At Sexey's our curriculum is designed to sustain access to a learning pathway that is broad, balanced, and appropriate. The curriculum has been reviewed for first teaching 2017 in support of the broader aspirations of the English Baccalaureate. Sexey's is an academy and the broad outlines of the National Curriculum are followed across the school.
Students arriving here in Year 7 will experience a much wider variety of learning styles, teachers, approaches and curriculum areas than they have experienced at primary school. We firmly believe that it is essential students develop the knowledge, skills and understanding to allow them to progress in their studies throughout the school and to prepare them fully for life beyond the school gates.
In Key Stage 3 all students study English, Mathematics, Science, French, Geography, History, Religious Studies, Art, Computing, Drama, Food Technology, Music, PE, Photography, Product Design and Textiles. Many of the creative subjects operate in a carousel such that students in years 7, 8 and 9 will have a short (7 week) period of high contact time to work on focused projects.
In Mathematics, Science and French, students are placed into ability groupings after the first half term in Year 7. Where students are set by ability Heads of Department will review the composition of the sets only when there has been an appropriate body of assessment evidence produced to justify a review of the entire year group. For other subjects such as the Arts and Humanities, the classes are mixed. Our belief is that all students can make excellent progress regardless of their prior attainment or any additional learning needs and that differing levels of ability, perspective and knowledge enrich classrooms.
As students move into Key Stage 4 they are given the opportunity to focus on certain subjects while maintaining a core curriculum. All students study English, English Literature, Mathematics, Science (at least two GCSEs), French, Physical Education and PSHE. Students then choose three options, one of which must be Geography or History. Additional options include Triple Science, Religious Studies, Art, Computing, Drama, Food Technology, Music, PE and Product Design. There is a system of Core Support available as an alternative to French to provide assistance to those students who are best served by an increased focus on Maths and English. The composition of this groups will be determined by the SENDCo and Head of MFL who will consult with parents.
There is a focus on monitoring and feedback at Sexey's and clear protocols for assessment, marking of literacy and extended writing. At all times the focus is on supporting students to make the next steps to improve their learning. Student progress reviews (EAG or Effort and Assessment Grades) occur six times a year and the data is analysed through Sisra. Tracking at Key Stage 4 is done with reference to GCSE target grades and parents can read through the information on our Life Without Levels tracking mechanism for Key Stage 3 here.
We were delighted that 82.4% of our students gained 5A*CEM in 2016. 93.2% of students achieved A*-C in English and 87.7% achieved A*-C in Mathematics. 94% of students made expected progress in English with 72% making better than expected progress. In Mathematics 91% of students made expected progress with 46% making better than expected progress.
The school was delighted in February when the Department of Education's own analysis of progress data was released and showed that Sexey's was the second highest attaining school in the country in comparison with 'similar schools'.
The School curriculum will support pupils and students to:
• Respect and tolerate other races, religions and ways of life.
• Heighten awareness and understanding of the environment and environmental issues and to encourage a sense of personal responsibility on a local, regional and global scale.
• Appreciate a variety of aesthetic, creative and imaginative forms and to express themselves creatively through a variety of media.
• Comprehend information and communicate effectively through the appropriate use of language, number and graphics.
• Develop the skills necessary to work in collaboration with others, to be sensitive to their needs and to have the confidence to form personal relationships.
• Develop self-awareness, a positive self-image and the confidence to take advantage of opportunities to develop their own talents and personalities in order to live as independent and self-motivated members of the community.
• Promote their own good health and physical development.
• Develop lively, enquiring minds, including the ability to question and to approach the solution of problems in an imaginative and methodical way.
• Acquire the knowledge, skills and understanding relevant to adult life.
• Recognise human achievement.
• Acquire attitudes, values and beliefs in accordance with National Curriculum guidelines on Religious Education.
Content and Organisation of the Curriculum
The school operates Monday to Friday on a 50 period fortnightly timetable, each period being one hour long. The hours spent on teaching during a normal school week, excluding collective worship, registrations and lunch, total 25 hours per week. This compares with the recommended minimum of 24 hours/week, suggested by the Department for Children, Schools and Families (DCSF). Each year group has four form entry in Years 7-11.
If, at any stage, pupils are identified as having additional special needs, we endeavour to provide it. This applies as much to extending the gifted and talented as to providing necessary support for those with specific learning difficulties. A policy for those with special educational needs or more able is available on request from school or can be viewed via our website. As part of the School's Teaching & Learning Policy teachers are encouraged to use a wide range of teaching strategies to suit the learning styles of individual pupils.