The Shepwell School Curriculum 2019-2020

Children and young people will access suitable and flexible education appropriate for their needs. The service aims to maintain and progress the young person’s learning by addressing their needs through a personalised approach, in liaison with the young person and their mainstream school. In the Centre we aim to provide a broad and balanced curriculum. From September 2018 we have included dedicated time on the timetable for pupils to access further CAMHS support, ASIST (suicide prevention), Mental Heath First Aid, Friends Programme, SaLT, Year 11 stress therapy, and Pastoral Intervention.

Shepwell School curriculum intent

Key Stage Level 3


English Language and Literature KS3  

The English department at Shepwell are a small but strong and dedicated team who strive to improve the literacy of all students. We hope that pupils will enjoy their work in English and we do our very best to ensure that our curriculum offers a rich and diverse range of learning experiences. 

KS3 students are set in ability groups that aim to follow the new national curriculum engaging with Literature and Language through a wide range of sources. All work in the key stage is designed to develop reading, writing and spoken language skills. They study a selection of poetry and texts as well as Shakespeare plays and complete creative writing assignments. Analysis of Literature is a key skill that is an essential prerequisite for GCSE study and is a key element of KS3 programmes of study for our higher achieving groups. Pupils will also recap and enhance their learning of text types, spelling and grammar. 

We enrich classroom activities with school competitions, projects and days out to help bring texts to life, engage pupils with historical context and give them new experiences. 

Some of the texts studied at KS3: 

Stone Cold, Skellig, Boy in the Striped Pyjamas, Tribes, Of Mice and Men, Romeo and Juliet, Twelfth Night, James and the Giant Peach, The BFG, Poetry Anthology – Power and Conflict, Revolting Rhymes and a variety of non-fiction texts.



Your child will study modules based on numbers, algebra, geometry and data handling.
Modules are adapted and refined to cater for all levels of learning ability.


The program of study places less emphasis on science content and more emphasis on how science
works skills;
– use scientific ideas and models to explain phenomena and events;
– Understand a range of familiar applications of science;
– think about the advantages and drawbacks of scientific and technological developments for the
environment and in other contexts, considering the reasons for different opinions;
– carry out investigations of different types, on their own and in groups, making use of reference
sources and evaluating their work;
– communicate what they did and its significance;
– learn how scientists work and the importance of experimental evidence in supporting scientific


KS3 pupils follow the KS3 national program of study incorporating Computer Science, Digital Literacy & I.T. – Data Representation, Programming using different languages, Computer Hardware and Software, Algorithms, Debugging.

E-Safety – personal data, cyberbullying, physical risks and data protection.
Multimedia Quiz – based on e-safety work.
Collaborative newsletter – group work, collaboration, DTP, copyright issues.
Healthy Eating survey – creating and using data collection systems, analysing data, testing a
Computer control – introduction to loops, variables and sub-routines.
Weather Information Systems – using automatic data collection systems, formatting to meet
audience needs.
Web Site Publishing – web site design, copyright issues.
Sports Event Planning – a combined project where students consolidate skills and knowledge gained
to use organise an event.


I am text block. Click edit button to change this text. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

The following trips and activities have taken place so far this year:
  1. Local Park – following on from the trip to Alton Towers, pupils were given the task of comparing their activities and facilities to those available at local parks.
  2. Coventry Transport Museum – Pupils visited the museum to gain an understanding of how transport and changed/developed over the years.  Pupils had specific items they needed to locate while they were there.  This then enabled them to produce a timeline as a whole group in the lessons following this trip.
  3. Molineux – As a start to their topic on sport, the pupils were treated to a tour of the molineux.  They got to sit in the teams changing rooms and experience what it is like for both home and away teams on match days. As a follow on from this, two coaches from the Molineux Pan Disability Team are currently working with KS3 in PE for a 12 week period.
  4. Thinktank – Pupils spent a day at the Thinktank in Birmingham experiencing exhibitions including Birmingham’s Past and Present Heritage, the Marine World’s Gallery and Medicine Matters which was a big hit.
  5. Pollution Walk – We had a walk around the estate identifying different types of pollution.  Mrs Sharma very kindly incorporated some science into this activity and the children used pieces of tape to take samples from leaves and identify how the pollution varied according to the amount of road traffic.

