At the heart of the above, our curriculum places a high value on knowledge. The knowledge we want students to learn is carefully considered, so that students have a foundation for success. Leadership at all levels have contributed to curriculum design, so the knowledge that is learned has a shared importance. It is the role of Subjects to provide specific and detailed knowledge so that learners are immersed in a rich curriculum and have a deep understanding of the subjects they are studying. It is this mastery of knowledge, that will promote higher quality learning. The curriculum design is sequenced, so that it is a “progression model”. As a result, knowledge is built over time. This means that students will build a deeper understanding of what they are studying; each stage is a foundation for later success. Curriculum design is through both a horizontal and vertical lens. This means that new knowledge attaches to schema, so that learning is deepened. The above focusses on the role of declarative knowledge (to know that), however the role of disciplinary (thinking like a) and procedural (how to) are important ingredients to learning. These need to be carefully planned and blended into the sequence so that important concepts and knowledge are revisited. Our approach has been developed in conjunction with our MAT primary schools and thus builds upon the prior knowledge and high standards delivered by our primary colleagues in order to avoid any wasted transition learning time. It is clear that the curriculum is one of the greatest agents to maximise social mobility. Key to this is access to a rich cultural capital and the knowledge of tier 2 and 3 vocabulary. These are important ingredients that allow students to continue to be successful in later life.

At Warriner the implementation strategies are captured in the “Principles of” documentation. This sets out that, high quality provision in the classroom is the bedrock of successful implementation. The core of our implementation is the explicit teaching of knowledge that we expect students to learn; this is referenced in subject maps. At the heart of this is teachers having good knowledge of the subjects they teach, as well as strong pedagogical knowledge. Strong teacher knowledge is a prerequisite for setting high expectations of what students should know. This teacher knowledge allows for effective modelling and adaptive teaching. This means that all are frequently challenged in their thinking so that everyone achieves excellence. Student success is supported by the MAT wide strategy of expanded success criteria and the explicit teaching of tier 2 and tier 3 vocabulary. This ensures that in the role of experts, teachers model effectively the academic language needed for success. As a result, teaching provides scaffolding that enables all our students to achieve, but research shows how this is impactful specifically for those from a disadvantaged and/or SEND background. This moral purpose is also manifested in our culture of reading. This promotes the confidence and enjoyment of reading for learners from all backgrounds. To ensure that learning is remembered, interleaving and retrieval practice are strong threads to the strategy. This supports the deepening of learning through the memorisation of content. This creates a long term approach to learning, facilitated by a well sequenced curriculum. There are a range of assessment practices across subjects and the purpose of this is to help students embed knowledge, and to check for understanding. This informs the next episodes so that learning is an on-going process. The curriculum that is part of a broader culture of high expectations. These relate to the core principles of A2L, ensuring learners are ready, respectful, and responsible within the learning environment and beyond, so that learning time is maximised.

What we do:

Therefore, at The Warriner School you will see the following in action:

• Retrieval quizzes,
• Reference to tier 2 and tier 3 vocabulary,
• Explicit referencing to, and a celebration of the core A2L principles,
• Teachers with excellent subject knowledge,
• Reading for success,
• Modelling to provide access, support, and challenge misconceptions,
• Ongoing, formative assessment where teachers provide appropriate support to ensure all students progress,
• Teachers circulate and track, challenging misconceptions and taking opportunities to build relationships and imbue knowledge.

We have developed a curriculum structure that celebrates the many different route ways that individual children take to reach their goals.

We have a very broad KS3 Curriculum: In Key Stage 3 (Years 7, 8 and 9), there are lessons in English, Maths, Science, Languages (French and German), Design and Technology, Computer Science, History, Geography, PE, Philosophy and Ethics, Art, Music, Drama and PSHE. This suite of subjects is complemented by our ‘Enrichment Days’ programme which spans across the year, where students are able to take part in rich learning experiences that do not easily fit into the normal school day and allow for students to learn in different ways.

Key Stage 3: Years 7, 8 & 9

The curriculum includes:

• English
• Mathematics
• Science
• Two Modern Foreign Languages (MFL): French (all in Year 7) and German (some in Year 8 & 9)
• Humanities: History, Geography and Religious Education
• Performing Arts: Drama and Music
• Art
• Computer Science
• Physical Education (two hours per week)
• PSHE

At Key Stage 3 tudents are taught in mixed-ability groupings for all subjects except Mathematics and MFL.

For students who are behind in their chronological reading age, additional support is provided through short-term withdrawal to enable them to rapidly catch up.

An additional after-school enrichment programme includes a range of sporting activities, music (including orchestra and choir) and drama. There is daily support for homework in the library and an after-school homework club three days a week.

In Year 9 there is a consultation between school, students and parents/carers about the courses and pathways to be followed from Year 10 onwards leading to GCSE and a range of alternative accreditations. In Year 9 the style of delivery, and in some cases the content, is similar to that of GCSE, enabling the choice of subjects for Key Stage 4 to be well informed.

