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Curriculum Overview

At Newbridge we aim to provide a bespoke education, which changes lives for the better. We work hard to deliver exciting and engaging learning opportunities enabling students to see possibilities for themselves and others. Our students struggle to access mainstream education, so we support by providing the best opportunities to achieve academic qualifications through overcoming the variety of barrier that our students experience.
In Key Stage 3, students have a broad and balanced education. All subjects meet the requirements of the National Curriculum as minimum. This consists of English, Maths, Science, Food, RE, History, PE, PSHE, and Art.
In Key Stage 4, students now study towards 10 potential GCSE or BTEC qualifications – English Language, Maths, Statistics, Science, Geography, RE, Food preparation and Nutrition, Art and Design, Cambridge National Sports Science and Construction. When in years 10 or 11 students are given options where students are able to make choices about the ‘wider’ subjects they take forward. All students continue to learn English, Maths, and Science. In addition to new subjects Geography, RE and Statistics.

Subjects

RSHE Overview

Intentions

Newbridge School aim to provide an RSHE curriculum that is broadly based and balanced, and which meets the needs of all pupils. Under section 78 of the Education Act 2002 and the Academies Act 2010 such a curriculum: – ‘Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and – prepares pupils at the school for the opportunities, responsibilities and experiences of later life.’

RSHE education is essential to such a curriculum and to meeting schools’ requirement to promote pupils’ wellbeing. The Department for Education (DfE) has made it clear that schools should make provision for RSHE education, drawing on good practice (see below). RSHE education is a planned programme of learning though which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of our whole school approach, it develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. Our RSHE curriculum should address both pupils’ direct experience and preparation for their future. A spiral programme ensures learning is revisited, reinforced and extended in age- and stage-appropriate contexts.

Developing an RSHE programme which meets pupil need and which is tailored to local circumstances is vital. This document aims to give insight into how we make appropriate decisions about our RSHE education programme. RSHE education in the National Curriculum Section 2.5 of the National Curriculum framework states, ‘All schools should make provision for RSHE, drawing on good practice.’ In order to meet this objective, our programme of study identifies the key concepts and skills that underpin RSHE education and fulfil our statutory responsibility to support pupils’ spiritual, moral, cultural, mental and physical development and prepare them for the opportunities, responsibilities and experiences of life as set out in section 78 of the Education Act 2002.  This is evident in our Student Council who are ambassadors for Student Voice across our school.

DfE RSHE education guidance, which supplements the national curriculum framework, also advises that: ‘Schools should seek to use RSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle’. RSHE education and Ofsted also highlights the relationship between a school’s RSHE provision and overall effectiveness, observing “a close correlation” between surveyed schools’ section 5 (whole school) inspection results, and their grade for RSHE education.

Section 5 inspections take into account whether a school provides its pupils with a ‘broad and balanced curriculum that promotes their good behaviour and safety and their spiritual, moral, social and cultural (SMSC) development’. Ofsted’s grade descriptors for RSHE education make a clear connection between RSHE education, SMSC and behaviour. Ofsted has also been clear about how important RSHE education is to pupil safeguarding. The latest Ofsted inspection framework also states: ‘The responsibilities placed on governing bodies and proprietors include: making sure that children are taught about how to keep themselves safe’. Evidently, our RSHE curriculum is enriched with input from other schools within our Trust; as well as Worcestershire’s NHS Sexual Health Co-ordinator.

Implementation

Planning our RSHE education is part of a whole school approach. It correlates with our ‘health promoting school’ culture and where links are made with other relevant subjects to ensure consistency and continuity for pupils. These include, but are not limited to, Biology, ICT, English, Physical education and RE. Our planning is informed by existing DfE guidance on Sex and Relationships Education, preventing and tackling bullying, safeguarding and equality. In aiding the development of our RSHE curriculum, we base it on three ‘core themes’ within which there will be overlap and flexibility:

  1. Relationships;
  2. Health and Wellbeing;
  3. Living in the Wider World.

In each theme, we use content intended to start debate rather than being definitive. It is considered alongside schools’ assessment of pupil need. The PSHE Association Programme of Study for Key Stages 3 and 4 provides further detail on the overarching concepts and essential skills that will be enriched and developed through each of these themes, and should be read alongside this document. This Programme of Study is available to all schools and we offer bespoke support to our members in tailoring it to their pupils’ needs.

