Curriculum

language. The year 7-9 curriculum is further enriched by the planning and implementation of Immersion Days that deepen understanding and knowledge of local history, democracy, revolution, sexual health and field work.

The development of reading, writing and oracy are also evident throughout the curriculum. All subjects are responsible for developing these essential life skills, providing opportunities for discussion, debate and explicitly teaching the skills required for success in future education, employment and training. The library is at the heart of the school, with pupils experiencing a sequenced programme of library lessons throughout KS3 during English curriculum time to develop key skills such as critical thinking and responsible research. The library organises an extensive, year-round programme of events and author visits to engage pupils throughout KS3, 4 & 5 and develop a life-long love of reading.

In the classroom, pupils are set by ability in English, Maths, Science and MFL. Set changes happen regularly to ensure that all pupils are appropriately challenged. All other subjects are taught in tutor groups in Y7 and Y8, including PSHE, forming coherent social and learning groups comprising pupils of all abilities and backgrounds.

Numeracy and literacy catch-up for identified pupils in years 7 and 8 is delivered through a high-quality curriculum, by specialist teachers to ensure that all KS3 pupils develop the skills that enable access to the full curriculum. The points at which mathematical concepts and cross-curricular content are introduced in STEM subjects are shared across departments to ensure a coherent approach for pupils.

At KS4 all departments enrich their curricula to ensure that pupils are introduced to knowledge and skills beyond the GCSE specification through our GCSE+ curriculum. This supports pupil wellbeing as it allows them to develop skills and knowledge in more depth prior to facing the pressures of KS4 assessment and enables them to become KS5 ready. Adaptive teaching, interleaving and memorisation strategies are embedded to enhance knowledge acquisition for pupils of all abilities and opportunities for independent learning, such as the introduction of FLIP learning are prioritised. The sequencing of cross-curricular knowledge and specific terminology is planned to be delivered and referenced in a similar way, thus consolidating knowledge acquisition and developing schemata.

At KS5, we offer a broad and creative curriculum with a large range of subjects at KS5 including A levels and BTEC qualifications. The KS5 curriculum is designed to prepare students for the independence required in Future Education, Employment and Training. Subject curricula are planned to ensure maximum progress, through effective sequencing, interleaving and continual assessment. Pupils are supported to develop their higher-level independent research skills and depth in their learning though the LEVEL 3 EPQ qualification and a significant number continue to study Core Maths in addition to their chosen A-Level subjects.

At KS5 there is a great emphasis on independent, proactive study and the importance of hard work beyond the classroom, using the A-Level mindset framework: VESPA. Where appropriate, a flipped learning model is used to ensure students are prepared for their lessons and valuable class time is used to deepen understanding, discuss higher- order concepts and questions and apply and practise key skills.

Year 12 pupils engage in a wide range of extra and super-curricular learning through the extensive enrichment programme which takes place on Wednesday afternoons and enables pupils to engage in a wide range of activities from beginners’ Italian, a variety of sports and reading for pleasure through the year 12 enrichment book club.

‘Progression Pathways’ lessons are integrated into the curriculum to ensure that all sixth form students receive personalised support and guidance about quality university and apprenticeship pathways available to them when they leave Glenthorne. PSHE also remains a key feature of the curriculum in the sixth form, and it provides an important arena for discussion and pastoral support around the issues faced by young people today.

All 6^th form pupils are strongly encouraged to develop their leadership skills and contribute to the wider school community by applying to become a Head Student, Senior Prefect or House Captain, roles which have a range of foci to suit the talents and interests of the pupils and to give them specific responsibilities e.g. Arts Prefect, Sports Captain etc…members of the pupil Head Student team attend Governors’ welfare, standards and curriculum meetings to represent pupil voice and also lead the running of the School Council.

At Glenthorne, morning tutor-time is a fundamental part of our curriculum and an important vehicle for supporting the implementation of its aims. Through the whole-school curriculum we aim to challenge pupils to experience depth and breadth in their learning, to develop an appreciation and knowledge of cultural heritage, to become articulate communicators and effective self-managers of their own independent learning skills and wellbeing.

For this reason, during tutor time, pupils follow a well-planned programme of high-quality learning activities, which develop progressively more complex knowledge and skills from year 7 through to year 13 and are tailored to their specific needs. Each year group has a timetable for the learning that will take place during tutor time on each day of the week, all of which include the following on a rotational basis, delivered by the tutors:

• Broadening Horizons (Powerful Knowledge)
• Fit for FEET! (Developing effective qualities, skills and habits for Future Education, Employment & Training)
• Reading (Reading for pleasure & exposure to classic English and American literature)
• Wellbeing (Emotional, Mental & Physical wellbeing)
• Debate & Oracy (Introduced in September 2021 to support verbal literacy and appropriate interaction following lockdown as part of the whole school catch-up curriculum. Has been maintained to support personal development)
• Assemblies (Focusing on whole-school themes for the week)

The Broadening Horizons programme exposes pupils to a broad range of learning outside the curriculum and focuses on exposure to powerful knowledge from Greek Mythology to Influential Architecture, Art and Music as well as more contemporary issues such as Influential Psychology Experiments. It seeks to expose pupils to the unfamiliar and aims to develop intellectual curiosity.

