Curriculum Statement

The Pinetree School’s mission statement:

To provide a safe, supportive and personalised learning environment that enables all pupils to reach their full academic, social and emotional potential; to become responsible and valued members of society.

National Curriculum objectives

The National Curriculum provides pupils with an introduction to the core knowledge that they need to be educated citizens. It aims to:

  • embody rigour and high standards and create coherence in what is taught in schools
  • ensure that all children are taught the essential knowledge in the key subject disciplines
  • go beyond that core, to allow teachers greater freedom to use their professionalism and expertise to help all children realise their potential.

Curriculum Intent:

The curriculum has been devised based on the nature of the cohort and the school’s mission to prepare our young people for life after school.

  • To develop personal and social skills alongside subject knowledge and understanding. (key skills highlighted using word clouds below)
  • To ensure differentiated, sequential and layered knowledge using bronze, silver, gold and platinum targets in each lesson
  • To enrich the quality of education through trips, activities and Theme days.
  • To prepare every pupil for subject-specific progression through national qualifications (Entry Level, Functional Skills and GCSE) and the competencies identified within the programmes of study.
  • To promote British values and teach fundamental social, cultural, moral and spiritual values and skills

Implementing the curriculum at The Pinetree School:

  • Is broad and rich, giving all pupils the opportunity to follow the core and foundation subjects of the national curriculum at KS3 and KS4. It aims to inspire pupils and raise aspirations. Pupils work towards a range of accreditations and qualifications including Entry Levels, Functional Skills and GCSEs.
  • Subject Leaders have a degree of autonomy to structure and plan their teaching of the curriculum because of the knowledge and expertise they have in their subject.
  • The formal curriculum is delivered through a 33 lessons-a-week timetable where each lesson lasts 40 minutes. This is supplemented by additional regulated sessions that include, Extended Learning sessions – these are 20 minutes long and pupils are timetabled into these sessions so that no child spends more than 1 session a day out of core lessons and CAIG.
  • Subjects selected for the year is intended to match pupil interests, abilities and meet the requirements for successful post 16 career choices.
  • Subject teachers create an annual curriculum map of topics to be covered each term. Cross curricular links are encouraged for example links between Food Technology and maths when measuring and Science and PE during warm ups and cool down
  • Staff plan bespoke and engaging lessons for pupils so as to make learning meaningful, effective and memorable. Staff receive annual training on Quality First Teaching (QFT) and through the use of planning documents, plan lessons that are accessible to all pupils through personalisation and differentiation. Subject-specific trips play a fundamental role in engaging and inspiring pupils in a subject as they see the practical manifestation of the subject.
  • Careers information, advice and guidance offered at the school aim to set pupils up for the next stage of their education. Subject teachers are expected to include aspirations and future careers in their teaching. Bespoke careers education such as trips, theme days, mock interviews, in-house CIAG, external opportunities included fairs and visits to industries and apprenticeships workshops are planned to support and inspire our pupils.
  • An extended learning programme enriches the core curriculum and includes 1-1 sessions such as reading, writing, mathematical reasoning, social skills and SEMH. This is a personalised programme to help improve both academic and social achievement, close learning gaps and secure progress in attainment. Further bespoke opportunities are provided for pupils to access Work Experience (KS4) and/or 14-16 vocational courses offered by local Alternative Providers.
  • Mindfulness is offered to all pupils each morning to help pupils to manage their thoughts and feelings and settle them into the calmer routine of learning for the day.

The 2018-19 core curriculum offer for KS3 and KS4 is as follows:

Subjects selected for 18/19 has been based on pupils’ strengths, areas for development (SEMH) and life after school.

Impact

There are two measures of impact:  quantitative and qualitative

Impact is measured through half termly formative and summative attainment data analysis, termly assessed reading ages, success in external assessments including GCSEs, stakeholder voice (pupil, parent and staff), annual NEET data, daily credit card percentages, attendance at rewards trips, etc. It is also measured through an analysis of the pupils’ ILP, EHCP, PEP, behaviour, attendance and ILP targets.

The curriculum is reviewed annually to ensure that it best meets the needs of the pupils.

Impact measures are shared with governors half termly.

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