From Examples
Examples
Haybridge High School
| School Name
| Haybridge High School
|
| DCSF number
| 885/4010
|
| Town/City
| Stourbridge
|
| County
| Worcestershire
|
| Government region
| West Midlands
|
| Number on roll
| 1172
|
| Age range
| 11-18
|
| Specialist status
| Technology and Sports
|
| Key stage 3 results
|
| Level 5 and above, 2007 SATS
|
| English
| 84%
|
| Maths
| 91%
|
| Science
| 87%
|
| 5 A* to C at GCSE including English and Maths, 2007
| 87%
|
| % Special Educational Needs
| 3.6%
|
| Keywords
|
|
Description
Resources
HA01: Haybridge High School
Links
School web site http://www.haybridge.worcs.sch.uk/
Latest inspection http://www.ofsted.gov.uk/oxedu_reports/display/(id)/103988
Lawrence Sheriff
| School Name
| Lawrence Sheriff School
|
| DCSF number
| 397/4620
|
| Town/City
| Rugby
|
| County
| Warwickshire
|
| Government region
| West Midlands
|
| Number on roll
| 869
|
| Age range
| 11-18
|
| Specialist status
| Mathematics and computing
|
| Key stage 3 results
|
| Level 5 and above, 2007 SATS
|
| English
| 100%
|
| Maths
| 100%
|
| Science
| 100%
|
| 5 A* to C at GCSE including English and Maths, 2007
| 100%
|
| % Special Educational Needs
| 3%
|
| Keywords
| Curriculum design, accelerated KS3, challenge, challenge for high attainers, condensed KS3, early entry, examinations when ready, fast track, fast tracking, flexible KS4 key stage model, high attainers, KS3 to KS4, KS4 to post 16, more able, most able, short ks3, spreading assessment load, transition, transition, two-year KS3
|
Description
Our curriculum redesign incorporates the following elements:
• Flexible Key stage 3
We have a 2 year Key Stage 3 and a 3 year Key Stage 4. The additional year in Key Stage 4has enabled us to offer a range of pathways through subjects. Students opt for these pathways depending upon their ability and interest in specific curriculum areas. Subjects on offer comprise a mix of traditional and vocational GCSEs, and applied and academic AS levels across a number of subjects including mathematics, science, English, politics. film studies, ICT and technology.
• Vertical tutoring
In order to break down attitudinal barriers to mixed aged groups we introduced vertical tutoring across the whole school. This has had numerous additional benefits in terms of relationships, culture and a reduction in bullying.
• Re-shaping of the school day
We moved registration form the start of the morning and afternoon to the middle of the morning and the end of the day. We introduced a twice weekly enrichment slot in the middle of the morning, during which all students take part in over 60 different clubs and activities, the majority of which are non examination. Examples include bridge, film making, photography, marquetry, horticulture, garden design and origami.
Resources
LS01: Description of the curriculum design at Lawrence Sheriff School
LS02: Feedback from a parent about the design
LS03: Feedback from a member of staff to the design
LS04: Feedback from a student to the design
LS05:Curriculum information for new students to Year 7
LS06: Options information for Post 16
LS07: Set of Powerpoint slides describing the case study
LS08: Lawrence Sherrif Case Study 08
Links
School web site http://www.lawrencesheriffschool.com
Latest inspection http://www.ofsted.gov.uk/reports/index.cfm?fuseaction=summary&id=125753
Leasowes
| School Name
| Leasowes Community College
|
| DCSF number
| 332/4110
|
| Town/City
| Halesowen
|
| County
| West Midlands
|
| Government region
| West Midlands
|
| Number om roll
| 1145
|
| Age range
| 11-16
|
| Specialist status
| Business & Enterprise
|
| Key stage 3 results
|
| % Level 5 and above, 2007 SATS
|
| English
|
|
| Maths
|
|
| Science
|
|
| 5 A* to C at GCSE including English and maths, 2007
| 60%
|
| % special educational needs
|
|
| Keywords
| accelerated ks3, annual cycles, buildings, challenge, challenge for high attainers, choices, condensed ks3, deep learning, delegation, dialogue with staff, disengagement, early entry, engagement, examinations when ready, fast tracking, flexibility, flexible ks4 key stage model, flexible lesson length, flexible use of time, framework, getting back onto track, guidance, high attainers, ks3 to ks4, ks3 to ks4 transition, ks4 to post 16, learning to learn, middle leaders, more able, most able, options, pathways, progress, project based learning, distributed leadership, flexible time schedules, design of buildings and learning spaces, competence-based, spreading assessment load, study skills, support, time for guidance, time for mentoring, trans-disciplinary, transition, two-year ks3
|
Description
Leasowes Community College has a national reputation for its innovative curriculum which offers every student a five hour learning block every Friday and up to six days in a single subject at three key times in the year.
The variety of time blocks offered to students at Leasowes opens up a huge range of learning opportunities for students to make visits, welcome visitors, use local resources and truly engage with exciting learning experiences.
Resources
LE01: School case study 08
Links
School web site http://www.leasowes.dudley.gov.uk/index.shtml
Latest inspection http://www.ofsted.gov.uk/oxedu_providers/full/(urn)/103861/(type)/8192/(typename)/Secondary%20education
Examples from Futures Vision
Birches Head High School
Tudor Grange School
de Ferrers Technology
Heartlands High School
Lawrence Sheriff School
Leasowes Community College
Ninestiles School