Tonbridge Grammar School Curriculum Implementation

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Tonbridge Grammar SchoolCurriculum
Implementation
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TGSRecognising success beyond the curriculum

• In times of change the learners inherit the
  earth while the learned find themselves
  beautifully equipped to deal with a world that no
  longer exists Eric Hoffler

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Curriculum Policy Statement

• At Tonbridge Grammar School we aim to provide a
• curriculum to develop inquisitive thinkers with a
  love of
• learning who cherish independent thought. We
• understand that the curriculum, both within
  taught
• lessons and beyond them, should create an
  environment
• where questioning, divergent thinking and the
  freedom
• to learn from mistakes are all encouraged. We
  intend
• that our curriculum should imbue in our students
  these
• qualities responsibility, independence, and a
  sense that
• learning can thrill and invigorate throughout
  life.

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IBO mission statement

• IBO aims to develop inquiring, knowledgeable and
• caring young people who help to create a better
  and
• more peaceful world through intercultural
  understanding
• and respect.
• the IBO works to develop challenging programmes
  of
• international education and rigorous assessment.
• These programmes encourage students across the
  world
• to become active, compassionate and lifelong
  learners
• who understand that other people, with their
  differences,
• can also be right.

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Curriculum Review Process
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Curriculum Reviewers brief

• 1. What needs immediate attention is
• 2. What needs researching for a full review is..
• 3. What needs to be retained is
• If it is not necessary to change it is necessary
  not to
• change JF Kennedy

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Curriculum Review Task Groups

• Research topics
• GCSE provision and Enrichment
• Transition into KS3 experience
• University Entry requirements and Acceleration
• Every Child Matters and Healthy schools
• Learning Environments
• Structure of the school day and timetable
  (statutory requirements)
• Student and Parent views

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Scaffolding the planning stages.

• Two year KS3 for all subjects
• Subject teams to condense from 3 to 2 year
  curriculum delivery from Sep 07.
• Lessons learnt from English and Maths who have
  done it already
• What could you lose from schemes of work?
• Is the content critical, or is it the SKILLS that
  are important to
• cover?
• What happens in year 9? Start KS4? Enrichment
  year?
• What are you teaching that is/could be also
  taught in another subject?

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Planning the cycles of change
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The challenge for assessment

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•       Given the wider aims and purposes of the
  curriculum, are these aims embedded into our
  accountability and assessment systems?
•        How do we ensure that we measure
  performance are sufficiently to guarantee broad
  and balanced learning?
•        How can we ensure that what we assess is
  in tune with what we want learners to know, do
  and understand in a rapidly changing world?
• Benefits and risks associated with
  e-learning and e-assessment?

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I CAN BERESILIENT

• I can
• Persevere with a task, even when it is difficult
• Ask for help when I need it
• Accept positive criticism
• Cope constructively with failure or problems
• Manage my time well and prioritise tasks
• Adapt my ideas as circumstances change
• Deal with competing pressures
• Explore a problem and identify different ways of
  dealing with it

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I CAN BEREFLECTIVE

• I can
• Decide what needs to be done
• Decide what I need to do it
• Identify questions to ask and problems to solve
• Use advice given to me to help me progress
• Set myself targets in order to progress
• Review my progress against criteria/ assessment
  objectives
• Ask good questions to deepen understanding
• Evaluate my learning and make changes to achieve
  success

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I CAN BERESOURCEFUL

• I can
• generate lots of ideas
• manage resources effectively
• use different sources of information
• acknowledge sources of information
• select relevant information
• identify and apply different ways of tackling a
  task
• show initiative, take responsibility and learn
  new skills

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I CANWORK WELL WITH OTHERS

• I can
• Contribute positively to a group
• Take on different roles in a group
• Show listening skills
• Present and share information with others
• Plan work with others and use their ideas to help
  a task progress
• Manage conflict in order to achieve results
• Create opportunities for others to contribute

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Middle Years shadow programme
Middle Years shadow programme
Mathematics GCSE Maths GCSE Statistics AS Maths
Mathematics GCSE Maths GCSE Statistics AS Maths
Humanities RS
Humanities RS
English English Language English Literature
English English Language English Literature
History Geography Latin
History Geography Latin
Body, Mind and Spirit Citizenship PSHEE Careers E
nterprise Education Enrichment Service
Body, Mind and Spirit Citizenship PSHEE Careers E
nterprise Education Enrichment Service
Physical Education Core PE
Technology ICT
Physical Education Core PE
Technology ICT
GCSE PE
GCSE PE
Sciences Core and Additional
Arts D T
Sciences Core and Additional
Arts D T
Modern Foreign Languages French German Spanish
A D Drama Music
Modern Foreign Languages French German Spanish
Further Science
A D Drama Music
Further Science
All segments are covered by the core curriculum
except those shaded which will be available in
the Option Blocks
All segments are covered by the core curriculum
except those shaded which will be available in
the Option Blocks
Main issue to consider is What would your
subject area be able to offer in the option
blocks? GSCE / AS / Full time (6 Periods)
/ Reduced time (4 Periods) Teachers
recommendation / IAG (14-19)
Main issue to consider is What would your
subject area be able to offer in the option
blocks? GSCE / AS / Full time (6 Periods)
/ Reduced time (4 Periods) Teachers
recommendation / IAG (14-19)
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All education springs from images of the future
and all education creates images of the future.

• ALVIN TOFFLER, LEARNING FOR TOMORROW