New Bridge School

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New Bridge Activ8 (KS4){SECTION_MENU}

New Bridge Pathways -KS4  

 

 

Curriculum Vision  

The intent of this curriculum is to support pupils to achieve the following destinations:

 

· Being Independent

· Working with support in my Community

· Volunteering in my Community

Our Pathways have been designed to fulfil our pupils’ potential within specific subject areas where appropriate.

Lumenus, Activ8, Digit4all and Community Living are programmes of study which focus on the Performing Arts, PE & ICT and employability respectively.

Through this curriculum, we aim to equip our pupils with the skills and knowledge integral to each, but also to engage fully in the wider community, develop independence and to gain employment and voluntary work in their adult life. 

Our Pathways are tailored, engaging and flexible to the needs of our pupils and reflect their EHCP targets.

By the end of Key Stage 4, each pupil should leave us as a confident young person who well-equipped to fulfill his or her full potential. By the end of this Key Stage 4 we would expect pupils in the main body to demonstrate the following benchmarks in these key areas: 

 

Organisation & Planning

Classes are taught in their Pathway group. Pupils are taught in mixed ability groups from both years 10 and 11 and have seven lessons of their chosen Pathway a week.

Individual pupil needs are met by highly differentiated split group teaching model. Teaching and learning stems from accurate formative and summative assessment and understanding of each pupil’s needs.

Schemes of work are adapted to meet these needs and are constantly under review. Lessons are well paced with opportunity for independent and shared activities using various strategies and styles, including multi-sensory and kinaesthetic.

 

Core Subjects  

 

Core-Subjects-(New-Bridge-Pathways) (ID 1083)

 Curriculum Pathways

 

 


 

 

 

Foundation Subjects 

Foundation-Subjects-(KS4) (ID 1085)

In addition to the Core subjects and the Individual curriculum pathway all pupils chose 2 options for each year;

 

  • Art & Design
  • Dance and Drama 
  • Duke of Edinburgh
  • Sports 

 

Impact & Assessment

New Bridge school has developed a bespoke assessment system to track pupil outcomes and progress.

This has been designed to assess, measure and track progress of young people academically and against their EHCP outcomes. All pupils are assessed formatively and teachers set targets for all pupils using small step ‘I can’ statements.

Learning activities in each subject area are carefully designed to give pupils opportunities to meet these targets. Teachers assess pupil’s knowledge, understanding and skills by making observations during lessons and by providing appropriate feedback. Work is recorded in books and more increasingly using digital portfolios.

Teachers measure progress against EHCP outcomes using a 0-10 scale from not achieved to achieved. Pupils are engaged in the assessment process by teachers encouraging them to take ownership of their targets, understanding what they have achieved so far and what their next steps are.

Curriculum leaders regularly analyse the data and provide feedback to the teachers in order to inform and improve future practice. 

Technology  

All pupils and staff at New Bridge have an iPad and technology that supports a flexible and collaborative approach to pupils’ learning. iPads are used creatively in a range of different ways across all subjects. They provide opportunities for collaborative learning which have proven to positively impact on teaching and learning.

Technology is used in the classroom to support the development of independent working and pupil’s ownership of their own learning. Flipped learning is used where teachers record video demonstrations of techniques to support adaptations in mixed ability groups. Pupils can re-watch demonstrations in their own learning space to increase their independent engagement. iPads are used to encourage pupils to research knowledge about new topics being taught.

Technology allows for such flexibility in learning that it will enable and encourage pupils to work in a more collaborative manner. Technology is a key building block in facilitating collaborative learning. The iPad will allow pupils to contribute to lesson content from the front of the class, engage with their peers in problem solving activities and create a more collective approach to lesson time. Supported by technology, pupils are generating new approaches to problem solving and learning how to work alongside their peers, a great attribute for their future destination.

The use of technology helps to enhance the immersive learning experience, e.g. through the augmented reality apps, communication apps. Technology engages pupils with skills which have previously been taught using fewer motivating resources and methods such as textbooks. Every subject has a range of Apps that they utilise to support teaching and learning. These may develop skills in specific areas of the Curriculum or allow pupils to practice taught content. 

Technology supports the assessment of progress through the use of digital portfolios where teachers track the development of pupils and record their outcomes. This supports interactive feedback, with pupils able to comment on their own abilities.


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