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.
Key Stage Level 3
English Language and Literature KS3
The English department at Shepwell are a small but dedicated team who strive to improve the literacy of all pupils. We hope to instill a love of English in our pupils 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. For pupils who find English extremely challenging, we also offer a bespoke “Entry Level” themed curriculum to help them to build on their basic skills and transition with more confidence into KS4.
All pupils take part in our Accelerated Reader programme which aims to help them develop as readers and overcome any anxieties they may have in relation to reading. This happens across the week at various times of the day and includes participation of staff members.
Some examples of the texts studied at KS3:
“The Boy in the Striped Pyjamas” John Boyne
“Holes” Louis Sachar
A range of Shakespeare plays such as “Romeo and Juliet” and “Twelfth Night”
A range of poems such as those by Charles Causley and Alan Ahlberg
Animal themed non fiction
Famous speeches by inspirational people (such as Martin Luther King)
“Charlie and the Chocolate Factory” by Roald Dahl
“Treasure Island” (play adaptation) based on the story by Robert Louis Stevenson
iant 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.
Pupils are assessed on entry and assigned to one of three KS3 groups. They follow the Oxford Activate scheme of work, this being taught during four lessons per week.
The aim of this course is to support every student as they progress from Key Stage 3 to Key Stage 4. It 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.
There is a greater emphasis on reading and discussing scientific issues using contemporary and exciting events, including news items. Scientific knowledge and understanding are 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. There are opportunities to check progress during lessons and through end of topic tests.
In general, whilst year 7 and 8 students follow the science course drawn from the scheme mentioned above, Year 9 follow a dedicated pre-GCSE year 9 course. This covers revision of earlier topics and introducing many of the themes covered in detail in years 10 and 11. Some Key Stage 3 students follow a bespoke course tailored to their requirements.
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.
KS3 Pupils follow the national program of study which incorporates the three main areas of study: Computer Science (programming and understanding how digital systems work), Information Technology (using computer systems to store, retrieve and send information), and Digital Literacy (evaluating digital content and using technology safely and respectfully).
Topics include Data Representation, Programming using different languages, Computer Hardware and Software, Algorithms, Debugging. These and other units give pupils the opportunities to explore how they interact with technology as a user but also how that technology works.
KS3 pupils also cover a wide variety of internet safety units which enables them to become good digital citizens and in the safe use of the internet, Social Media and Apps.
The Arts Award, a qualification through Trinity Guildhall, is a way in which students can practically explore the variety the Arts have to offer. Arts Award is on a rotation as part of the Arts Programme of Study. They follow one of two pathways that offer an individualised and differentiated curriculum. These explore a range of skills that focus three levels of Arts Award. Depending on the individual student, they will study either:
- Arts Award Discover AND Arts Award Explore
- Arts Award Explore AND Arts Award Bronze (Level 1)
Students will study a range of arts including:
- Film Making
- Poetry/ lyric writing
As part their studies, students will develop a portfolio of evidence, which documents their journey throughout the Arts Award Programme. The chance to develop individualised art projects is encouraged.
Music is on a rotation as part of the Arts Programme of Study. They follow one of two pathways that offer an individualised and differentiated curriculum. These explore a range of skills that focus on performing, composing, listening and appraising.
In music, students will cover a range of topics that offer a varied curriculum. These include:
- African Drumming
- Audacity – Music Technology
- Keyboard skills
- Blues and Jazz
- Composing themes
- Muse score – Music Technology
The intent of Aspirations at The Shepwell School is to provide KS3 pupils with opportunities to support curriculum subjects, life skills and social, emotional and mental health needs.
The main skills the Aspirations curriculum aims to develop are:
- Problem solving.
- Social Communication.
- Presentation of work.
The following trips and activities have taken place so far this year:
- 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.
- 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.
- 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.
- 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.
- 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 /21.st 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
Students follow the OCR Gateway Science course. This covers Biology, Chemistry and Physics topics taught over two years. Students study the curriculum in small groups. This involves having six science lessons a week, which are divided between two science teachers. The students learn concepts, carry out practical activities and attempt questions and tests, revision and exam techniques in preparation for exams at the end of Year 11.
The themes of working scientifically, practical skills and global challenges are interwoven throughout the course.
Individual subject areas include the following topic areas.
Biology -Cell-level systems. Scaling up. Organism-level systems. Community-level systems. Genes, inheritance and selection.
Chemistry-Particles. Elements, compounds and mixtures. Chemical reactions, Predicting and identifying reactions and products. Monitoring and controlling chemical reactions.
Physics- Matter. Forces. Electricity and magnetism. Waves and radioactivity. Energy.
This is a two-year course with no final exam.
There are 36 teaching items in total, 12 for each of biology, chemistry and physics. In all three sciences, students develop their understanding of how scientific principles and concepts help describe complex and diverse natural phenomena in terms of a small number of key ideas. They also develop relevant practical skills.
