New Bridge School

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New Bridge School KS3

Year 7 to Year 9

 

Curriculum Intent 

The intent of the KS3 Main Body curriculum is to support pupils to achieve the following destinations:

· Being Independent

· Working with support in my Community

· Volunteering in my Community

By the end of Key Stage 3, we would expect pupils in the main body to demonstrate the following benchmarks in these key areas: 

 

 

 

 

Organisation & Planning   

At Key Stage 3, pupils are grouped according to ability. Individual pupil needs are met by a highly differentiated teaching model.

In addition to the core offer of English, Maths, ICT, Living Skills and RSHE, pupils study other subjects such as PE, Science, Art, Music, Dance, Drama and Humanities as part of a broad and balanced Curriculum.

There is a mixed delivery model, with the majority of lessons delivered by the class teacher and a smaller percentage delivered by specialist teachers in subject specific environments. 

Core Subjects

 

 

Core-Subjects- (ID 1073)

  

 Foundation Subjects

 

Foundation-Subjects-KS3 (ID 1081)

 

 

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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