Curriculum

Our curriculum has evolved to reflect the needs of our students. It is anticipated that it will continue to evolve, particularly as government policy changes. Our curriculum offer is therefore subject to change.


It should always be remembered that a curriculum is more than just a timetable of events in a student’s working week and it is about more than end results.


At Sanders Draper, we aim to ensure all our students aim for the best possible progress to become the people who will make considerate and positive contributions here and in other communities throughout their lives. It is important to us that students are prepared for full participation in life in modern Britain and the modern world. We place great importance on our students being global citizens and are looking at increasing the number of students who look to learn a second language. We take account of students’ individual needs and strive to ensure that they all experience success.


Students participate actively in their learning and they are regularly given opportunities to work with others as well as being consulted as to their views of the learning experience through faculty reviews. To be successful in life we believe that students need to work hard while they are here, evident as one of our key values, ‘Hard Work’.


We value the fundamental British Values of appreciating democracy, the rule of law, respecting others and diversity, all the things we expect to see within lessons and shown through their time at school. We ask for parents/carers to support this as their child’s first educators and being someone who is influential in their progress and development.


Our curriculum is aspirational, varied and challenging and designed to allow all to achieve their full potential across a range of subject areas. We aim to develop students’ personal and thinking skills through a range of subject areas as well as the planned form time curriculum.


Our curriculum is very broad, relevant, balanced and personalised and is organised in such a way that it provides students with the opportunity to learn expected behaviours based around our attitude to learning attributes (readiness to learn, learning vocabulary, responding to feedback, summarising my learning, thinking creatively and working as part of a team). This approach also supports their learning and allows us to deliver our mission and aims.



Curriculum fundamentals

  • All students are enabled to make progress

  • There should be depth in learning

  • We aim for all students’ progress to be in line with national expectations

  • Lessons will be purposeful and make the most of the time available

  • More time is given to English and Maths to ensure that students have the essential skills needed for life and to access the wider curriculum

  • All students experience a broad and balanced curriculum

  • There will be deeper learning days to address SMSC, CEIAG to make students aware of possibilities and raise expectations

  • The curriculum is designed to help keep students safe

  • We also aim to encourage the development of other skills and abilities in our extra-curricular provision to help the development of the whole child.

Curriculum Booklets for Parents

Curriculum Roadmaps

Key Stage 3 Curriculum

We offer a broad and balanced curriculum to all of our students as well as an extensive range of extracurricular activities.


In Years 7,8 and 9 students study: Art, Design and Technology, Drama, English, Food, French, Geography, History, Information Technology, Mathematics, Music, Physical Education, Religious Education, Science and Textiles.

Students experience all of the potential GCSE options in Year 9, which enables them to make fully informed GCSE option choices.


All students will follow lessons of Physical Education and Spiritual, Moral, Social and Cultural (SMSC). AT Sanders Draper school we call this Ethics and values. In addition, this part of the curriculum covers key content for PSHRE and SRE. This is delivered with appropriate language to age groups and sometimes in single sex settings if appropriate.


Key Stage 4 Curriculum

We offer a broad curriculum to all of our students.


An increasing number of our students follow the English Baccalaureate (Ebacc) which will help students to face further education and employment with confidence. The pathways offered allow students to have a wide variety of options open to them when moving into Key Stage 5.

It is the combination of subjects which keeps future doors open.


The subjects that we offer the students are determined by their preferences and so can differ for year groups. In addition to studying English, Geography/History, Mathematics and Science students are afforded the opportunity to select three additional subjects from a range of subjects: Art, Business Studies, Childcare, Dance, Design and Technology, Drama, French (compulsory for most), Hospitality and Catering, Information Technology, Creative iMedia, Music, Physical Education, Textiles, Triple Science.


All students will follow lessons of Physical Education and Spiritual, Moral, Social and Cultural (SMSC). AT Sanders Draper school we call this Ethics and values. In addition, this part of the curriculum covers key content for PSHRE and SRE. This is delivered with appropriate language to age groups and sometimes in single sex settings if appropriate.


Further details on Key Stage 4 course and syllabus are provided to the students and parents/carers at the appropriate times throughout their educational journey.


There are students for whom some of the above is not appropriate and for this group of children we look at alternative pathways, this is decided on an individual basis. (Example Functional skills, construction) and this differs from year to year depending on the context and needs of the year group/students.


It should always be remembered that a curriculum is more than just a timetable of events in a student’s working week and it is about more than end results. We consider the curriculum to go beyond the classroom walls, incorporating not just the extracurricular activities on offer but all of the experiences students have. This can be seen in our curriculum maps, additionally our CIAG approach and in this policy. This highlights our approach and drive to develop the whole child through our curriculum and our wider curriculum.

Implementation at subject level


  • Heads of department will ensure clear schemes of learning are available and disseminated to all staff delivering in their subject areas.

  • As far as practically possible, all subjects will be delivered by subject specialists in rooms that are specialised for the delivery of the subject.

  • Schemes of learning should be the product of clear research and communication of the sequence of content necessary for students to make progress.

  • In addition to the formal subject curriculum, subjects will provide a range of extra-curricular opportunities for students to experience.

  • Schemes of learning will ensure differentiation to meet the needs of all students

  • Opportunities to develop SMSC and encourage an appreciation of diversity and equality should be included in curriculum planning.


Inclusion


Teachers set high expectations for all students. They will use appropriate assessment to set ambitious targets and plan challenging work in all subjects for all groups, including:

  • More able students

  • students with low prior attainment

  • students from disadvantaged backgrounds

  • students with SEND

  • students with English as an additional language (EAL)


Teachers will plan lessons so that students with SEND and/or disabilities can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every student achieving.


Teachers will also take account of the needs of students whose first language is not English. Lessons will be planned so that teaching opportunities help students to develop their English, and to support students to take part in all subjects.



Curriculum Impact of our approach

This is seen through student wellbeing, character and student final outcomes and destinations.

We continue to work to develop a range of formative and summative assessments in all subjects. We recognise that assessments need to vary to meet the differing requirements of subjects and year groups.


Our formative assessments are designed to support students in achieving fluency in each subject. Teachers use questioning as a form of assessment to identify gaps in learning and misconceptions: it is imperative that these are revisited and retaught. Regular oral and written feedback inform teaching and supports student progress. This is enhanced by our teaching and learning strategy FORM.

There are summative assessments which allow students to demonstrate their growing understanding of their subjects and teachers to assess the impact of their teaching. Outcomes from summative assessment are used to review the curriculum offer.


Students are prepared extensively for their future in terms of future careers and education pathways, as well as for public examinations. Every child has an equal right to a challenging and enlightening curriculum. By teaching this curriculum well, and developing effective habits in our students, we bring out the best in everyone.