THE KS3 CURRICULUM AT CROFTON ACADEMY

KEY STAGE 3 CURRICULUM

In many aspects of our work, our pupils are taken on a five year journey with us. However in some subject option choices take place and so a KS3 and KS4 curriculum is naturally created. We have made some changes to the organisation of our curriculum and these changes are shown in the table below:

Key Stage 3 Curriculum (Pupils who joined Year 7 before September 2019)

Our Key Stage 3 (KS3) curriculum is designed enable pupils to achieve a deep understanding of a range of skills and knowledge from a broad, balanced and relevant curriculum, encompassing those set out in the National Curriculum. The planning of the curriculum is such that enables pupils to know how the learning is connected to long term objectives, other subjects and the wider curriculum.  Pupils learn essential knowledge built around a ‘learning journey’ and ‘Big Ideas’ to ensure they have a deep understanding across a range of subjects.  This encourages pupils to focus on deeper learning to ensure real understanding of key concepts. Each Big Idea topic accompanies a planned learning journey with clear statements setting out what pupils need to know, understand and do to reach their aspirational target grade.

The National Curriculum content is carefully tracked to ensure that pupils have covered all areas of non-statutory Key Stage 4 (KS4) subjects by the end of Year 8.There are also many opportunities built into lessons to secure the need to recall and retrieve previous learning so that knowledge is fully embedded. Indeed teachers continue to develop pedagogy, particularly related to metacognition, so that pupils can remember and recall information from a deep understanding of their learning. The learning in KS3 provides a platform for pupils to be able to access the next stage in their learning journey, as well as learning for their future and becoming positive citizens within their community.

Pupils have the opportunity to study a range of creative and performance related subjects, enabling us to identify any gifted and talented pupils, and allowing pupils to discover and embrace what can become lifelong personal interests and talents. 

In Year 8 pupils choose four subjects to continue to study in depth. This enables teachers to plan transition, creative Year 9 units of work that allow pupils to fully engage in the breadth and depth of these subjects before beginning the KS4 course. This is a deliberate action to engage pupils and enable pupils to really enjoy their subject and learn the depth of their subject over a three year course.  The curriculum model allows pupils to choose 4 subjects in addition to the core Maths, English, Science, PE, Computing, Active Studies (RE) and Values lessons.  These gateway courses are not externally examined but lay the foundations for KS4.  In Year 9, pupils are able to move between subjects within option blocks thereby ensuring that they are satisfied with their option choices.

Key Stage 3 Curriculum (Pupils who joined Year 7 in September 2019 or later)

Our KS3 curriculum is designed enable pupils to achieve a deep understanding of a range of skills and knowledge from a broad, balanced and relevant curriculum, encompassing those set out in the National Curriculum. The planning of the curriculum is such that enables pupils to know how the learning is connected to long term objectives, other subjects and the wider curriculum.  Pupils learn essential knowledge built around a ‘learning journey’ and ‘Big Ideas’ to ensure they have a deep understanding across a range of subjects.  This encourages pupils to focus on deeper learning to ensure real understanding of key concepts. Each Big Idea topic accompanies a planned learning journey with clear statements setting out what pupils need to know, understand and do to reach their aspirational target grade.

The National Curriculum content is carefully tracked to ensure that pupils have covered all areas of non-statutory KS4 subjects by the end of Year 9. There are also many opportunities built into lessons to secure the need to recall and retrieve previous learning so that knowledge is fully embedded. Indeed teachers continue to develop pedagogy, particularly related to metacognition, so that pupils can remember and recall information from a deep understanding of their learning. The learning in KS3 provides a platform for pupils to be able to access the next stage in their learning journey, as well as learning for their future and becoming positive citizens within their community.

Pupils have the opportunity to study a range of creative and performance related subjects, enabling us to identify any gifted and talented pupils, and allowing pupils to discover and embrace what can become lifelong personal interests and talents. 

The curriculum option model for Year 9 (2021-2022) is under review.

