Curriculum Statement

Chesterton Curriculum

Welcome to the curriculum pages.

We have created four helpful steps to help you access the curriculum:

  1. See an overview of Year / Topics / Terms with links to further information for Key Stage Three (Year 7/8/9)
  2. View directly faculty pages for Key Stage Four (Year 10/11)
  3. View the Groupings and Settings Policy
  4. Read the curriculum statement below which describes all curriculum pathways and additional information

For further information please contact using the staff contact list:

Richard Auffret; CET Trust Director of Curriculum,  or for specific subject queries Heads of Faculty and Subject

Curriculum Statement

Overview

The Chesterton curriculum delivers a personal, quality first and challenging curriculum where students realise their potential in outcomes of outstanding quality and quantity. It is informed by performance information, and demonstrates that we know our students well.

Students in KS3 study: English; Maths; Science; Art; Drama; Music; History; Geography; Religious Education; Latin; Modern Foreign Language(s); PE; Design Technology.

The way students study these subjects varies:

A*A (9-7) and A*B (9-6) sets follow a more traditional repeating timetable cycle

AC (7-5) sets focus on English, Maths, Science, Humanities, Art and Technology in a cycle with extended mastery lessons and shorter consolidation lessons. AC teachers plan collaboratively and follow themes in pairs of subjects. Other curriculum areas are studied throughout the year in ‘project mornings’ affording a more succinct experience and better outcomes. AC (7-5) students have discrete Assessment periods to build their assessment skills. By removing assessments from the main subject curriculum, it also allows challenging course content to be delivered over a longer time frame;  slowing the curriculum down. The pace of lessons is unaffected, with more consolidation activities included.

C (5) set students in addition have greater curriculum time for Literacy and Humanities in Year 7.

AC (7-5) and C (5) students make accelerated progress through Years 7 and 8, with everyone following the same timetable in Year 9 with access to the full range of KS4 options – Students are Key Stage 4 ready.

Students in KS4 Study: English, Maths, Science, PE, Ethics and three additional options in their core time. There is also a rich twilight GCSE offer.

Detailed information for all Year groups is below.

Curriculum Aims

Our Aim is simple; every student is able to leave Chesterton having realised their potential.

Driven by our ethos and values, our curriculum enables students to study the subjects important to them, develop the skills they will need and shape them as citizens ready for a prosperous future in modern Britain or globally.

Our curriculum is designed so that each student follows a personal curriculum consisting of an outstanding Quantity of subjects where Quality is at the heart of their learning and out teaching.

We have very high expectations for every student, with challenging, aspirational and shared potentials. Students at Chesterton are supported academically and emotionally to enable them to keep-up rather than catch-up.

Within the curriculum, we at every point encourage learners to help shape their own learning.

Some students will arrive at Chesterton having made outstanding progress at KS1 and 2; some may have made average progress; some may not have made as much as they hoped.

Our curriculum is designed so that each student has access to a curriculum which will enable them to make the most possible progress in a broad curriculum during their time with us.

Key Stage Three (Years 7, 8 and 9)

Key Stage Three sequences learning towards Key Stage Four, and securing outstanding outcomes for our students. Key Stage Three is designed to enable every student to arrive at Key Stage Four having had the breadth and quality of curriculum to enable them to be Key Stage Four ready, and have access the greatest choice of courses available . All students develop a range of skills from linguistic and mathematical to social and artistic. This offer differs from student to student. However we design the curriculum for a child in collaboration with them and their parents, there is always opportunity for refining; no child is ever stuck in their curriculum.

Across Key Stage Three, most students follow a curriculum of: English, Maths, Science, Computer Science, Geography, History, Latin, Religious Education, Art, Drama, Music, French, Physical Education and Design Technology. The most able students are offered the opportunity within the core to study German. These lessons are 100 minutes long.