In addition to discrete RSHE lessons, our pupils at Newbridge also engage in 2 morning tutor lessons per week to ensure full coverage of the RSHE curriculum, giving further opportunity for pupils to plug gaps in their understanding around Relationships, Health and Well-being; and Living in the Wider World.  These lessons are catered to facilitate discussion around sensitive topics in an inclusive and safe environment.

Communication between our RSHE lead and DSL is an integral part of ensuring that our curriculum meets the needs of all of our pupils and interventions are implemented where necessary.  These interventions may often include the need of external agencies such as: Branch, CLIMB, Cranstoun, Here4YOUth, Young Carers and more.

‘ The PSHE curriculum at Newbridge school is designed to ensure that all students ‘develop the knowledge, skills and attributes they need to keep themselves healthy, safe and prepared for life and work in modern Britain’ (PSHE Association).

PSHE is taught as part of the PSRE curriculum to all students from Year 7-11. The topics are taught in a spiral curriculum meaning that students will revisit the same topic areas each year but will study issues of relationships, sex, health and economic (‘living in the wider world’) education from different angles and in greater depth as they progress through school. PSHE is not examined at the end of Year 11.’

Maths

At Newbridge we believe that all students have the ability to learn Mathematics. Mathematics contributes to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. It is also important in everyday life, in many forms of employment, and in public decision-making. Mathematics is a tool for everyday life. In order for students to be successful in Mathematics, they need to feel valued and see meaning to their education. At Newbridge we are committed to creating meaningful learning opportunities, developing students’ confidence in applying their skills and challenging their mathematics understanding.

KS3

The curriculum is designed to identify gaps in learning and prepare students for progression onto KS4. We broaden their mathematical skills and develop deeper understanding of how mathematical concepts and procedures work. By exposing further misconceptions and encouraging students gain a secure and long lasting understanding of the topics which further supports them for KS4 challenges.

Years 10 and 11

We follow the EDEXCEL/Pearson exam board. Here is the link: Maths GCSE | Edexcel GCSE Mathematics (2015) | Pearson qualifications

Year 11 GCSE Maths Papers 1-3 Foundation/Higher (Duration 1h 30 mins each) Paper 1: Non-calculator (80 marks) Number, Algebra, Ratio, proportion and rates of change, Geometry and measures, Probability, Statistics Paper 2: Calculator (80 marks) Number, Algebra, Ratio, proportion and rates of change, Geometry and measures, Probability, Statistics Paper 3: Calculator (80 marks) Number, Algebra, Ratio, proportion and rates of change, Geometry and measures, Probability, Statistics.

There are also opportunities for students to sit Functional skills level 1 and level 2 throughout the year.

Useful Resources

https://www.mathsgenie.co.uk

https://justmaths.co.uk

https://corbettmaths.com

Statistics

Students at Newbridge study Statistics in addition to Mathematics. It further develops their mathematical thinking and understanding. This is only studied in years 10 and 11. The topics are subsumed within Maths lessons at KS3. Nearly 70% of the content is what is required for GCSE Maths so the crossover reinforces learning.

We follow the EDEXCEL/Pearson exam board. Here is the link: Edexcel GCSE Statistics (2017) | Pearson qualifications

Year 11 GCSE Statistics Papers 1 and 2 (Duration 1h 30 mins each) Paper 1: Calculator (80 marks) Paper 2: Calculator (80 marks)

Useful Resources

https://www.mathsgenie.co.uk

https://justmaths.co.uk

https://corbettmaths.com

Our English offer seeks to encourage students to:

  • read fluently and write effectively. They should be able to
  • demonstrate a confident control of Standard English and to be able to write grammatically correct sentences, deploy figurative language and analyse texts.

Opportunities are sought to enable students to:

  • read a wide range of texts, fluently and with good understanding
  • read critically, and use knowledge gained from wide reading to inform and improve their own writing
  • write effectively and coherently using Standard English appropriately
  • use grammar correctly, punctuate and spell accurately
  • acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language.

In addition, students are given opportunities to build their confidence in listening to, and understanding spoken language, and to use spoken Standard English effectively.

