Welcome to the curriculum pages of our school, for more information please click on the subject titles.  If you need any further clarification please do not hesitate to contact me.

Mr R Harrison

Head Teacher

At The Market Weighton School we follow a curriculum that focuses on academic as well as personal qualities, including students’ social and emotional development. We view both strands as complementary and as such prepare pupils for the society into which they will emerge, a society marked by rapid technological and social change. We believe that all students have an entitlement to a knowledge-rich curriculum regardless of ability or background. The school has 6 core values; Respect, Honesty, Compassion, Resilience, Industry and Courage. These values underpin the day-to-day work of the school. They are modelled by teaching staff and reinforced during lessons and assemblies. 

We offer a supportive and encouraging environment where all students are well cared for and benefit from positive relationships with staff. As a result, students feel secure and able to focus on their learning. We have an inclusive ethos demonstrated by the high numbers of students with SEND, low rates of permanent exclusions and a good track record of enhancing students’ learning who have previously been excluded or educated at home.

Our curriculum has the breadth and depth to ensure our students benefit from a rich experience during their time with us. It is designed to challenge and support all students to achieve the best they can. Students are encouraged to make links between and across topics and subjects so that they can see the ‘bigger picture’ in their learning. In 2018/19 curriculum design was reviewed by all departments with a clear focus on progression, skill development and final outcomes in terms of achievement.  As a result, the curriculum is coherently planned and sequenced as students move through the school.  It allows students to learn new knowledge whilst at the same time understanding how it links to and builds on previous concepts and learning.  Staff use a range of strategies to support this and help students to retain the knowledge they need to develop their cultural capital.

Curriculum organisation
In Year 7 and 8 students follow the full national curriculum supplemented by personal development days when aspects of personal, social, health, sex and relationships education are delivered. During Year 9 students commence GCSEs in the core subjects to allow all who are capable to achieve 3 separate science GCSE’s, English language, English literature and mathematics. For the first term of Year 9 students follow all KS3 foundation subjects with the addition of other subjects available as options at GCSE, before making 4 subject choices to begin in January of Year 9. This gives 2 years and one term to complete up to 10 GCSE’s or equivalent. Each year group has a small number of students studying a modified curriculum, with the same content or similar optional subjects at Level 1 and entry level as appropriate.

 

 

 

 

 

 

The curriculum is delivered over a 2 week, 50 period timetable.

In addition to the lessons above, students spend 20 minutes each morning with their Form Tutor.  This time includes a weekly assembly and at least two mornings of silent reading each week.  Homework is set in all subjects on a weekly basis to practice the skills learnt in lessons, deepen understanding and read more widely around each topic.

We believe that the curriculum is ambitious and designed to give all students the knowledge and cultural capital they need to succeed in life. Students can acquire high value GCSEs and we are seeing an increase in students now following the full Ebacc (40% in 2019 compared to 10% in 2017). More students are now taking a modern foreign language and consequently the average Ebacc point score is increasing.  As a small and ambitious school it is vital that we maintain a strong curriculum offer including Arts subjects.  Music GCSE students achieve well and we introduced Drama in 2017 with the 2020 Year 11 cohort.  Teaching additional subjects over an extended KS4 enables us to maintain a broad curriculum and allows our students to follow a curriculum which includes high value academic GCSEs and maintain their passion for the arts and sport. 

Having a strong curriculum leading to a range of formal qualifications also ensures we have the capacity to maintain a breadth of extracurricular activities that all our students and take part in.  In February 2020 the school staged the first musical production for over 15 years and an increasing number of students are playing competitive sport and learning to play musical instruments.