Key Stage 4: Years 10 & 11

In Year 10 students begin to specialise in their chosen GCSE subjects.  They will embark on the examined courses in Term 1 of Year 10.   Our Key Stage 4 curriculum is broadly-based and balanced; all students will follow a common core curriculum in the following:

• English: Literature and Language
• Mathematics
• Science: Additional Science or Triple Science - Biology, Physics and Chemistry
• Philosophy & Ethics/P.S.H.E./Law/Personal Finance (non-exam)
• Physical Education (non-exam)

The students will then follow one of three pathways and they will make choices which should reflect a blend of aptitude, interest, experience, enjoyment and future career ambitions.

Optional Subjects include:

• Animal Care
• Art
• Computer Science
• ASDAN Certificate of Personal Effectiveness
• Creative iMedia
• Dance
• Design & Technology
• Drama
• Food and Nutrition
• French
• Geography
• German
• History
• Music
• Physical Education GCSE
• Religious Studies
• Sociology
• Triple Science

For a number of years we have continued to increase the uptake of MFL at GCSE through an inclusive model of all through delivery in conjunction with our feeder primary schools, all of whom now deliver French. The importance of languages also underpins our GCSE pathways and is a common theme running though KS3 Careers Advice and Guidance.

Extra-Curricular Opportunities

An additional after school enrichment programme includes a range of sporting activities, music (including orchestra and choir) and drama. There is daily support for homework in the library and an after-school homework club three days a week. Study Groups are also in place for Years 10 and Year 11 students, depending on the individual learning needs.

We aim to provide a supportive & ambitious environment in which individuals feel valued, grow in confidence and fulfil their potential for academic, moral and social development. Each student can expect a personalised education with the highest quality teaching and a supportive learning environment that will ensure that they leave on a well-matched post-18 route. Students will undertake a minimum of three A Level subjects. We are committed to growing languages post 16, and as a result we offer AS and A level French and German.

‘A’ Levels offered:

• Art & Design
• Biology
• Business Studies
• Chemistry
• Computer Science
• Drama and Theatre
• Economics
• English Language
• English Literature
• French
• Geography
• German
• History
• Level 3 Mathematical Studies
• Further Mathematics
• Mathematics
• Music
• Physical Education
• Physics
• Psychology
• Religious Studies
• Sociology

BTEC

• Creative Digital Media Production
• Product Design

Additional opportunities

We offer:

• EPA
• Gold DofE
• TA programme
• Peer Mentoring
• Sixth Form leadership roles
• Non exam PSHE
• Non exam PE

Careers:

The Warriner School has a proactive strategy for the Careers Information, Advice and Guidance (CIAG) that we provide to young people. The strategy is embedded within a clear framework. It reflects the school’s ethos and meets the needs of all students by focusing on the Eight Gatsby Benchmarks of Good Career Guidance. The delivery of careers is supported by the use of Unifrog to support student thinking and provision mapping.

Learners develop detailed knowledge across the curriculum, so that every student is challenged and every student excels. As a result, students are able to successfully move forward in their learning. This means that students at the Warriner will be ready to succeed at qualifications that allow ambitious next steps destinations. More broadly, a successful curriculum will be an agent for social mobility. “Powerful knowledge” takes students beyond their own experiences, to broaden their horizons.

What indicators show a successful implementation of the curriculum vision?

• Successful learners who enjoy learning, make good progress and achieve excellence
• Confident individuals who live safe, healthy, and fulfilling lives
• Responsible and respectful citizens who can make a positive contribution to society
• A curriculum that embraces the MAT’s inclusive approach and moral purpose
• Every learner is challenged to be the best that they can be
• An aspirational high achievement culture
• Overcoming any perceived social mobility barriers
• Accounts for individual learning needs and styles
• Allows everyone to experience success
• Raised standards of attainment and progress

These results can be specifically measured via:

Examination results that show;

• ·Positive progress 8 measures,
• Strong attainment 8 measures,
• Strong level 3 value added measure,
• Strong A-A* and A-B performance at Key Stage 5
• KS3 students with expected literacy and numeracy

Destinations exit data;

• A positive and aspirational destination for all.
• Increased numbers of students at key stage 5.
• Students at key stage 5 securing their first choice destination.
• No student is NEET.

Qualitative measures;

• Quality Assurance of students work and learning shows success (see “how we will measure impact)
• Student voice shows successful curriculum impact. This will be measured in their articulation of their learning.
• Staff voice aligned with intent and implementation.
• Staff voice on effective CPD and curriculum intent and implementation.

How will we monitor and measure success?

Key to evaluating our curriculum is the clarity of our vision. To be able to assess effectively, the above sets out clearly what a successful curriculum looks like at Warriner. Measuring the success of our curriculum needs to be an ongoing and constant process. The purpose of a quality assurance activities is to evaluate the impact on student learning and thus progress. Curriculum can pose challenges in measuring impact given its complexity and this is why a range of on-going processes are best placed to evaluate its efficacy.

To do this we will;

• Monitored the policy by the Governors’ Curriculum and Data committee.
• Frequently assess impact of provision in line management at all levels.
• Use curriculum reviews to examine the curriculum provision of subjects (see curriculum review guidance document)
• Use learning visits to assess the day-to-day implementation and impact of the curriculum
• Scrutinise work and student voice to assess impact on learners
• Analyse performance data to assess curriculum impact
• Scrutinise performance documentation (4is) to assess intervention and impact.