Key Stage Level 4


English Language and Literature KS4 

 For pupils unable to access GCSE we provide a Step Up To English Entry Level Programme of Work that enables them to achieve Entry Level 1,2 and or 3 in English Language. 

Those pupils who are successful in achieving their SUTE Level 3 in Year 10 will have gained the skills to be entered for GCSE English Language in Year 11 after studying the course in one year. 

All other students will begin the AQA GCSE English Language or the language and GCSE English Literature qualification in Year 10. This is a two year, exam only course and students will sit all exams at the end of year 11. 


AQA English Language requires pupils to complete two 1hour and 45 minute examinations requiring analysis of fiction and non-fiction texts from the 18th, 19th and 20th /   Pupils also have to complete a teacher assessed Spoken Language element that requires them to plan and present an oral presentation on a topic of their choice and verbally answer questions following completion. 

AQA English Literature requires pupils to complete two exams, one of 1 hour and 45 minutes and the second of 2 hours 15 minutes. They will have studied texts and poetry in preparation for the examinations. Our current texts are Macbeth, An Inspector Calls and A Christmas Carol. Pupils also study poetry from the Love and Relationships section of the AQA designated Anthology in such a way that they are also prepared for the unseen poetry questions. 

Pupils who join us after the course has started may well have been taught different texts but we will always accommodate them if the book they have studied is on the AQA text list. If not pupils may have to take part in extra catch up or intervention lessons. 


We follow the EdExcel Linear specification; students sitting their GCSE at the end of Year 10
have the opportunity of re-sitting in Year 11. We group students according to ability, with
extra support given to those who need it, while offering our most gifted students more
challenging lessons and other opportunities to develop. We conduct regular assessments to
make sure your child is on target and in the appropriate ability group.
Students will get homework at least once per week. This may be written, online or a
research/functional task..


Pupils follow the OCR Gateway GCSE
The aim of this course is to enable young people to learn science from a consumer’s point of view as
opposed to a purely academic study. This reflects the changing needs of society; we are moving into
a high-tech age where most people use scientific skills and principles as part of everyday life, e.g.
biological washing powders use enzymes to speed up stain removal and save energy. Students learn
why this happens and how it benefits society rather than simply studying “Enzymes”.
There is a greater emphasis on reading and discussing scientific issues using contemporary and
exciting events, including news items. Scientific knowledge and understanding is focused on how
these apply in every day and industrial contexts. Activities have a greater emphasis on problem
solving rather than learning vast quantities of information.
We are in transition at the moment due to new terminal rules being applied and so each year group
is following a slightly different pathway in terms of assessment.
Year 9 have started their GCSE course and are following the ‘Core’ science programme at the
moment. In Year 10 they will complete the ‘Additional’ science learning. We will be carrying out
regular internal assessments to discover whether students are capable of completing the triple
award to a high standard in Year 11 and this decision will be made to suit individual students.


KS4 pupils are working towards BCS Level 2 – ECDL (Extra) in IT Application Skills –  The course enables students the ability to use a computer effectively in a variety of software environments teaching them vital computer life skills as well as giving them the ability to communicate and access information and services both in their professional and personal lives.


Both KS3 and KS4 students at Shepwell complete a variety of units of internet safety throughout the year.

Art and Design GCSE

Years 10 and 11 Curriculum

Students sitting their exams from 2019 onwards will be studying the Eduqas GCSE in Art & Design (Eduqas is the branch of WJEC operating outside Wales).

During the Autumn term of Year 10, students will have the opportunity to workshop techniques and materials they may not have used before. This is in order to provide them with the necessary experience and skills to make informed choices about the work they wish to undertake for their GCSE. From the Spring term of Year 10, students focus in earnest on the assessed components of GCSE Art & Design.

