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: History
Intent:
The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. The History curriculum is planned to allow students to think critically about the world they live in. By studying a range of periods and people, students will have a greater understanding of a range of events and issues in order to become more empathetic. The History curriculum is planned to enable all students to cumulatively develop skills in the following second order concepts:
Source analysis and evaluation
Chronological understanding
Change and continuity
Cause and consequence
Analysis of significance
Evaluation of interpretations
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates. We are also explicitly embedding transferable ‘Skills Builder’ skills such as problem solving, aiming high and teamwork to prepare our students for careers and life after school. Finally we include a focus on all different ethnic groups and people from different backgrounds within our curriculum to make it as diverse as possible.
Our curriculum is split into Key Stage 3 (years 7, 8 and 9) and Key Stage 4 (10 and 11). It is structured chronologically at KS3 in years 7-8, and based around historiography. Our methods and planning are based around the National curriculum and staff have used historiography to determine the sequence. In key stage 3 it is chronologically sequenced with each piece of the story shaping the world in some way. They will also simultaneously be studying a second order historical concept. In the latter part of Year 8 and Year 9 we focus on specific global events in the late 20th century in depth to understand how these events had a huge impact on our lives. Pupils will leave our lessons knowing that what they learnt about changed the world in some way.
Implementation:
Staff use collaborative planning via a shared google drive to ensure all pupils receive the same learning experience. Staff plan high quality lessons that are shared with other staff.
Staff have regular access to professional development/training to ensure that curriculum requirements are met and subject knowledge developed.
Curriculum resources are selected carefully and reviewed regularly.
Assessments are designed thoughtfully to assess retrieval practice, apply knowledge and explore key areas. GCSE pupils are given regular mock exams.
Assessments are checked for reliability within department and moderated and standardized regularly.
We have staff who mark for exam boards, one of whom is a Senior Examiner for AQA and has provided training for other schools around the country.
Staff sometimes work with external providers such as the Holocaust Memorial trust and Beamish.
Pupils will be given opportunities to use displays in corridors to help them further their understanding and go on trips.
Impact:
Examination results analysis and evaluation
Retrieval practice at the start of lessons and regular reviews of learning in class.
Homework booklets
Termly assessments based upon prior learning for retrieval-analysis and evaluation meetings
Lesson observations
Support for GCSE pupils to study A level at other providers (high uptake on this).
Learning walks for KS3 and KS4 based upon departmental priorities
Regular feedback from teaching staff during department meetings
Pupil voice
Parental feedback