Prospectus - Page 2

Curriculum | Curriculum Support | Extension & Enrichment | Spiritual, Moral, Social & Cultural Development | Act Of Worship | Community Education | Pastoral Care | Sex Education | Assessment & Reports | Charging | Parent-School Partnership

Curriculum

The curriculum is made up of several strands:

Subject areas - e.g. Maths, Art & Design, Science, etc.
Cross-Curricular Themes - e.g. Environmental Awareness, Citizenship, etc.
Cross-Curricular Skills - e.g. Literacy, Numeracy, Study/Research skills, etc.
Extra-Curricular Activities - e.g. outdoor education, foreign exchanges, sport, dramatic productions, musical groups.
Hidden Curriculum - e.g. school ethos, interpersonal relationships, values.

Key stage 3: Years 7, 8 & 9

Key stage 4: Years 10 & 11

English Language and English Literature
Maths
Modern Foreign Language - French and German (either or both)
Personal, Social & Health Education
Physical Education
Science - Double Science (worth 2 GCSEs) composed of ‘modules’, each of which will be identified as Biology, Chemistry and Physics.

And then there are the following choices:

• Design & Technology - most students study DT but choose which element : Food, Graphics, Resistant Materials or Textiles.
• Humanities - all students study RE and are guided to Geography or History. Some students may choose to study both Geography and History.
• Students choose one of the following : Art, Drama, German, Music, PE (GCSE). Some students may study two creative arts subjects.
• Some students choose a pre-vocational course in partnership with Yeovil & Cannington College & Wessex Vocational Training, including ‘Youth Award’, (to bronze and silver levels) and ICT.
• Currently 38 students are following applied GCSE courses in partnership with Yeovil College (Engineering and Health & Social Care) and 29 are following Applied GCSE Information Technology at KA.
• Some students choose to follow an additional subject on a “supported independent study” basis, having one tutorial/seminar a week with a teacher and doing the rest on their own; subjects currently offered are French, Geography, German, Information Technology and RE. Success rates in SIS are very high.

Class Size
Each year is divided into five or six teaching groups, depending on how many students there are. There are about 28 students in a class, although sometimes this number may rise when new students arrive during the year. In ‘set’ situations more able groups tend to be larger than those with children who have learning difficulties. By putting in extra groups in certain subjects the numbers are reduced again - for example, an average of 18 for Design. In the upper school these numbers may be reduced even further where the need exists.

Timetabling and Grouping
Students spend 25 hours per week in lessons (the recommended national minimum is 23½ hours for 11 year olds and 24 for 12 to 16 year olds). This time does not include registration, assemblies, matches, clubs and other extra-curricular activities. Homework is an essential addition to the time spent in class.

Students are grouped according to their needs and the demands of the subject. Timetabling each year is flexible to allow for differing demands which may be made by particular individuals, year groups or changes in subject requirements. In general most subjects group students by ability (“sets”) : a few areas of the curriculum, Creative Arts and PSE for example, prefer students to be in groups of mixed ability.

Teaching and Learning Styles
Within lessons teachers employ a wide range of teaching and learning styles to promote understanding and to foster enjoyment. Students work individually, in small groups or as a whole class; the work may take a variety of forms - reading, discussing, debating, designing, experimenting, problem solving, investigating, reflecting, writing. Materials and approaches are adapted to the abilities of the students. For the more able, extension work is provided in school, in the community and at residential centres. We encourage students to give true commitment to learning and to strive for success.

Differentiation allows us to achieve our foremost aim - to ensure that each student achieves full realisation of her or his potential.

Curriculum Support

Able children are catered for in a variety of ways, including courses in Thinking Skills and Philosophy, adult mentor support and, in exceptional circumstances, a student may jump a year. We have enrichment afternoons for more able students from our partner primaries to work with able Year 7 & 8 students.

Students with learning difficulties and those who are exceptionally able have an Individual Education Plan (IEP).

Extension & Enrichment

Many students learn to play an instrument to a high standard, performing in the orchestra, wind band, jazz band, or one of the groups. For those who enjoy singing there are the junior and senior choirs. There are several concerts and public performances each year.

The Library Information Centre is open daily to students, both during lessons and at lunchtime. A reading club operates for students weekly. It has a stationery shop. The design workshops and art studios are available at lunchtime and after school by arrangement with Heads of Department.

Each year there are several foreign visits - the French exchange with Gennes-les Rosiers, the German exchange with Atzbach-Lahnau, winter sports to a variety of venues and mountain walking in los Picos de Europa, Spain. A curriculum link and an exchange have taken place with a school in Hungary. We are looking to widen our global links with contacts in other countries.

The school is involved in the Duke of Edinburgh Award Scheme and all year long there are visits to hills and caves and residential centres on the Quantocks and Exmoor. The gym is equipped with climbing walls. A truly rich and extensive curriculum!