For some students, we amalgamate the subjects and content above into fewer areas of study with even greater cross curricular links; Investigate, Create, Consider and Health. These students spend a slightly tweaked amount of time on different subjects allowing them more time to develop core skills in English and Maths and make accelerated progress. The day structure allows for greater opportunities for Mastery and Consolidation. These students have great breadth and Experiences built into their curriculum through distinct projects on Music, Instrument Lessons, Nutrition, Drama and Language. These students also have greater time in their day for pastoral care as well as 99 Thing to do Before You Are 12 and 3/4s. These lessons are combinations of 25 minutes, 100 minutes and 200 minutes.

A few students will spend a proportion of their curriculum skills specifically developing their literacy skills through distinct English as an Additional Language (EAL) lessons and/or follow the Lexia Reading Program.

Where year 9 students who have the potential to access a humanities Ebacc option in KS4, but need to make accelerated progress in that subject to realise their potential, we look at the feasibility year on year of some students study solely Re and either History or Geography instead of both from the Sprint Term in Year 9, or into other alternatives such as period 7.

Students who are not quite KS4 ready in core subjects and who are unlikely to take a Modern Foreign Language (French or German) at KS4 can also boost their core curriculum through structured additional Science time. 

Key Stage Four (Years 10 and 11)

Following Year 9, students study a core curriculum,but also have the opportunity to study a range of additional subjects and subjects at different levels.

Key Stage Four – Core Offer

Key Stage four offers a wide quantity of subjects with study time designed to maximise student opportunities. These are GCSEs, Btecs and Cambridge Nationals.

Within the Core Curriculum, all students study: English Language, Maths, Core Physical Education, and Ethics. Most Students also study English Literature as part of the above course.

All students study Science as either separate Biology, Physics and Chemistry courses, or a combined Double Award Science.

Top Set Maths students are able to study for the FSMQ  (Free Standing Maths Qualification: Advanced) http://www.ocr.org.uk/qualifications/by-type/fsmq/

Key Stage 4 – Options Offer

Students choose three options of their choice.

Most students take one, two or three Ebacc options of: Geography, History, French, German or Computer Science

Students then choose from: Art and Design: Fine Art (GCSE), Art and Design: Photography (GCSE), Computer Science (GCSE), Drama (GCSE), Film Studies (GCSE), Food and Catering (Btec) Geography (GCSE), Health and Social Care (Cam Nat), History Wider World (GCSE), ICT (Cam Nat), French (GCSE), German (GCSE), Spanish*(GCSE), Latin*(GCSE), Media Studies (GCSE), Music (GCSE), PE (GCSE), Product Design (GCSE), Sociology* (GCSE), Sport (Btec), Travel and Tourism (Btec).
*Offered as a twilight GCSE

Key Stage 4 – English Literature / Numeracy Support

Students who require additional support in either English or Maths can substitute one of their option for a separate English Literature or Maths courses.

Key Stage 4 – Twilight

Students can also take twilight GCSEs in: Spanish, Latin, Sociology and Astronomy. These lessons occur in an extended school day model.

Language Provision Summary

The guidance below summarises the 5 year language provision from above :

Year 7, 8 and 9

French and German

All students in Yr 7 start the year studying French in mixed ability groups. From the second half this term, students complete an assessment, and are set. The top set on both halves will study French and German in their languages time, all other set study French only. This continues into year’s 8 and 9.

Latin

In Year 7, students in top set English study Latin in lieu of an English lesson. Other sets can access the same course via a twilight. From Year 8, Latin is exclusively twilight.

Spanish

All students can study Spanish as a twilight in Years 8 and 9 as an additional language course.

Years 10 and 11

Students are encouraged to study a language at KS4, however it is currently not compulsory. French and German are available in option time, and Spanish and Latin continue as twilights.

14-19 Education

We work in partnership with the Academy@CRC Cam(Cambridge Regional College) to provide a curriculum for students who have a desire to focus their studies on a more vocational pathway. .

At the end of Year 9, a small number of students who have a clear desire to follow a vocational course through to Level 3 (at age 16-19) are invite to consider taking a pathway through CRC, where the breath, equipment and teaching specialism are greater than Chesterton could provide. Working with students, their families and CRC to create a KS4 offer which whilst continuing to focus on the core subjects of English, Maths and Science allows for a considerably enhanced vocational offer

This offer can take many forms: engineering; digital media; fashion; mechanics; hair and beauty or be tailored to a student’s interest.

