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Curriculum Overview

LBTS Curriculum Intent

LBTS aims to “Educate, Empower, Excel”. We aim for our young people to excel in meaningful qualifications that will maximise their opportunities once they leave school, so our curriculum has ambitious intent. In addition, we ensure our curriculum is broad and balanced, with a variety of opportunities woven throughout, so students also develop as happy and confident citizens, who have a voice and can advocate for change where it is needed.

Some of the features of our school curriculum include:

  1. A planned curriculum across all subjects that focuses on the core knowledge that students need to know and remember in the long term, as well as retrieval practice to help them revise these. Knowledge is also broken down into manageable chunks, helping students to form constellations of knowledge. In turn, this helps them master complex ideas, refine what they know and deepen their understanding.
  2. A “no grades” approach to Teaching & Learning, enabling our teachers to move away from the narrative of learning to improve “grades”. Instead we want our students to develop a different mind set, which is focused on the love of learning and passion for mastery. We want our students to appreciate that  the reason to learn is that learning is its own reward. Moreover, by taking the pressure off our students to perform and be judged, we can allow students to acquire new knowledge and skills simply because there are things to be learned and that is what we expect.
  3. An emphasis on the Creative Arts, as well as developing practical vocational skills, such as in food, Computing and Design & Technology. Students in years 7 - 9 study these as part of their weekly timetable, as well as having an off timetable day each half term where they get to spend a whole day doing a “Creative project”. On these days students study one subject only and complete a practical project, enabling them to do deepen their learning and get to grips with more complex practical learning of skills than might otherwise be afforded
  4. A decolonised curriculum, where each subject examines what is taught to identify if there are alternative canons of knowledge which ensures a range of voices and perspectives are represented. We consider the diversity of our student groups and carefully consider and explore intersectional aspects of identity, such as race combined with gender. We celebrate this aspect of our curriculum and further embed it during “Educate, Empower, Excel” Days.
  5. A curriculum that builds character, personal development and promotes wellbeing (LBTS5 curriculum).  The LBTS5 curriculum is delivered both in fortnightly lessons and in curriculum “drop down” days each half term. These provide students with an opportunity to understand and explore Citizenship and RSE / HE topics and enable them to develop social and relationship skills that will support them throughout their lives. Participating in the programme also enables students to make a positive contribution to the school and the wider community. This is done through developing students' understanding and skills around the five school values. These are:
    • Achievement
    • Aspiration
    • Resilience
    • Responsibility
    • Respect
  6. An ambitious curriculum for all, including students with SEND. Our ambition for SEND is to develop independent learners, facilitated through universal high quality teaching in the classroom. Our Teaching and Learning policy is designed for all students and includes through the use of clear, explicit modeling; the breaking down of information into manageable chunks’ frequent low-stakes opportunities for students to retrieve and revisit information; the use visual resources and scaffolds such as picture word banks and writing frames; and providing regular and precise feedback. These are all evidence-based strategies that are proven to be effective to support students with SEND. Teachers make some differentiation during planning using their knowledge of the students, there are further adaptations at the point of delivery. Students are offered resources to support them to access the curriculum while others may be offered alternative modes of learning, for example the use of a word processor or visual organisers. Where appropriate, students are also offered adapted assessments as we recognise that some students do benefit from learning in the same way or at the same time as others.
  7. A curriculum that removes SOCIO-ECONOMIC FACTORS as a barrier to success (PUPIL PREMIUM). Since PP students form around 70% of our school population, we aim to provide a curriculum that levels the playing field. As part of this, we provide all equipment necessary for learning, including stationary, calculators, revision guides, etc. All trips and visits are free of charge and food is always provided for these by the school.

In addition, students who do not have a personal laptop for their sole use (not a shared family computer) can get a laptop free of charge, as well as data where required. This enables students to do not only their Home Learning activities (which are online via Google Classroom) but also enables students to complete extra revision using school purchased programmes, such as SENECA and HEGARTY MATHS.

Finally, PP students who are underachieving or who have Low Prior Attainment are also identified in data and form “priority students” for teacher and whole school intervention. No student is  left behind!

 

Curriculum Implementation -KEY STAGE 3 (Y7, 8 and 9)

At Key stage 3 All students follow the National Curriculum in:

  • Art
  • Citizenship, Relationships, Sex and Health Education (called LBTS5)
  • Computer Science
  • Design & Technology
  • English
  • Food & Nutrition
  • Geography
  • History
  • Maths
  • Music
  • Physical Education
  • Religious Studies
  • Science
  • Spanish

We  run Literacy and Numeracy Intervention where it is needed to support students in better accessing the mainstream curriculum.

Our curriculum is further broadened through regular Drop Down Days, such as “LBTS5 day” and “Creative Project Days” and “Educate Empower Excel” Days and “Cultural Day”. These further develop students’ knowledge and skills in creative subjects, Citizenship, Careers and RSE / HE. In addition, we run “HIP Week” during the summer term so that students can take part in interdisciplinary projects, in order to better see the cross curricular links between different subjects.

All students can also opt for individual or group instrumental lessons at no charge, as well as a variety of lunchtime and after school clubs.

Curriculum Implementation -KEY STAGE 4 (Y10 and 11)

At Key Stage 4 all students follow a common curriculum in:

  • GCSE English
  • GCSE English Literature
  • GCSE Mathematics
  • GCSE Combined Science (2 GCSEs) or GCSE separate sciences in Biology, Chemistry and Physics (3 GCSEs)
  • Citizenship, Relationships, Sex and Health Education (called LBTS5)
  • Physical Education
  • RE

In addition to these compulsory subjects students choose 4 options from the list below. We expect most of our students to follow an EBacc curriculum, so two of these options will usually be a Modern Foreign Language and either History or Geography.

  • GCSE Art
  • GCSE Computer Science
  • GCSE Drama
  • GCSE Food & Nutrition
  • GCSE French
  • GCSE Geography
  • GCSE History
  • GCSE Music
  • GCSE Portuguese
  • GCSE Sociology
  • GCSE Spanish
  • BTEC Business
  • BTEC ICT
  • BTEC Music
  • BTEC Performing Arts
  • BTEC Sport

Students can also choose to study Arabic or French as an additional GCSE, if they are a native speaker.

In addition, our curriculum is further broadened through regular Drop Down Days, such as “LBTS5 day”, “Educate Empower Excel” Days and “Cultural Day”. These further develop students’ knowledge and skills in creative subjects, Citizenship, Careers and RSE / HE. In addition, we run “HIP Week” during the summer term so that students can take part in interdisciplinary projects, in order to better see the cross curricular links between different subjects.

All students can also opt for individual or group instrumental lessons at no charge, as well as a variety of lunchtime and after school clubs.

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