An inclusive curriculum with high expectations of all
Students with high starting points are pushed to achieve the best possible outcomes; a range of additional activities are planned to widen their aspirations, stretch them academically and give them enriching curriculum experiences

Students with SEND are given the opportunity to engage in mainstream education as well as an adapted curriculum which meets their specific learning needs. The growth of our Enhanced Resource Provision for students with Autism and increase in other EHCP admissions has led to the development of a Foundation Learning Group in each year. This group follows a curriculum that mirrors the mainstream curriculum but is adapted to the needs of these students, with a greater focus on functional and life skills. We are flexible in this provision and some of the students in this group will study more challenging content in certain subjects or even go into mainstream lessons for some subjects where this is appropriate; our philosophy is very much if a student can achieve we will do all we can to support them. The school was recognised in 2018 for our efforts to include students with SEND in extra-curricular activities, receiving the regional inclusion award for disability sport. 

There is a strong focus on enhancing the progress of disadvantaged students so that the difference in relation to students’ attainment nationally is continually being eroded. 

Literacy and numeracy as the foundation for the curriculum
Opportunities to develop literacy across the curriculum are extensive with a focus on subject vocabulary, greater use of planning frameworks such as VCOP, and modelling.  All students are encouraged to read for pleasure and reading progress is tracked using Accelerated Reader in Year 7 to 9 with termly STAR assessments measuring gains in reading age and identifying if intervention is needed.  Students whose performance falls below the national benchmark are identified for intervention managed by our dedicated literacy teaching assistant.  Some students will use Lexia, a web based literacy intervention tool, to close reading gaps as quickly as possible, and those needing writing support receive small group or one to one intervention.

We are developing a similar approach to numeracy with termly STAR assessments and a dedicated teaching assistant to lead on intervention to close identified gaps in learning.

GL Assessments in core subjects track progress and give a national benchmark at the start of Year 7 and then in July of Year 7 and 8.  These results inform planning in core subjects to address gaps in learning.  During Year 7 and 8 teachers will report if students are meeting age related expectations in a similar way to Primary years.  From Year 9 onwards assessment is based on the GCSE 9-1 grading system.

A curriculum that develops character
There has been an increased emphasis on the wider curriculum with an increased number of enrichment activities and trips and visits taking place.  In 2017/18 the school became a licenced centre for the delivery of the Duke of Edinburgh Award, built and raced an electric car in the Green Power Project, was recognised in a regional Robotics Challenge competition and performed Blood Brothers at the end of the Summer term.  In 2020 we will perform Hairspray Jnr in February, visit the battlefields of the First World War, and Ski in Italy.  This is in addition to the wide range of sporting, musical and other activities that take place throughout the year. These activities make a key contribution to raising student aspirations increasing levels of engagement in learning and are available to students throughout their time at TMWS.

Staying healthy is important and we place a high priority on promoting physical activity with 2 hours per week of core PE throughout Year 7 to 11 and encouragement to take part in extracurricular sport.  At lunchtimes we provide supervised games as part of our ‘active lunchtimes’.  Each term all Year 7 to 10 students take part in house sport and the whole school walk 13 miles on the annual school walk.  Activities targeted at SEND students ensure our sports curriculum is open to all. 

The Social, Moral, Spiritual and Cultural (SMSC) and the Personal, Social and Health Education (PSHE) curriculum has been reviewed in conjunction with the locally agreed RE syllabus to create a ‘Society and Ethics’ curriculum and Personal Development days when the timetable is suspended.  British values are also taught through this curriculum and it has allowed for a range of external agencies to work with students such as Barnardo’s Right to Be workshops tackling LGBTQ+ hate crime and bullying, sexual health, arson awareness, risky behaviours, and relationship education.  In addition, students meet local post 16 providers, and all have a mock interview by a local employer.  As a result, students are better prepared for post 16 choices and able to make a positive contribution to their community.

Preparing for post 16 education and training
Students are well prepared for life beyond school because we ensure that the curriculum remains as broad as possible. This is in part due to the wide curriculum opportunities we offer academically, as well as the focus on developing well rounded individuals with high level social skills and personal attributes that reflect our core values (Respect, Honesty, Compassion, Resilience Industry and Courage). The school offers a well-planned careers programme and achieved the national careers standards in 2018. We meet the Gatsby benchmarks. All students have a careers interview from a level 6 qualified professional and undertake a week of work experience in the summer term of Year 10. We offer unbiased advice on progression to post 16 study resulting in a higher than average proportion of students remaining in post 16 education or training.