The 12 teaching items:
- ELB1: Dead or alive (cells) – the role of cells
- ELB2: Babies (reproduction) – human reproduction
- ELB3: Control systems – control systems of the human body
- ELB4: Fooling your senses – sight, smell, taste, touch and reflex reactions
- ELB5: Gasping for breath – human respiration and respiratory diseases
- ELB6: Casualty – human circulatory system
- ELB7: You can only have one life (look after it) – digestive system and drugs
- ELB8: Body wars – human immune system
- ELB9: Creepy crawlies – ecosystems and fieldwork
- ELB10 Extinction – fossils, evolution and biodiversity
- ELB11: My genes – DNA and genetics
- ELB12: Food factory – plants and food production
The 12 teaching items:
- ELC1: Physical or chemical change – using the particle model
- ELC2: Acids and alkalis – acidity and alkalinity in everyday science
- ELC3: Everything in its place – the periodic table
- ELC4: Clean air and water – environmental chemistry
- ELC5: Novel materials – alloys, composites and carbon compounds
- ELC6: Sorting out – purifying mixtures
- ELC7: Let’s get together – salts (NaCl), reactions and electrolysis
- ELC8: Heavy metal – reactivity and the extraction and recycling of metals
- ELC9: Fuels – hydrocarbons and polymers
- ELC10: Are you overreacting – using periodic table to predict rates of reaction
- ELC11: How fast? How slow? – practical laboratory skills and rates of reaction
- ELC12: CSI plus – forensic science
The 12 teaching items:
- ELP1: Getting the message – using waves to communicate
- ELP2: Full spectrum – electromagnetic waves
- ELP3: Medical rays – using waves in medicine
- ELP4: Hot stuff – heat, temperature and states of matter
- ELP5: Alternative energy – renewable and non-renewable energy sources
- ELP6: Nuclear power – atomic model and radioactivity
- ELP7: Our electricity supply – domestic electricity supply and Ohm’s law
- ELP8: Attractive forces – magnetic fields and electromagnetism
- ELP9: Pushes and pulls – forces and Newton’s laws of motion
- ELP10: Driving along – motion, forces and energy transfer
- ELP11: Fly me to the moon – rockets and the solar system
- ELP12: Final frontier – astronomy and astrophysics
Students can also attempt ‘can-do’ tasks and they complete a practical investigation during the course.
The tests, practical investigation and can-do tasks contribute points towards the final level :-
40 points =Bronze certificate/entry level 1
60 points =Silver certificate/entry level 2
80 points =Gold certificate/entry level 3
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.
Students follow the OCR GCSE Music programme of study. As part of this, they learn to develop performance, composition, listening and appraising skills. They work towards the completion of the following coursework.
- A solo performance
- An ensemble performance
- Composition (free choice)
- Composition (examination board set brief)
They also study the history of music, learning how to effectively analyse and interpret music using appropriate musical language. This involves developing knowledge in the following areas of study:
AoS 2: The Concerto through time
AoS 3: Rhythms of the World
AoS 4: Film and Computer game music
AoS 5: Conventions of Pop
They then complete a listening examination at the end of Year 11.
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:
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 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..
ASDAN CoPE – Level 1& 2
The Certificate of Personal Effectiveness (CoPE) is a nationally recognised qualification available at Levels 1 and 2 (Secondary Level). The qualification offers imaginative ways of accrediting young people’s activities and introduces them to new challenges. Students will work through a student work book that comprises of 13 modules.
The modules are divided into three sections; A, B and C. Each section is made up of varying activities, called challenges, and should take at least 10 hours to complete – 10 hours is worth one credit. Students will need 12 credits (120 hours of activities) to gain the Certificate of Personal Effectiveness.
Students will develop and be assessed on six key skills, while carrying out the challenges:
- Working with others
- Improving their own learning and performance
- Problem solving
- Oral presentation
Students choose modules based on their interests. The modules are:
- Citizenship and community
- Sport and leisure
- Independent living
- The environment
- Vocational preparation
- Health and fitness
- Work related learning and enterprise
- Science and technology
- International links
- Expressive arts
- Beliefs and values
Along with their completed challenges, students will produce a portfolio of evidence to demonstrate their achievements. The portfolio might include reports, photographs, witness statements or podcasts. The portfolio has proven to be something students are particularly proud of. Students can use their portfolio to present their work and its journey to prospective employers or further education institutions.
CoPE enables students to:
- develop and demonstrate a range of personal, key and employability skills • broaden their experience
- manage their learning in a variety of real-life contexts.
The qualification is practical, engaging and flexible.
The content of the course can be personalised, therefore the student has control of their own learning.
There is no need to support students with revision as there are no exams.
ASDAN courses and programmes aim to:
- enhance self-belief and resilience
- engage and motivate young people
- strengthen and celebrate learners’ academic and vocational education, inspire creativity and ambition to make full use of students’ talents
- prepare learners with knowledge and skills for the workplace