This is an exciting pathway opportunity for a small number of students; working closely with CRC has allowed us to offer this curriculum breadth as we would not have been able to do alone.

 

Additional Curriculum Information

Literacy:

Literacy is promoted across the curriculum managed by a designated literacy co-ordinator. The core development of cross curricular literacy is through feedback and this is support by initiatives like focus events, literacy starters, toolkits, subject glossaries and assessment foci.

Numeracy:

Numeracy is fundamentally important for all pupils.

It is a proficiency that is developed not just in Mathematics but also across the whole curriculum.

‘Numeracy is a proficiency which is developed not just in mathematics but also in other subjects. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It requires understanding of the number system, a repertoire of mathematical techniques and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data are gathered by counting and measuring, and is presented in graphs and diagrams, charts and tables.’

(Key Stage 3 National Strategy Framework for teaching mathematics)

At Chesterton Community College, we are committed to developing the numeracy skills of our learners, in the belief that it will support their learning, enabling them to access the whole curriculum and, in turn, raise standards for all.

It is important to recognise that all teachers are teachers of numeracy.

At Chesterton we aim:

  • To adopt a whole-school approach to Numeracy across the curriculum in order to raise standards of attainment for all learners.
  • To recognise the importance of Numeracy in all subjects across the curriculum.
  • To identify the Numeracy content in every subject’s SoL to ensure “joined-up” thinking with the mathematics curriculum
  • To develop a common understanding of how different mathematical concepts might be taught across the curriculum, to aid consistency
  • To encourage staff to take responsibility for the development of numeracy in each subject area.
  • To encourage cross-curricular projects that cross over boundaries between maths and other subjects
  • To ensure that the maths SoL takes account of the numeracy content in other subject’s SoL, in order to best support the learning of the students

Writing, Reading and Maths

Throughout the curriculum these skills have high prominence lead by staff with responsibility for ensuring progress. We have Whole School Reading Time, Dedicated CPD, Specialised Courses, Different KS4 Literacy Pathways, 1:1 Support, Progress Support Teams and EAL Specialist Teachers.

Promoting Active and Engaged Learners

The curriculum and shape of the school day differs significantly for different cohorts and different year groups. We believe these changes allow for engaging courses delivered outstandingly by teaching staff and in time ‘chunks’ suitable for the different concentrations spans of different cohorts of students. It also facilitates challenge in all areas of the curriculum.

Religious, Personal and Social Education 

RPSE is core in KS3 and delivered as Ethics in KS4. Our tutorial time is also 25 mins per day where Ethical and Personal and Social Education is consolidated within our vertical tutor system, and tutor program.

Extra Curricular

We have outstanding extra curricula provision ranging from Computing to Sport. Our activities range from fun (Chess), to supporting progress (PYTHON Club) to accredited courses (Music Grading’s).

For more information, please see the Extra Curricular page on www.chestertoncc.net

Effective Planning

We have designated CPD in which Heads of Faculty and Teaching Staff meet to develop and consolidate their understanding of the curriculum structure, the abilities of different cohorts and the shape of their day. The also develop pedagogical practice such as mastery and consolidation. This best places leaders and teachers to plan and deliver the most appropriate courses, lessons and assessments for each student.

Early Entry

We use Early Entry very carefully, and where we do, predominantly in Maths, students achieve their potential. As a result their education is enhanced by outstanding progression.

Assemblies

Both House and Year group assemblies are appropriated weekly under a formal and outcome/curriculum mapped plan lead by a member of staff with outcome responsibility.

Pastoral Care

All students have 25 minutes tutor time per day with two tutors. Throughout the year, students cover a wide range of pastoral topics through a range of delivery methods including debates, group work and private study. There are a range of team building and completion activities, alongside whole school reading time.

The role of the second tutor is to provide personal academic mentoring to each student throughout the year.

Some students are invited to Breakfast clubs.