This curriculum rationale has been developed in partnership with staff, students and governors.

 

Rationale
English is the subject that allows us to study the breadth and depth of human experience across time and space and therefore is central in supporting our students to develop an understanding of the human condition, leading to empathy, tolerance, and the urge to keep learning.

When students leave TMWS they will:

  • have a thorough appreciation of the discipline of English, and in particular English Literature
  • have developed and fulfilled their potential as readers and writers
  • be able to appreciate and apply the key concepts, themes, and ideas that occur across texts and the methods writers use in order to explore them.

Pedagogical Methodology

  • Each topic will begin with an introduction to – and explicit teaching of – key subject knowledge
  • All key aspects of knowledge will be taught explicitly in the unit and formatively assessed throughout. These form the bare minimum of what all students should know and be able to do by the end of the topic, regardless of ability. They will be revisited frequently both within and across topics.
  • Teachers will explicitly highlight links within and between topics – including themes, methods, and generic conventions – to help students develop a deep understanding of the discipline of English Literature
  • English Literature necessarily deals with recurring themes. Teachers will highlight and draw attention to how these themes are dealt with in different texts, making links and drawing comparisons between them. These themes include: Power, Oppression, Love, Relationships, Family , Identity, Class, Gender, Liberty, Tolerance, Morality, Poverty, Ethnicity, and Social Responsibility
  • Students will be given a knowledge organiser at the start of each KS4 topic.
  • Key knowledge will be recapped on a regular basis using low stakes quizzes at the start of most lessons.
  • The learning questions listed should be used to frame episodes of learning (using the Learning Cycle) and students will produce an extended written response to a selection of these (approximately one per fortnight).
  • Each written response to a LQ will receive formative feedback from teachers and/or peers.
  • Criteria based on GCSE mark schemes will be used to inform both the writing and the assessment.
  • Teachers should formatively mark student responses using the agreed department feedback codes.
  • Students will be given the opportunity to make corrections and improvements in green pen after each marking cycle (DIT time).

Rationale of the Geography KS3 Curriculum
To inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Pupils a will acquire knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress through Y7 – Y8, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

Rationale of the Geography KS4 Curriculum
GCSE enables a variety of teaching and learning approaches. The course studies geography in a balanced framework of physical and human themes and investigates the link between them. Pupils will explore case studies in the United Kingdom (UK), higher income countries (HICs), newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes. Upon completion of this course, students will have the skills and experience to progress onto A-level and beyond.

When students leave TMWS they will:

  • Developed contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • Can understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • Are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • Can interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
    Be able to communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Pedagogical Methodology

  • Each topic will begin with an introduction to – and explicit teaching of – key subject knowledge
  • All key aspects of knowledge will be taught explicitly in the unit and formatively assessed throughout. These form the bare minimum of what all students should know and be able to do by the end of the topic, regardless of ability. They will be revisited frequently both within and across topics.
  • Teachers will explicitly highlight links within and between topics.
  • Students will be given a knowledge/topic organiser at the start of each topic.
  • Key knowledge will be recapped on a regular basis using low stakes quizzes at the start of most lessons.
  • The learning questions listed should be used to frame episodes of learning (using the Learning Cycle)
  • Criteria based on GCSE assessment objectives will be used to inform both the writing and the assessment.
  • Teachers should formatively mark student responses using the agreed department feedback codes.
  • Students will be given the opportunity to make corrections and improvements in green pen after each marking cycle (DIT time).

For the full curriculum content please download this file.

Rationale
In order to achieve our aims we have developed a 2 year Key Stage 3 and 3 Year Key Stage 4 Curriculum which is progressive.

