CJP 3662 3

Curriculum

Curriculum

Vision

At Little Lever School we aim to provide and deliver a curriculum that improves the life chances of our young people. We must concentrate on English and maths as they provide the foundations for everything else including the progression into the next stages of their life after school. We believe a broad and balanced curriculum is important so our young people have the opportunities to experience a range of subjects to either support their differing aspirations and/or open doors to a range of options for the future.

 

Structure

  • The school day comprises of six, fifty minute lessons.
  • Key Stage 3 (Years 7 and 8) builds on Key Stage 2 and prepares pupils for study at Key Stage 4.

    Subjects studied at Key Stage 3 are: Art, computing, drama, English, French or Spanish, geography, history, maths, music, PE, PSHCE, RE, science and technology.
  • The students at Little Lever School go through the options process in the Spring term of Year 8 with the support of a programme designed to help them make the right choices
  • Key Stage 4 (Years 9,10 and 11) study core subjects and a range of option subjects for examination in Year 11. There will be some GCSE entries in Year 10 to give pupils the chance and experience of early success.

    Subjects studied at Key Stage 4 are:

    Core: English, maths, Science, RE, PE and PSHCE

    Options offered (subject to change): Art, business studies, certificate in digital applications, computer science, drama, fashion, food and nutrition, French, geography, history, media, music technology, music, photography, PE, Separate Sciences, Spanish, visual communication.
  • PSHCE is taught on a rolling programme once a week by form tutors.


Grouping policy

In all lessons, across both key stages teachers plan their lessons to meet the needs of all students in the class.

Generally, pupils are taught in ability groups but in the option groups in Key Stage 4 students are on the whole in mixed ability groups.

Social, Moral, Spiritual and Cultural Development

All curriculum areas have a contribution to make to a student’s SMSC development opportunities and it runs through all departmental schemes of learning. The curriculum is more than the sum of cognitive development in lessons. SMSC is developed through other aspects of school life including assemblies, the activities done through the House system and the PIXL Edge initiative designed to build character and resilience.

 

The pastoral system

Form tutors, Year Leaders and Pastoral Support staff work together to provide opportunities for students to develop socially and form lasting relationships.

Each form group belongs to a House. We have four houses – Macmillan, Marie Curie, Tomlinson and Christies. The houses raise money for their charity and compete in a variety of activities.

Reading, Writing, Communication and Maths

As well as promoting the core values outlined in our Respect Charter, our staff also reinforce the importance of consistency in the work our pupils produce. Reading, Writing, Communication and Maths (RWCM) are integral in creating a high standard across all subjects. That is why we take every opportunity to reinforce basic skills and correct common errors in our pupils’ work.

Furthermore, afternoon form has been extended to allow pupils to improve their RWCM skills with a range of activities including silent reading, debates and mathematical problem solving. We believe this extra support will not only help to improve our pupils’ ability, but also their confidence in these areas, and impact on their overall academic achievement throughout their school life.

 

Spiritual, Moral, Social and Cultural Education

SMSC allows pupils to explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity and reflect.

SMSC education is developed through the whole school ethos of respect; through curriculum subjects; PSHE; assemblies and activities.

Assessment

Assessment is at the heart of teaching and learning. It provides evidence to guide teaching and learning and also provides the opportunity for students to demonstrate and review their progress. The assessment system at Little Lever School is underpinned by the assessment principles below to which all staff are committed.

Give reliable information to parents about how their child, and their child’s school, is performing

  • Allow meaningful tracking of pupils towards end of key stage expectations in the new curriculum, including regular feedback to parents.
  • Provide information which is transferable and easily understood and covers both qualitative and quantitative assessment
  • Differentiate attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling.
  • Are reliable and free from bias.

Help drive improvement for pupils and teachers

  • Are closely linked to improving the quality of teaching.
  • Ensure feedback to pupils contributes to improved learning and is focused on specific and tangible objectives.
  • Produce recordable measures which can demonstrate comparison against expected standards and reflect progress over time.

Make sure the school is keeping up with external best practice and innovation

  • Are created in consultation with those delivering best practice locally.
  • Are created in consideration of, and are benchmarked against, international best practice.