Spiritual, Moral, Social & Cultural Development

A sense of culture is deeply embedded in our curriculum - notably in Art, English, Music and the Humanities - and we seek to extend our community's cultural experience in a variety of ways, including visits to theatres, concerts and galleries and by inviting artists, performers and writers into school. We look to the community for support in this and, in our turn, seek to support the cultural activities of the area.

Act Of Worship

In keeping with the view of Somerset S.A.C.R.E., we attempt to give a broad definition of the meaning of "religious worship". Although the daily Act of Worship is intended to reflect our Christian tradition, it is hoped that students will also gain some awareness and understanding of other world religions.

In accordance with the regulations of the 1988 Education Reform Act parents have the right to withdraw children from the Act of Worship - in practice no parent has felt it necessary to exercise this right for many years.

Community Education

The Community Education Department provides a wide range of vocational courses during the day and in the evening, including RSA Word Processing & Computer Literacy, Business Language Courses and one year GCSE Courses. Our success rate amongst our adult students is very high and we offer an Educational Guidance Service if required. There is also a large choice of leisure courses ranging from Keep Fit to Cookery, Picture Framing to Aromatherapy. ‘ComEd’ is the one area at King Arthur’s that is allowed to offer "A" Level courses.

Wherever possible we try to link curriculum work with life in the community and encourage our students to recognise their rights and responsibilities. Additionally our facilities are used by local groups and we host such events as weddings, dinner/dances and information days.

Pastoral Care

For these reasons we stress our Personal, Social and Health Education programme, and our strong tutorial system, with its emphasis on Records of Achievement (see Assessment and Reports).

Through a system of monitoring, the Tutor and Head of Year are able to build detailed pictures of our young people. Because they move up through the school with them they get to know them very well and are able to encourage them to recognise and celebrate their successes, as well as helping to resolve problems and concerns.

If concerns do arise our policy is to keep parents informed from a very early stage. When school and home are working together in harmony and understanding, we are much more likely to be successful.

Discipline is based on respect for self, others and property. We do not believe in long lists of rules. By showing our students respect and giving them as much trust as we would give to adults, we encourage them to conduct themselves in a mature and orderly way. By developing high self-esteem through the Records of Achievement and by celebrating success in all its forms we build self-belief and self-confidence. Our experience tells us that most 'discipline' problems come from people who feel insecure, who have low self esteem and who have been badly treated by others.

Our code of dress is simple, practical and smart : we expect all our students to conform to the code.

Sex Education

In the lower school, as a part of Key Stage 3, students follow a unit of work, "Reproduction and Variation", in their Science programme. The unit deals with reproduction and aspects of the human body. At all times questions are answered in an open and honest manner.

Through Key Stages 3 & 4 the Health Education modules of the Personal & Social Education programme involve students in a series of talks and discussions which will enable them to make informed choices with regard to responsible sexual attitudes and contraception, within a stable partnership.

The Governors of the School have approved this sex education programme and parents are welcome to attend any lessons (as is true indeed for all subjects).

Since these matters are quite sensitive you have the right to request that your children be withdrawn from these lessons, apart from those designated 'National Curriculum'. If you would like to see a copy of the school's Health and Sex Education policy, it is available from the school office.

Assessment & Reports

In Years 7, 8 and 9, students are given opportunities to identify their own progress and to record it so that they may discuss it with their teacher. These records, which are called Statements of Academic Achievement, are also used to inform the tutor as they are gathered within the Progress File folder. This allows both student and tutor to gain an overview of progress and achievement which are identified and shared during a termly interview.

As learning proceeds, we all need to know what progress is being made. Work is continuously assessed throughout the course and examinations are set, so that accurate ‘feedback’ can be given to students and parents.

Years 7 & 9 sit Cognitive Ability Tests. These have 3 elements - verbal, non-verbal and quantative - and they allow us to improve our understanding of each student. Work may be tailored more accurately to individual needs.

During Year 9 students are assessed according to national levels through the Standard Assessment Tasks (SATS). In Years 10 and 11, in most GCSE subjects, work done during the course counts towards the final grade.

For each year group there is at least one parents' evening and one written report. The latter consists of a comment on the student's attitude, areas for development and progress and a Tutor's report which reviews achievement over the year. For years 7, 8, 9, 10 and 11 interim reports are issued, giving a snapshot of students’ effort and progress.

In Year 11 students prepare their Progress File which contains their 'curriculum vitae' and ‘personal statement’ as well as a range of documents reflecting their achievements both in and out of school. This is a nationally recognised document, it may be used in applications for further education and employment.

Charging

Basically education at King Arthur's is free!

However - and you will appreciate why - the Governing Body reserves the right to charge for certain things : for example transport costs, board and lodging, materials and ingredients for some courses, and, very rarely, the cost of exam entries. Sometimes voluntary contributions are asked for. We always try to ensure that no student suffers because parents cannot, or will not, pay for something.

Parent-School Partnership

©2002-2003  Design: School Creations | Content: King Arthur's Community School