their responses, to focus on skill acquisition and implementation and, ultimately, to achieve their true potential. Students will be well-skilled to succeed in their next steps, whether it be education, further training or the world of employment.
Each of our curriculum areas are carefully designed with the students at the heart of our thinking. The intent is for the framework for each programme of study in the National Curriculum to be well planned and sequenced to enable all students to build their knowledge and skills towards the agreed end points at each key stage. We consider how this is taught in order to support our students and ensure this is implemented effectively. For the desired impact to be reflected in the outcomes that students achieve through the education they have received.
This is embedded across each subject area Engineering
Intent:
The KS4 engineering curriculum has been designed to ensure students are able to achieve the highest standards whilst following the EDXCEL Tech Award Specification. Teaching non-negotiable skills and knowledge in a sequential manner allows students to be able to be independent in the controlled assessments. The three-block structure; explore, develop and apply, has been developed to allow students to build on and embed their knowledge. This allows them to grow in confidence and to put into practice what they have learned. Our assessment structure is also designed so that students can build on what they learn, and develop their skills, as they move through the course. The faculty intends to give learners the confidence and appropriate skills to develop key engineering practical and technical skills. This includes the likes of research, observation, measurement, planning, making, using CAD and disassembly. Students will also be taught how to develop key skills for employment in engineering sectors, such as problem solving, design, creativity, communication and collaboration.
Implementation:
The BTEC Tech Award Engineering course is made up of three components: two that are internally assessed and one that’s externally assessed.
Explore – Exploring Engineering Sectors and Design Applications • Internally assessed assignments • 30% of the total course
Develop – Investigating an Engineering Product • Internally assessed assignments • 30% of the total course
Apply – Responding to a Brief • Externally assessed task • 40% of the total course.
Outstanding subject knowledge and strong teaching pedagogy is central to our engineering curriculum. As a constantly evolving subject area staff are supported by regular training on new technologies.
The non-negotiable skills and knowledge are taught through high quality questioning throughout practicals and demonstrations as well as theory lessons in booklets and end of session tests. An effective assessment process informs staff and students of areas for improvement before the controlled assessment begins. Summative assessment criteria are clearly explained to students for each component allowing every student to know what to do to achieve the distinction standard. Curriculum resources are bespoke to Boldon School, but draw upon a wide range of resources from various sources.
Impact:
Historical examination results are above the national average and, as such, it is a popular subject at Boldon School, attracting over 50 students each year. The analysis and evaluation of data is discussed through examination meetings with the Deputy Headteacher and the Headteacher. These are also reported to other senior leaders and the governing body to ensure challenge and accountability. Faculty learning walks are scheduled into the monitoring calendar for each academic year. Student voice is used to survey the impact of the curriculum and to evaluate the impact of the rotations on our students’ learning and enjoyment; these outcomes are used to help reshape the curriculum, going forward. Our students tell us they enjoy Engineering and we have numerous examples of students going on to work in the engineering world, be apprentices or to study engineering at University.