Key stage 3 – year one

Year group

 

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
KS3

 

(Core curriculum map)

 

Topic- Pre 20th Century focus

 

 

Topic – Fiction and the supernatural

 

Topic – Current issues (SMSC and BV)

 

Topic – Famous authors

 

Topic – novel study (SMSC and BV)

 

Topic – Writing prose

 

 

 

 

 

 

 

 

 

 

Dracula

 

 

 

 

 

Cirque Du Freak

 

Noughts and Crosses

 

&

 

Our day out

Roald Dahl – CCF

 

 

BISP

 

 

 

 

Heroes and Villains

 

 

 

 

 

 

Key stage 3 year two

Year group

 

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
KS3

 

(Core curriculum map)

 

Topic- 19th century novel

 

 

 

Topic – Around the world (SMSC and BV)

 

 

Topic –Real life vs fiction

 

 

 

Topic – Current issues (SMSC and BV)

 

 

Topic – Dystopian Novels

 

 

Topic – fiction writing

 

 

 

 

 

 

 

Frankenstein

 

Cultures and festivals

 

Pirates

 

Stone Cold

 

 

 

The Hunger Games

 

Twisted Fairy tales

 

 

 

 

 

At the end of year 11 students sit AQA GCSE English Language. A link for more information is: AQA | English | GCSE | English Language

Useful websites:

https://www.aqa.org.uk/subjects/english/gcse/english-language-8700/

https://www.bbc.co.uk/bitesize/subjects/zr9d7ty

https://uk.ixl.com/english

Science

  • To create an environment where our students enjoy, and rise to the challenges of biology
  • To encourage pupils to ask and answer scientific questions.
  • To provide pupils with the skills, concepts, knowledge, and approaches to biology that, where appropriate, will enable them maintain pace in mainstream school.
  • To provide opportunities to experience scientific concepts first hand through practical work.
  • To develop a natural curiosity and interest in biology.
  • To plan and carry out scientific investigations, using equipment, including computers safely.
  • To develop a safe and structured approach towards practical work.
  • Students should be working towards predicting an outcome, evaluating the evidence, and presenting the outcomes clearly and concisely.

Here is our yearly plan for Science: AQA | Science | GCSE | Biology

For more information on the GCSE syllabus:

Useful websites:

Seneca | Free GCSE Biology Revision Online (senecalearning.com)

GCSE Biology (Single Science) – AQA – BBC Bitesize

AQA GCSE (9-1) Biology Revision – PMT (physicsandmathstutor.com)

Geography

At Newbridge geography is new to the student’s timetable starting in January 2022. We feel that teaching geography at new bridge is the opportunity for our students to explore their world in greater depth, be that the River Severn (only a stone through away from our school) or how the harsh polar ice cap effect our weather. Geography aims to give the students information about the world around, to help them make informed decisions later in life. From where to aim to live to how their actions can affect the sustainability of the world. Geographical skills can take you in to many careers and our hope is that with the introduction of GCSE level geography we may inspire a few of our students to pursue one of them.

Throughout year 11 students are currently looking at all topics listed below:

Living with the physical environment

3.1.1 Section A: The challenge of natural hazards

3.1.2 Section B: The living world

3.1.3 Section C: Physical landscapes in the UK

 

Challenges in the human environment

3.2.1 Section A: Urban issues and challenges

3.2.2 Section B: The changing economic world

3.2.3 Section C: The challenge of resource management

 

Geographical applications

3.3.1 Section A: Issue evaluation

3.3.2 Section B: Fieldwork

 

Geographical skills

3.4 Geographical skills

We are working towards AQA GCSE Geography. Here is the link for more info: AQA | GCSE | Geography | Specification at a glance

 

Useful resources:

Seneca | GCSE Geography Revision (senecalearning.com)

AQA GCSE 9-1 Geography | Revision Notes & Study Resources (geography-revision.co.uk)

 

 

Food

At Newbridge, we value key life skills and preparing students for the future. We believe it is vital for students to leave with skills which will help students later in life. All KS3 students have a double food lesson each week and they learn necessary skills to prepare and cook food. At KS4 students have the option to work towards a GCSE in Food Preparation and Nutrition.