The Fit for FEET! Programme aims to encourage and develop explicitly a range of independent learning skills, habits and qualities in order to ensure that all pupils leave Glenthorne well-equipped for success in Further Education, Employment and Training (FEET), within the context of a constantly evolving twenty-first century employment market. Each year group has a specific focus and the programme aims to develop skills, habits and qualities sequentially and cumulatively.

• Year 7: Transition to High School
• Year 8: Taking Responsibility for Learning
• Year 9: Developing Skills to Enhance Learning
• Year 10: Developing into Independent Learners
• Year 11: Becoming KS5 Ready
• Year 12: Introduction to A-Level Mindset
• Year 13: Are you fit for FEET!

The aim of the tutor-time reading programme is to encourage reading for pleasure and increase knowledge of classic stories and literature with a focus on the story and key themes. Each year group will read three different titles with their tutor over the course of the year. These sessions are delivered by a combination of tutors reading aloud, audiobooks, pupils reading aloud as a class, individually or in pairs followed by a well-designed activity or quiz at the end of the term to reflect on their reading. Titles have been carefully selected by our award- winning librarian to ensure a mixture of reading for pleasure, titles with themes that support the year group Fit for FEET! foci and classics of British and American Literature. The full reading list for this programme for years 7-11 is outlined in our Curriculum Guide.

Complementing aspects of the PSHE curriculum and Fit for FEET! Programme, the wellbeing tutor-time programme aims to equip pupils with strategies and resources to enable them to become effective self-managers of their own emotional, mental and physical wellbeing. Through a mixture of discussion and practical activities tailored

appropriately for each year group’s stage of development, pupils are encouraged to develop a range of skills, tools and habits to enable them to deal effectively and positively with life’s ups and downs, and enable them to work towards achieving a healthy work-life balance.

Developed by the ALP/LP Team and supporting the PSHE, Fit for FEET! curricula and development of SMSC, these sessions centre around the structured debate of a range of age-appropriate topics. Through well-structured discussion, this programme aims to develop pupils’ verbal literacy including their use of tier 2 and 3 vocabulary and support their personal development, enabling them to engage with research and reasoned views on moral and ethical issues and appreciation of others’ views.

An integral part of our school community and daily life, coming together for whole-school, year group and house assemblies enables pupils to develop a sense of belonging and understand their place in the wider community. Focusing on themes for the week as outlined in the school calendar, pupils explore important issues such as national and international current affairs, British Values, the importance of celebrating the diversity of our school community as well as significant historical and cultural events. Assemblies also provide an opportunity for pupils to perform and to enjoy others’ performances from Music, Drama, Dance and PE.

All pupils’ spiritual, moral, social, cultural and wider personal development is actively developed through all aspects of the curriculum including during subject & lessons, the tutor-time programme, assemblies, careers education and through the extensive range of extra and super curricular opportunities provided for all. They develop an understanding of themselves and others that fully prepares them for life in modern Britain. There is a focus on British values and individuals’ rights and responsibilities, where pupils learn how their choices impact on themselves and the wider community. Throughout the curriculum pupils are challenged to engage with a significant range of experiences beyond the familiar, and through our House System and Performing Arts specialism they are strongly encouraged to take part in arts, sporting, and charity activities that helps to develop a sense of belonging to the school and the wider community.

Through consistently high-quality teaching and learning, teachers and support staff implement our carefully planned curriculum to ensure “Achievement for All”. Our mantra for Teaching and Learning is “High Expectations, Engagement, Challenge and Progress” and this characterises the quality of education provided by the school.

The school rigorously monitors the impact of our curriculum through a robust programme of monitoring which includes:

• Lesson visits in different classes/sets studying same topic, with lesson plans and schemes of work to hand to evaluate how lesson plans fit in with schemes of work and their impact on progress.
• Line management discussions about schemes of work to ensure the appropriate incorporation of interleaving, memorisation, challenge and agreed teaching strategies to deliver cross-curricular knowledge and skill.
• Work sampling
• Departmental deep dives
• Close tracking of pupil achievement
• Pupil Voice
• Attendance figures
• Destination data
• Pupils’ engagement with the Library
• Participation in extra and super-curricular learning
• External Reviews