Curriculum Information: implemEntation, hours and impact

Curriculum Implementation

At Selby High School, we aim to deliver an ambitious, knowledge-rich curriculum that is broad, balanced & dynamic. Our vision of ‘Embracing diversity; Unlocking potential; Inspiring learning’ is at the core of everything we do, and our curriculum ensures that that we have high aspirations for all groups of students. The curriculum offer is regularly revisited, and reshaped, in order to allow students to realise their true potential and to become happy, considerate citizens who make a valuable contribution to society. We have adopted an approach to curriculum design to ensure that students receive the best possible experience when it comes to content, timetabling and delivery. We believe that our curriculum is challenging, creative and personalised, and provides a wealth of opportunities to learn and be inspired.

The Aims of our Curriculum are:

  • To create a culture of high aspirations and excellence for all groups of students;
  • To ensure carefully structured progression of knowledge, skills and understanding in each subject, leading to excellent academic outcomes for all;
  • To monitor all students’ progress in the curriculum through well-planned assessments, understood by all stakeholders;
  • To develop a rounded understanding of the world through the Values Curriculum, encouraging questioning and enquiring minds; this includes knowledge and understanding of the British Values of democracy, the rule of law, individual liberty and tolerance;
  • To give all students a pathway to future success - in life, learning and employment;
  • To encourage participation of all students in a wide range of activities - cultural, social, sporting; and provide a wide range of opportunities to contribute to society;
  • To help students to lead happy, healthy lives in body and mind, inspiring a resilient approach to life;
  • To develop learners who are literate and numerate.

 

Curriculum Implementation

The curriculum is of vital importance at Selby High School and decisions around our curriculum offer are made with a great deal of thought and consideration. Our curriculum is a carefully mapped and sequentially planned learning journey from a student arriving in year 7 through to leaving us in year 11, building effectively on their prior knowledge. Our knowledge-rich curriculum focuses on a wealth of opportunities to learn, participate, and be inspired, in a full range of endeavours and disciplines.  We aspire for all of our students to be happy, respectful and motivated learners who take responsibility for their own actions and want to do well. Our focus is on excellence for all by removing any barriers to the curriculum so that students are prepared, as educated, successful citizens, to take their next steps in life. As a school, we collectively will ensure that:

  • There is logical Content and Sequencing of the curriculum;
  • Teachers develop excellent subject knowledge;
  • Teachers embed key concepts and explore connections in order to deepen understanding;
  • Reading is a priority for all students including through:
  • - Carefully selected interventions
  • - A reciprocal reading approach
  • - Planned use of high challenge texts for all
  • There is a consistent approach to the Selby High School Teaching & Learning Strategy, including Literacy and Numeracy. Current focus areas include: T2 Vocabulary and Metacognition & Independent Zone
  • A whole school approach to retrieval practice
  • Teachers promote effective Home Learning, to reinforce learning;
  • Students can effectively use Knowledge Organisers;
  • Staff have high expectations for all groups of students;
  • All students are continually developing their cultural capital needed to succeed in life;
  • Every teacher is a teacher of SEN;
  • Groups are planned carefully; the right students and the right teacher;
  • All students have high aspirations for post-16 destinations;
  • Students know how to look after the well-being of themselves and others.

 

Our Values Curriculum

Our Values Curriculum in school addresses many aspects of personal & character development, SMSC, British Values & Citizenship. Some topics are taught explicitly through Life Development lessons, Drop-Down Days & the pastoral programme, whilst others are addressed specifically within certain subject areas and threaded throughout the curriculum (see Values Curriculum Map for details). Our Values Curriculum seeks to address 5 key themes which we feel are crucial to the rounded development of our students:

  • Identity, equality & diversity: Understanding diversity, showing tolerance and preventing bullying;
  • RSE: Relationships and Sex Education
  • Future aspirations: Promoting decision making, exploring skills and qualities and self-management;
  • Active citizenship: Being a responsible citizen, community values and respecting human rights;
  • Health and well-being.

 

Curriculum Hours
Number of hours taught per fortnight:

Year 7 Year 8 Year 9 Year 10 Year 11

English

7 7 8 8 9
Mathematics 6 6 6 7 8
Science 6 6 6 9 10
Spanish 4 4 4
Geography 4 3 3
History 3 4 3

 

Life Development 2 1 2

 

Religious Education 2 2 2

2

 
Art & Design 2 2 2
Drama 2
Computer Science 2 2 2
Music 2 2 1
Physical Education 2 2 2
Games 2 2 2 4 2
Food Technology 1 1 1
Product Design 2 2 1
Textiles 1 1 1
Dance 1
Option A 5 5
Option B 5 5
Option C 5 5
Option D 5 5
Enrichment 2
Games double 
(off-site)
1

 

Curriculum Impact

At Selby High School, our curriculum will:

  • Use assessment effectively to check understanding and inform teaching;
  • Consider the best assessment methods, in different cases, in each subject – not testing for the sake of testing;
  • Review how we know that students are making progress, checking that the curriculum is meeting the needs of all students, and is progressively more challenging;
  • Consider how effectively students are responding to, and acting upon, the feedback they receive and how common misconceptions are addressed;
  • Select the best methods to ensure that learning is embedded in long term memory;
  • Consider how we measure the wider impact of the curriculum;
  • Make sure that the sequence of learning is carefully though-out so that it builds on prior learning and lays the foundations for future learning;
  • Give students the opportunities to learn about the World in which they live, developing an appreciation and a level of respect for the values and beliefs of others;
  • Guide students to make educated choices for their next steps and beyond, gaining qualifications that will allow them to access future employment;
  • Be regularly reviewed, including through student voice.