CURRICULUM

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• CURRICULUM
• ORGANISATION 2009

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Curriculum Organisation

• Rationale
• The best experience for every student
• Greater flexibility of pathways and pace
• Assessment when appropriate, stage not age
• Removal of restrictions/barriers to achievement
• One pace does not fit all
• Achievement, challenge and success
• But not
• A sausage-machine of speed and pressure.
• KS3 core curriculum organisation
• - Springboard
• - Achievers
• - Pathfinders

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The Developing Curriculum
Learning to Learn
Opening Minds
Longcroft School and Performing Arts Learning
and Teaching Policy
Accelerated Learning
Assessment for Learning
Virtual Learning Environment
Coaching and Residencies
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KS3/4/5
Pathfinders
Achievers
Spring Board
Year 7 (2007-8)
Year 8 (2008-9)
(NCAs assessment)
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---------------------------------
Year 9 (2010-11)
GCSE/Enrichment
NCAs/Enrichment
NCAs/Enrichment
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Year 10
GCSE/Diploma
AS/A2
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------------- FLP-----GCSE/Voc BTEC Level 2
Year 11
Exam AS/A2
BTEC Level 2
AS/A2 BTEC Level 2/3
Year 12/13
A2 Exam Pre-Uni
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Y9 planning and delivery
Key issues
- Critical thinking - Philosophy - Enterprise -
PSHE - SMSC/Cultural - Modular topics - Careers -
Duke of Edinburgh - First Aid - Sports leaders -
Arts Youth Award
5 Modules operating are I am unique In the
News Healthy and Fit Counting the Cost Our world
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Year 7 Curriculum

• SoW written to new NC orders.
• Opening Minds weaved in to each subject with
  units of work identified and based on the OM
  approach.
• Assessment through planners and student/teacher
  dialogue.

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Improvement Ladder
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• Excellent understanding by many students
• Students showing better analysing of data and
  independent learning is developing.
• All seem to enjoy the experiences not sure it
  wouldnt have been the same through previous
  curriculum structure.
• Its given a structure of PLTs. Was a danger we
  would be missing aspects unless planned for in
  this way
• Concentration on CLIPs might be restrictive in
  the long term?
• Needs more street cred with students.
• Team work is much improved many students
  contribute to research projects and independent
  learning tasks as a team.
• Students enjoying more imaginative approaches to
  learning.
• Students need careful training in the OM
  approach.
• Assessing students needs a more guided
  approach.
• Students like personal skills targets alongside
  subject targets.
• Needs careful thought with SEN students.

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Key matters arising

• Training was extensive but where gaps or
  confusion occurs it seems due to lack of
  understanding by CL.
• Link Manager to engage more and support.
• Module titles can be limiting or forced
• Students like it So do parents!
• Some planning reverted to good old knowledge
  delivery. Chase the specification
• Constant reminders and training to ensure
  consistency.
• Assessment student led with staff guidance.
  Include in RoA or by summary at end of the year.
• Assessment must not overburden.
• You get to know staff planning abilities very
  quickly!

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OFSTED

• They liked it felt it met the national agenda
  with regards to PLTs
• Hot on AfL
• Progress to target and how to move forward

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Future

• We have stared and so well finish
• Review of Y7 in short term.
• Better link to transition.
• Flexible Learning Days in the summer

Flexible Learning Days Global Warming 2012
Olympics Beat the Deadline Murder/Mystery If
music be the food of love Tour de Longcroft
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Planning for FLD
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