VALUES CURRICULUM

At school we work hard to make sure that all pupils understand how to get the best out of their time with us. It’s crucial that pupils are safe, respected, responsible and ready to learn. It’s also vital that alongside working with pupils for exam success, we also prepare them for their futures. Indeed we want to support pupils to be able to contribute positively to society and to find success and happiness in the choices that they make. Our ‘Values’ work underpins this. It’s about attitudes and behaviours.

In this lesson pupils will follow a five year programme that incorporates: traditional PSHE; Careers and Progression Guidance; Social, Moral, Spiritual and Cultural Education and Fundamental British Values work. It will also embed with pupils the Crofton Core Values of: communication, collaboration, co-operation, resilience, respect and responsibility. This will support pupils to learn how to appropriately debate, and guide them to be able to make their own informed decisions. Indeed it will support pupils in their development – teaching them how to build strong, positive relationships and providing opportunities and experiences to learn about our world.

SEND PROVISION

We have a personalised provision for all our pupils including those with SEND. This includes our Achieve Program which focusses on thinking skills, social skills and emotional skills. These three branches are taught and developed together with the aim to build on the skills that pupils can draw upon to succeed, not only in all lessons in school but also beyond school life and in future employment.

IMPLEMENTATION

The academy believes that a carefully planned and structured curriculum is the foundation upon which excellent learning and development is built.  The curriculum is designed and implemented in such a way that it builds on prior knowledge and prepares pupils for the next stage in their education. This is complimented by the Academy’s ’10 steps to outstanding’ teaching and learning philosophy.  This ensures that lessons are engaging and suitably differentiated so that pupil spend the large majority of time in lesson working independently at their level of ability.

Development of language and building knowledge are integral to curriculum planning.  Subject Leaders, who are experts in their subjects, carefully construct a curriculum that promotes a deep understanding of a wide range of topics.  Teachers plan learning that allows pupils to embed and recall knowledge through techniques such as interleaving of topics and spaced practice.  This builds firm foundations for progression to the next level and exam success.

IMPACT

Our curriculum:

• Provides all pupils with the opportunity to develop their views, understanding of our world and an ability to respect and work alongside those with different views;
• Offers broad and relevant opportunities to explore subject content and develop an appreciation of cultural capital;
• Encourages pupils to be reflective, develops curiosity and promotes debate, whilst  teaching resilience in a drive for success;
• Recognises and supports the diverse needs of everyone, so enabling all pupils to fulfil their potential;
• Ensures that the sequence of learning builds on prior knowledge and skills, ensures that any ‘gaps’ and filled and so supports future progression;
• Leads to qualifications that enable pupils to access further and higher education opportunities, alongside providing a platform of qualifications that enable pupils to be ready for employment;
• Prepares pupils to make informed choices at the end of KS3, KS4 and beyond. 

BEHAVIOUR FOR LEARNING

The Academy is inclusive and ambitious for all. We have high expectations of all pupils and provide opportunity for pupils to learn what is expected of them morally. Our Behaviour Policy ensures that pupils learn that actions have consequences and they can accept and appreciate differences between people. Whilst pupils gain knowledge through KS3 and KS4, we also want them to become learners who are enquiring, enthusiastic, engaged and mannerly. Pupils will develop high expectations of themselves and embed our key principles at the academy: Ready. Respect. Safe.

OUR CURRICULUM AND FUTURE PROGRESSION

Careers Education, Advice and Impartial Guidance is a key part of our curriculum. Throughout Y7 –Y11 pupils are supported through focussed lessons, options support and explicit guidance to consider their futures, be aspirational and to recognise the opportunities post 16 and beyond. Parents are very much informed and pupils have many opportunities to explore different choices.

Our timetable runs over 2 weeks that includes a total of 50 lessons:

Setting (Bubbles presently used due to Covid 19)

ASSESSMENT AND REPORTS

All pupils will be set a minimum target step that we expect them to achieve based on their KS2 SATs.  Pupils are also set an aspirational target step that they are expected to strive towards.

The Academy has introduced learning journeys at KS3 across all subjects.  The learning journeys are shared with pupils.  As a result, pupils are engaged in their learning and know which step they are working at and what they need to do to improve. The steps on the Learning Journey link to targets and so is one strategy to allow pupils and staff to monitor progress.