Course description

Students will learn;

  • A wide range of practical food preparation and cooking skills.
  • The scientific principles of preparing and cooking food.
  • Nutrition, diet and health.
  • Food safety, spoilage and contamination.
  • Factors influencing food choice, food sources, production and supply.
  • Culinary traditions (learners must study British cuisine and two international cuisines).
  • During year 10 students will gain a wide range of practical skills and work on the theory behind the science of food alongside practicing for the Non-examined assessment (previously called controlled assessment) and the exam.

Assessment

Link to exam specification: AQA | Food | GCSE | Food Preparation and Nutrition

Assessment details

The Non- examined assessment is worth 50 % of the qualification and consists of;

  • Task 1: Food investigation (15%), practical work followed by a written report of 1500- 2000 words including photographic evidence.
  • Task 2: Food preparation assessment (35%), practical work and a written portfolio of no more than 15 A4 pages, including photographic evidence. There will be a final practical exam of 3 hours in which students will prepare, cook and present a menu of 3 dishes.
  • The course culminates in a written exam lasting 1 hour 45minutes.

Career progression

This course will equip you will a wide range of life skills not only in food preparation and cooking but in researching and analysing, independent thinking and teamwork, communication and literacy.

Useful websites

🚀 Free AQA Food Prep & Nutrition GCSE Revision | Seneca (senecalearning.com)

AQA Food Preparation and Nutrition REVISION Flashcards | Quizlet

AQA GCSE Food Preparation and Nutrition Past Papers – Revision World

Art

In Art at Newbridge, we aim to give students opportunities to develop their creativity, design, and evaluation skills to help them in the process of having a greater understanding of the influence of art, design and creativity in our world today and its impact on everything around us. During Key Stage 3 students will have opportunities to explore and experiment with different media and techniques including painting, drawing, printing, mark making, collage, clay sculpture, 3D design, single and two-point perspective, tessellation and colour theory. Students will develop a good understanding of the formal elements and how they are used and identified within art. Students will start to build their technical vocabulary and critical analysis skills. Students will learn about historical and contemporary artists and movements. All activities and projects will focus on 2 or more of the formal elements.

 

In years 10 and 11 student can opt for GCSE Art and Design, here they will experience:

Observational Drawing.

  • Painting, with both acrylic and watercolour.
  • Printmaking techniques.
  • Oil Pastels.
  • Tonal work with graded pencils and charcoal.
  • Clay sculpture and 3D.
  • Mixed media.
  • Critical and contextual studies.

Students will also learn how to critically analyse and evaluate the work of other artists and their own work.

Assessment

Career Progression

Students achieving GCSE Art and Design could progress into a variety of different higher education courses and apprenticeships within the creative Industries.

“The creative industries generate £84.1 billion to the United Kingdom (UK) economy each year and employ over 2.8 million people. Unlike many industries, the creative industries have continued to grow, despite the recent financial crisis.” (Source: thecreativeindustries.co.uk)

Careers within the creative industries include artists, graphic designers, games designers, photographers, architects, fashion designers, textile designers, digital artists, theatre set designers, costume designers, movie makers, animators, advertising, journalism…

The list is endless as so many skills developed are transferrable to employment and further education. (OCR GCSE (9-1) Art and Design Qualification Fact Sheet).

RE

Newbridge School recognises the educational value of Religious Education in the school curriculum and will be entering students to take the short course Religious Studies GCSE in 2023. We deliver Religious Education (RE) in line with the Worcestershire Locally Agreed Syllabus. Newbridge School also recognises the excellent contribution RE makes to Spiritual, Moral, Social and Cultural (SMSC) development across the school.

-It helps to adopt an enquiry- based approach as recommended by Ofsted, beginning with the children’s own life experience before moving into learning about and from religion.

-Provoke challenging questions about the meaning and purpose of life, beliefs, the self, and issues of right and wrong, commitment and belonging.

-It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development.

– Encourage pupils to explore their own beliefs (religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses.

-Enable pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society.

– Teach pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice.

-Prompt pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society.

– It encourages empathy, generosity and compassion. Develop a sense of awe, wonder and mystery. Nurture children’s own spiritual development.

KS3

During KS3 students are taught to identify core religious beliefs and concepts, to analyse sources of authority from within each tradition and identify how they are used and interpreted in the lives of believers. Students are taught to examine how and why beliefs can be put into action and to reflect on the beliefs and practices that they have studied. (Worcestershire Locally Agreed Syllabus, 2020). In addition, students are introduced to philosophy and ethics through a study of morality.