The key vehicle for this will be the two Substantive concepts that underpin the History curriculum; ‘Governance’ and ‘Society’. By building the curriculum around these two concepts the ultimate aim of ensuring that pupils Cultural Capital will be enriched. The curriculum is broken into manageable sections for students but also the repetition of inquiry question formats makes recognising the economic, political and social patterns easier. This will allow a mixture of both the Grand Narrative approach to history and the disciplinary approach of interrogating different points of view about the past.

We recognise the importance to imbue or students with knowledge of the impact made by different genders, races, and cultures to our History. Lessons will challenge pupils view of the world enabling them to become global citizens.

In Key Stage 3, in line with the National Curriculum, we have taken a broadly chronological approach. This makes cause and effect easier to recognise and also allows us to harness the power of narrative to aid in knowledge retention.

In Key Stage 4 our curriculum is interleaved based upon the ideas of John Dunlosky so as to promote pupils metacognition and allow for deeper knowledge retention throughout the qualification. Our exam board of choice is the AQA and so as to fit in with our 2 Key Concepts we study; Germany 1890-1945, Conflict & Tension 1894-1918, Britain Health & the People & Elizabethan England 1568-1603.

Intent
The purpose of History at TMWS is to increase the cultural capital of all our students by developing both their knowledge of the wider world and their ability to become rational agents in the society in which they find themselves. Through the study of history, they can learn from the mistakes of those in the past as well as consider how they can best be a force for change today.

Impact

Knowledge

  • To understand the factors which have shaped the modern world in which our students live, macro and micro
  • To understand the development of British values over time
  • To be aware of the positive & negative impact that Britain has had on the wider world and that the wider world has had on Britain
  • To know enough about other periods and cultures not to fall prey to British exceptionalism
  • To understand patterns of cause and effect in history
  • To know key turning points in history, both British and world.

Skills

  • To be able to synthesise ideas from multiple sources of information
  • To demonstrate understanding of second order concepts
  • To be able to understand how & why interpretations came about & to judge their historical merit
  • To understand the key components of source utility

Assessment

Assessment of pupils is based around our 2 key concepts (Governance & Society) and four key skills that will facilitate development in these areas. Our key skills are as follows:
Knowledge, Source Analysis, Interpretations & Second Order Concepts (e.g. significance, change over time).

Assessments are split into 3 kinds.
1. Summative Assessment-Knowledge Tests generating quantitative data.
2. Informal Assessments- Low stakes skills/knowledge practice followed by quality feedback. Contributes towards key skills and allows teachers to monitor progress towards key concepts.
3. Formal Assessment- Based around GCSE question stems, sat in exam style conditions. Quality feedback to follow alongside the collection of quantitative data to inform progress and identify pupils that need further intervention.

For our full curriculum content please download the file below

Rationale
The curriculum ensures that all pupils become fluent in the fundamentals of mathematics, including through varied and frequent practise with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. All pupils will reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. In addition, all pupils will solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics in an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programme of study for key stage 3 builds on key stage 2, and the key stage 4 curriculum builds on these. The curriculum is organised into distinct domains, but pupils will build on connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge in science, geography, computing and other subjects.
Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content in preparation for key stage 4. Those who are not sufficiently fluent should consolidate their understanding, including through additional practice, before moving on.
Pupils will be given opportunity to use calculators when appropriate, and explicitly taught how to use them effectively and efficiently.

What students will know when they leave TMWS
Pupils will develop confidence and competence with mathematical content and apply it flexibly to solve problems in each of the six areas of mathematics.

  • Number
  • Algebra
  • Ratio, proportion and rates of change
  • Geometry and measures
  • Probability
  • Statistics

By the end of year 11, pupils will have the ability to use mathematics successfully in their everyday lives and be able to apply their mathematical knowledge in further education and in their work place.

Upon completion of this course, students will have the skills and experience to progress onto A-level and beyond.

Appropriate mathematical vocabulary will be used by teachers throughout the course, and new vocabulary will be defined when needed.

Pedagogical Methodology
Each topic will begin with recapping previous knowledge before advancing onto new material. Teachers will explicitly highlight links within and between topics including terminology, linking facts, and different ways to approach problems using various applications of previous methods.