Some students have targeted pastoral drop-in sessions at the end of each day.

We have referral access to support agencies.

We provide Connexions (careers guidance) support.

We have access to a school Nurse.

Academic and Vocational Breadth

All students have access to a wide range of both Academic and Vocational course, be it here or at other centres. In-house, we offer GCSEs, iGCSEs, Btecs, FSMQ and Cambridge Nationals at Levels 1 and 2. We also offer alternate centre provision for students who which to pursue a more specialised pathway.

14 to 19 and Post 16 Education

At the end of Year 9, some students are offered the opportunity to focus on 14-19 at a different centre.

The majority of our students complete the next level of their course Post-16.

Setting Policies

The curriculum is designed to support our settings policy (available at www.chestertoncc.net). Where sets are mixed ability, we have a robust ethos of allowing students to shape their own learning, and learning intentions are set to challenge students at every level in the class.

Where students are set, data plays a significant role in making sure students are always placed in an appropriate set where pace and expectations are designed to challenge students to make exceptional progress.

We have a rigorous setting protocol where teaching and learning interventions must be evidenced where a student is at risk of being moved down a set.

SEND

The SEND department follow the SEND guidelines from the 2014 Code of Practice, which states quality first teaching importance. Quality First Teaching is teaching which is planned around the needs of each individual student.  Information for support in quality first teaching and individual students is supplied and updated by the SEND department. Further support for some students is supplied by the SEN specialist, Progress Support Workers and other outside agencies.

Additional Sport within Core Curriculum

The activities undertaken in Physical Education are continuously modified to reflect a contemporary, broad and balanced curriculum.  A recent Sport England grant has enabled us to champion table tennis.  We have just received a £9000 grant from Sport England to promote cycling – level 3 Bikeability road safety courses for all year 8 students, a fleet of road bikes for use in year 10 and 11, leadership opportunities in our local special school.  The current whole-school fundraising challenge will enable us to build a top-of-the-range climbing wall for use in lessons.  All year 9 students follow a course in lifesaving.  A number of year 10 students opt to follow the nationally-recognised Level 1 Sports Leadership Award – culminating in some excellent work in our feeder primary school physical education lessons.  Our year 10 students also have the opportunity to receive free golf lessons from a local professional.  Our year 11 students have the opportunity to row with Cantabs Rowing Club, during their regular PE lessons.  Across the college, students can take part in anything from zumba to rugby, ultimate Frisbee to netball, swimming to golf, self defence to street dance and more.

Faculty Opportunities:

These are in addition to the extra-curricular timetable on the website

Faculty Opportunities; English

Enterprise Group is for a small group of year 8s to increase their confidence in English and across the curriculum. Encompassing different projects including journalism, charity awareness and human rights, this will take place throughout the year. If successful, this project will be rolled out to other years.

Faculty Opportunities; Arts

We offer Artsaward Bronze as an optional extra-curricular activity for year 9 students.

We will offer Artsaward Bronze as part of our Key stage three  C and A-C group curriculum offer.

Faculty Opportunities; Humanities

The Humanities Faculty organises a fortnightly enrichment programme for all students in Year 7; Worldly Wednesday – this is timetabled for a morning session once a fortnight. Students take part in deep learning activities and have the opportunity to go on a variety of trips to allow them to learn outside the classroom. Recent trips have included visits to Great St Mary’s Church, Michaelhouse Chapel and Kings’ College Chapel in Cambridge to explore religious buildings; orienteering at Wandlebury Country Park; historical enquiry based learning at Mountfitchet Castle; examining waste management in Cambridgeshire at the Amey Cespa Recycling Facility; a visit to St Paul’s Cathedral and The Tower of London.

Students in Year 7 complete a cross-curricular homework project run by the Humanities Faculty. They focus on Venice, Italy, learning about religious artefacts, flooding and historical characters. Their work is presented in an exhibition where it is peer-assessed. 

Faculty Opportunities; Extra-Curricular:

The extra-curricular timetable can be found by following the link: Extra-Curricular Timetable

 

September 2016

 

 

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