Years 10 and 11

We follow the AQA GCSE Religious Studies Short course in years 10 and 11. Here is the link: AQA | Religious Studies | GCSE | Religious Studies: Short course

What’s assessed

Section A: The study of religions: beliefs and teachings of Christianity and Islam.

Section B: Thematic studies: religious, philosophical and ethical studies: Relationships and Families, and Religion, Peace and conflict.

How is it assessed?

Written exam 1hr 45mins.

96 Marks, plus 6 for Spelling, punctuation and grammar

Questions are made up of five-part questions of 1,2,4,5 and 12 marks.

Useful Resources

Seneca | GCSE RE Revision (senecalearning.com)

GCSE AQA Religious Studies Revision – Revisely

 

Sports Science Website Statement

Cambridge National level 1/ Level 2 in Sport Science

Sport science is the study of how the human body works with specific reference to exercise and sport. By understanding the anatomy and physiology of the body, we can also understand how injuries occur and how injuries can be treated. Similarly, we can plan, organise and carry out training programmes with the intention of causing specific adaptations to occur in our body’s systems. These adaptations can lead to improved performance in sport.

Sports science also allows you to appreciate the role of technology in how performers can monitor the various systems of their body, ultimately allowing them to perform at the highest level they are capable of.

This qualification will allow learner to explore this topic with more breadth and depth and lead to further study in Sports Science, Sports Coaching, Sports Studies, Sports Marketing and Management, and Exercise and Health Prescription amongst other pathways.

Here is a link for the programme specification: https://www.ocr.org.uk/qualifications/cambridge-nationals/sport-science-level-1-2-j828/

Teaching Overview

  

Assessment

Career progression

This qualification will allow the learner to explore this topic with more breadth and depth and can lead to further study in Sports Science, Sports Coaching, Sports Studies, Sports Marketing and Management, and Exercise and Health Prescription, amongst other pathways

Useful Links:

Physical training – GCSE Physical Education Revision – OCR – BBC Bitesize

PE

At Newbridge Secondary School, we recognise the importance of PE and the role it has to play in promoting long term, healthy lifestyles and making a positive impact on physical, mental and social health. The aim of our PE curriculum is to provide all students with high quality PE and sport provision and provide student with a range of extra-curricular opportunities provide a rich education in the subject. We aim for every child to succeed and achieve their potential as well as to lead physically active lifestyles beyond their years at secondary school. We strive to inspire our students through fun and engaging PE lessons that are enjoyable, challenging and accessible to all.

We offer a curriculum that:

  • Provides a depth and breath of sports and activities
  • Provides learning which enables student to develop physical competence
  • Provide leaning which enables student to develop critical thinking
  • Provide learning which enables social development
  • Challenges all student based on their current level of attainment
  • Develops physical literacy and physical development
  • Allow student to develop an enjoyment of the subject
  • Follows bespoke assessment which enables all our students to achieve

Useful Links: Practical performance – GCSE Physical Education Revision – OCR – BBC Bitesize

BTEC Level 1 Introductory in Construction

The BTEC Level 1 Introductory Award, Certificate and Diploma in Construction are designed around practical skills and tasks that place an emphasis on learners demonstrating what they can do rather than what they know in theory. The qualifications give learners the opportunity to acquire and develop generic, transferable, and sector-specific skills in order to complete tasks and demonstrate a level of achievement that enables them to progress to further learning.

All learners taking these qualifications will study core units that focus on key transferable skills such as research and planning, time management and working with others. Learners will also take a number of sector units. The content of the sector units offer a broad introduction to the skills and knowledge within that sector allowing the delivery to be practical and active in order to engage the learners. The sector units cover Building a Simple Wall, Making Carpentry Joins, and Decorating an Inside Wall.

More information can be found here: BTEC Level 1 Construction | Pearson qualifications

Assessment

Career progression

These qualifications prepare learners for further learning at a higher level in construction. The development of transferable skills means that learners can also choose a study programme from alternative sectors. For example, these qualifications in construction could lead to Pearson BTEC Level 2 qualifications in this sector, or to the Pearson BTEC Level 2 Apprenticeship in Construction and the Built Environment, or to Level 2 qualifications in other sectors.

STAFF CONTACT: Mr Llewellyn