Regular, low stakes, testing ensure that pupils embed knowledge into their long term memory.

Pupils are assessed by a combination of peer, self and teacher assessments.  Summative assessment will take place at least once per half term, linked to the Learning Journey steps.

Following each assessment, incisive intervention to fill gaps in knowledge means that pupils make rapid progress.

Parents/carers receive reports three times per year.  The reports will indicate the progress that pupils have made towards their target grade and an indication of their behaviour and attitude to learning.​

CURRICULUM REVIEW​

Curriculum implementation will be reviewed and quality assured through line management, light touch and lesson observations.

The curriculum delivered in each subject will reviewed annually by subject leaders to ensure the sequence of delivery allows pupils to build on their knowledge and that pupils are sufficiently stretched and challenged.

The curriculum hours and subjects offered will be analysed by the senior leadership team and governors on an annual basis.

CURRICULUM AND ASSESSMENT

All GCSEs are now graded on a scale of 1-9. Grade 9 is the highest grade and Grade 1 is the lowest. At present the BTEC courses are graded using Pass, Merit and Distinction, but this may change in the future.

Grades 4 and 5 are a grade C. A Grade 4 is a standard pass and a Grade 5 is a good pass.

TARGET SETTING Y7-Y11

All pupils will be set a minimum target step that we expect them to achieve based on their KS2 SATs.  Pupils are also set an aspirational target step that they are expected to strive towards. The targets are designed to challenge each pupil to reach their full potential and to acquire the skills, knowledge and understanding to achieve the very best grade they can at GCSE. It is possible that some pupils will achieve beyond their expected grade. These high aspirations and drive for success are something that we encourage and as a result, the targets will be regularly monitored and reviewed to ensure each pupil achieves their full potential.

KEY STAGE 3 ASSESSMENT

 In order to help pupils to understand what they know and can do, we have introduced in Year 7 and Year 8 a series of ‘steps’ for each subject. These ‘steps’ allow staff and pupils to work on the necessary knowledge and skills to enable progression towards targets. Indeed to bring our system in line with the GCSE grading system, all pupils in Year 7 and Year 8 are assessed using ‘steps’ on a scale of 1-9. The ‘steps’ are linked to the skills, knowledge and understanding taught  in Year 7 and Year 8, for each pupil to reach the same grade at GCSE at the end of Year 11. This means that if a pupil’s minimum target grade is a grade 6, they usually should be working at (or close to) a ‘current step’ 6 in Year 7 and Year 8. A child’s current steps therefore shows if they are on track to achieve their targets.

These ‘steps’ are linked to specific subjects and topics and form the basis of a Learning Journey. These are shared with pupils at the beginning of each unit of work. When a unit of work has been taught, pupils will be assessed against the ‘steps’. This enables pupils to celebrate what they can do and also to clearly see what needs to be learnt or practised. At this stage, time will be spent in lessons on ‘therapy’ – tasks and learning designed to personalise learning and enable pupils to progress.

From September 2021 we will also introduce ‘steps’ for Year 9.

Please see our Learning Journeys.

REPORTS

Parents/carers will receive regular reports regarding their children’s progress. In both Year 7 and Year 8, parents/carers receive reports three times per year. The reports show the target steps, current step, behaviour and attitude to learning. The current step is not just based on the assessed piece of work at the end of a unit, but encompasses: other low stake testing; verbal responses in class; book work in class; homework and other formative assessments.  In Year 9 the initial report does not show current grades, as pupils will not have started GCSE courses. Once KS4 courses do begin reports will contain each pupil’s target grade, current grade, behaviour and attitude to learning.

From September 2021 Year 9 will receive a similar report to Year 7 and Year 8, as they will be assessed using steps.

As an Academy, we place greater emphasis on pupils’ final grade, while ensuring they are on track throughout the year. These reports are our most important form of communication with parents and will sometimes raise questions regarding a pupil’s progress. We strongly encourage parents to read the reports carefully and if the report raises questions, to contact either the Subject Leader or, if it is across a number of subjects, the Year Leader.

REPORTS & ASSESSMENT

Parents/Carers Guide to Key Stage 3 Reports