Content and Organisation of the Curriculum
At Sexey’s our curriculum is designed so that the learning pathway all of all students is broad, balanced, and appropriate. The curriculum has been reviewed in the light of the new National Curriculum introduced in 2014. Although Sexey’s is an academy, the broad outlines of the National Curriculum are followed across the school.
On joining Sexey’s in Year 7 every student experiences a variety of learning styles, techniques and curriculum areas. However, we strongly believe that it is crucial that students develop the knowledge, skills and understanding to allow them to progress in their studies throughout the school and also to prepare them fully for life beyond the school gates. Our mission statement stresses that we are
‘Teaching boys and girls to think independently, act wisely and be fully engaged in a challenging and changing world.’
In Key Stage 3 all students study English, Mathematics, Science, History, Geography, R&P, Art, Drama, Food Technology, French, ICT and Computing, Music, PE, Philosophy and Product Design.
In Mathematics, Science and French students are placed into ability groupings during the first half term in Year 7, which continue through years 7 and 8. For other subjects such as English, the Arts and Humanities, classes are mixed. Our belief is that all students can make excellent progress regardless of their prior attainment or any additional learning needs. We carefully monitor the composition of our teaching groups and adjust when appropriate.
As students move into Key Stage 4 they are given the opportunity to opt to follow certain subjects while all following a core curriculum. Students follow a range of subjects that will lead to the English Baccalaureate (EBacc). Students all study English Language, English Literature, Mathematics, Science (at least two GCSEs), French, Physical Education and PSHE. Students must choose from Geography or History and can then select additional subjects from three options which can include Triple Science, History, Geography, Religious Studies, Art, Drama, Food Technology, Computing, Music, PE and Product Design (the additional Geography and History sets in the Option Blocks exist for those students who would like to take both subjects).
Some students will be recommended for a programme of Core Support in Year 10 and 11 to support their learning in English and Mathematics. These students will not subsequently take the French GCSE course (please note that this is not a choice for the students, it is determined through discussion between the SENDCo and the Head of French).
A range of intervention strategies are deployed in the school which include supporting students with additional needs, to those who are deemed gifted and talented. Additional support is provided across subject areas with particular emphasis on English, Mathematics and Emotional and Social Support.
There is a renewed focus on assessment and feedback at Sexey’s and there are protocols for assessment, marking of literacy and extended writing. At all times the focus is on supporting students to make the next steps to improve their learning. Student progress reviews occur six times a year, the data produced being used to identify subsequent intervention and support work.
We were delighted that 82% of our students gained 5A*CEM in 2015-2016. 93% of students achieved A*-C in English and 88% achieved A*-C in Mathematics. 96% of students made expected progress in English with 72% making better than expected progress. In Mathematics 92% of students made expected progress with 47% making better than expected progress.
The school operates Monday to Friday on a 50 period fortnightly timetable, each period being an hour long. The hours spent on teaching during a normal school week, excluding collective worship, registrations and lunch, total 25 hours per week. This compares with the recommended minimum of 24 hours/week, suggested by the Department for Education.
If, at any stage, pupils are identified as having an extra educational need, we endeavour to provide it. This applies as much to extending the Gifted and Talented as to providing necessary support for those with specific learning difficulties.
A policy for those with additional educational needs is available on request from school. As part of the School’s Teaching & Learning Policy teachers are encouraged to use a wide range of teaching strategies to suit the learning styles of individual pupils.
Updated October 2016