The first lesson of each week (with the exception of changing the time for timetabling reasons) is allocated to retrieval practice. In KS4, the full lesson is used for retrieval practise; KS3 will have approximately half the lesson used. Other lessons will have a short ‘Prepare’ activity used to revisit previous knowledge that is linked learning that lesson.

All key aspects of knowledge will be taught explicitly in the unit and formatively assessed throughout. Knowledge and skills will be revisited frequently both within and across year groups.

Students will be given a knowledge organiser at the start of each term.

Criteria based on GCSE assessments will be used to inform teacher assessment. Exam mark schemes will be used by teachers and shared with students when suitable.

Teachers will formatively mark student responses to some classwork and homework using school and department feedback codes.

Students will be given the opportunity to mark corrections and improvements in green pen after each marking cycle (DIT)

Assessments
Common assessments will be sat half-termly by all classes. The data from each of these will be used to feedback to subject leader, and used by class teachers to inform planning for the next term and retrieval practise time.

Across KS3 and KS4, the assessments will comprise of exam board created questions and will use the associated mark schemes.

In KS4, the assessments will be tiered as Foundation/Higher based on students’ previous attainment.

Curriculum overview MATHS Rationale 2019 MATHS

Rationale

Many students at TMWS have a very insular view of the world; they grow up in a predominantly traditional, white, rural background and have little exposure to the wider world, other cultures or other languages.
Most of them have had some primary language instruction but the quantity and quality of that instruction varies tremendously among the different primary schools that feed into TMWS. Specialist language teachers have not delivered most of this instruction.

By the time students leave The Market Weighton School:

 

  • We want to encourage them be curious about the outside world. Students that realise and appreciate that language use reflects cultural ideas, values and beliefs, and are respectful of differences and appreciative of their own culture.
  • They should be able to interact in their second language confidently; exchanging information, ideas and opinions.
  • They will be able to access and respond to written, oral and multimedia input in their second language in both writing and speech.
  • All students will be encouraged to take a modern foreign language to GCSE level.

Pedagogical methodology

Effective teaching in our context is first and foremost how to make the most of the time we have available to build our students’ linguistic competence, self-confidence and motivation adapting what we know about human language acquisition to the context we operate in.

  • Listening is the most important language skill for the development of second language proficiency.
  • In KS3 75% of the time will be spent on listening and speaking.
  • In KS4 there will be a more balanced use of time across all 4 skills.
  • Each topic will be begin using sentence builders and teaching chunks; modelling sentences through listening.
  • A series of read out loud activities will be used later to recycle the chunks (Input flooding e.g. delayed repetition, mind reading, complete the sentence, bad translations, find your match, sentence stealers, spot the difference, spot the difference in translations, oral ping-pong, narrow listening, delayed translation, etc.
  • Then a series of activities will focus on a very structured production with plenty of chances to continue to practice the same chunks (Push output e.g. narrow translations, pyramid translations, one pen one dice, double translations, no snakes no ladders, fluency cards.
  • Assess at this point, if students have learned all the chunks. If not secure, continue flooding.
  • Key aspects of grammar will be taught explicitly after students have implicitly learned the target sentence pattern.
  • Teachers will recycle language in order to create links between the different units to help students develop complexity, spontaneity and fluency.
  • Language will be re-capped on a regular basis at the beginning of most lessons.

Rationale

Music is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development.
As an integral part of culture, past and present, it helps pupils understand themselves and relate to others, forging important links between the home, school and the wider world.

The teaching of music develops pupils’ ability to listen and appreciate a wide variety of music and to make judgements about musical quality. It encourages active involvement in different forms of music making, both individual and communal, developing a sense of group identity and togetherness.
As an inclusive school the arts are a valuable means of developing confidence and communication skills, and facilitating expression, ideas and feelings. In addition, through purposeful, imaginative and creative activities, pupils learn to take managed risks, trying out new ideas and new ways of working without fear of failure.