These consist of:

Portfolio (Coursework)

This component consists of a major practical project/theme-based portfolio and outcome/s with integrated critical and contextual analysis. Assignments, briefs or themes undertaken are to be determined by the student and teacher.

This component is designed to enable students to effectively develop an introductory foundation of core skills and encourage engagement with exciting creative experiences which build fundamental learning, knowledge, contextualisation skills and critical thinking. The time available for this component also provides opportunities to focus on the acquisition of valuable skills (which include experimentation, risk-taking, drawing, the application of the formal elements and the ability to analyse and synthesise information and ideas) as well as to develop and refine techniques. The introductory aspects of the course will culminate in a practical project/portfolio, in which students should develop, in consultation with their teacher, a body of work based on a theme, concept or specific design brief which is of personal significance and links to the contexts of contemporary and/or past artists, designers or craftspeople.

The Portfolio is internally assessed and externally moderated (centres must ensure that marks are submitted to WJEC by the May deadline). Work produced for this component will be assessed in relation to all four assessment objectives. This component needs to be completed by the beginning of the Spring term of Year 11.

Externally Set Task (Exam)

This component represents the culmination of students’ GCSE study and provides both focus and challenge. Students are required to develop a personal response to one of a varied range of stimuli within specified time constraints. Students must therefore bring together the best of their understanding, knowledge and skills built up over their course of study and demonstrate their highest achievement through this externally set assignment. The Externally Set Assignment materials consist of a series of assignments based on themes, visual stimuli and written briefs set the exam board. Students are required to select one of the set assignments and develop it in the form of:

  • a personal response
  • a specific design brief
  • or another suitable approach.

Students will develop their response over a preparatory period;Students are given the exam paper on their return to school in the Spring term of Year 11, and have the remainder of that term to prepare and develop ideas. Responses must take the form of critical, practical and contextual preparatory work and/or supporting studies, which will inform the resolution of these ideas in a sustained focus study. Following the preparatory study period, students will be allocated a period of 10 hours sustained focus study to realise their response unaided and under supervised conditions (very early in the Summer term of Year 11). Once the 10 hour sustained focus period has commenced, students must not have access outside the sustained focus period session either to their preparatory study and research work or to work produced during the sustained focus period. At the end of each sustained focus session all candidates’ Component 2 work must be stored securely by the centre to ensure that no additional work is brought in or taken out of the designated workplace.

At the conclusion of their preparatory study and sustained focus periods of work, students will be required to select, evaluate and present their submissions for assessment. Work completed during the sustained focus period must be clearly identified. In addition, students must ensure that all secondary source material is appropriately acknowledged. If work is included in the submission which is not entirely that of the student, such as quotes and images produced by others, it is essential that each of these is specifically identified and acknowledged. Students are assessed on their ability to work independently, within specific time constraints and in relation to all four assessment objectives. Both the preparatory study and sustained focus work are assessed together.

BTEC Health and Care Level 2

BTEC Health and Social Care has been designed to form a qualification which provides technical knowledge,
skills and understanding associated with the subject so as to equip students with some of the skills they will need
in the workplace or in further education or training. It allows students to experience vocationally related learning
so as to enable them to decide if it is suitable for them.
– Unit 1: Health, Social Care and Early Years Provision (course work).
– Unit 2: Promoting Health and Well-Being (course work).
– Unit 3: Understanding Personal Development and Relationships (Exam).
– Assessment is through regular tests, assessment tasks and mini projects. Students are also given the
opportunity to self and peer assess work.
– The coursework (which is worth 66% of the final grade) is mainly done in Year 10.
– This course is ideal for pupils considering a career in a health or social care related profession as it leads on to
further training/qualifications in health and social care..

Travel Training:
Three Year 10 pupils are currently undertaking travel training one afternoon a week.  They are developing confidence with adult support when walking and using public transport to specific destinations.  Long term, the aim is for pupils to develop the skills needed to travel independently from home to required destinations, such as school/college and back home again.