Intent

By the time a student leaves TMWS the will have been able to:

  • take peripatetic lessons in an instrument of their choice
  • perform as part of a group including percussion ensemble, guitar ensemble, string ensemble, brass ensemble, keyboard ensemble or choir
  • perform music in solo, duet and larger group settings
  • perform in a variety of venues including church, outdoor, and larger venues
  • learn how to use music technology software to record, edit, and develop their work
  • study how to compose music and create several pieces of their own work
  • study the work of famous composers from throughout music history and look at the development of music and musical instruments since the medieval period
  • study music theory throughout Key Stage 3, and in greater depth at KS4 should they choose music at GCSE level
  • develop an appreciation of music by learning how to critically listen to music, analyse and understand how music works
  • experience music in both live and recorded form, with enrichment from visiting live performances where appropriate

Implementation
Delivery of this educational journey will comprise of lessons based around Core Knowledge, Performance, Composition and Appraisal, for the full content please download the file below.

CR Music

Rationale
The intent of the Design and Technology curriculum is to be the catalyst of a student’s curiosity, creativity and imagination. Design and technology is an inspiring, rigorous and practical subject, which enables students to apply knowledge and skills when designing and making products. Students solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Students acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Students learn how to take risks and be innovative. Through the evaluation of past and present design and technology, students develop a critical understanding of its impact on daily life in the wider world.

When students leave TMWS they will have, the core skills and expertise needed to equip them throughout their life and career choices.

Pedagogical Methodology

  • The content of the Design and Technology curriculum will be delivered through the Core principles and Specialist technical principles.   Each topic will begin with an introduction and explicit teaching of key subject knowledge.
  • All key aspects of knowledge will be taught explicitly in the unit and formatively assessed throughout. These form the bare minimum of what all students should know and be able to do by the end of the topic, regardless of ability. They will be revisited frequently both within and across topics.
  • Each topic will begin with an introduction to – and explicit teaching of – key subject knowledge
  • All key aspects of knowledge will be taught explicitly in the unit and formatively assessed throughout. These form the bare minimum of what all students should know and be able to do by the end of the topic, regardless of ability. They will be revisited frequently both within and across topics.
  • Teachers will explicitly highlight links within and between topics.
  • Key knowledge will be recapped on a regular basis using low stakes quizzes at the start of most lessons.
  • Criteria based on GCSE assessment objectives will be used to inform both the writing and the assessment.
  • Teachers should formatively mark student responses using the agreed department feedback codes.
  • Students will be given the opportunity to make corrections and improvements in green pen after each marking cycle (DIT time).

Rationale
The purpose of the Society & Ethics curriculum is to provide the students of The Market Weighton School with the cultural capital to have as many options as possible when leaving at the end of Year 11.

Market Weighton is a traditional rural market town that places great importance on the local community. However, this often leads students to display insular perspectives of other cultures and religions.

When students leave TMWS they will:

  • Be able to think critically and question information and the sources of that information.
  • Feel empathy towards other and to consider the feelings and thoughts of different individuals.
  • See all arguments as two sided and to evaluate the strength of evidence in order to form fully justified conclusions.
  • Understand their place in the world as global citizens and to consider the major challenges that society faces.
  • Be able to clearly and effectively articulate their thoughts either verbally or written with a particular focus on the development of explanations and reasoning

Pedagogical Methodology

  • Through the promotion of verbal discussion about the subject content and ‘big’ questions.
  • Through the thematic delivery of content in order to ensure that previous knowledge is integrated into new topics.
  • An expectation that students take an interest in current affairs and are aware of major global events and their significance.
  • Regular and thorough assessment that is used to monitor progress and influence intervention and future teaching.
  • Focus on the importance and value of reading from different sources and for different purposes, exposing students to a wide range of sources.
  • Exposure to different environments through educational visits and guest speakers to increase the cultural capital of students, particularly those from a disadvantaged background.
  • An expectation that students complete quality extended written work on a regular basis to demonstrate and develop explanative and evaluative skills.
  • Through a full and varied curriculum that promotes the fundamental British values.