The school operates a two week timetable with 25 one hour periods a week. There are 5 periods a day. There are two breaks. Morning registration lasts for 30 minutes and includes tutor time, year group assemblies and worship. There are two breaks.
|8.00 – 8.30||AM Registration / Assembly/Prayers|
|10.30-10.50||Food Break 1|
|12.50-13.30||Food Break 2|
|14.30-15.30||Enrichment Whole School on Wednesday
Optional Sikh Studies Enrichment on Thursday
THE KEY STAGE 3 CURRICULUM:
|Physical Education||Modern Foreign Languages French / Spanish/Punjabi||Personal Social Health Economic Education(PSHEE)|
|Information Communication Technology(ICT)||Sikh Studies||Design and Technology|
KEY STAGE 4 – YEARS 9, 10 AND 11
Our Key Stage 4 curriculum (Years, 9, 10 and 11) is diverse and personalised. Students will, over three years, build up a portfolio of subjects. For all students, there are a range of courses and qualifications available to study.
Students are taught in small teaching groups. Many subjects are set by ability. All students follow a common core. The school operates a policy of determining the timetable around student choice rather than asking students to choose from a fixed structure. This policy allows for a high level of student satisfaction.
THE SIXTH FORM (KEY STAGE 5 – YEARS 12 AND 13)
The principle of organising the timetable around the needs of the students will also apply in the Sixth Form. Students will choose 3 A level and/or L3 BTEC subjects to study in the Year 12 and 13 from a wide range of subjects. Students will be taught in smaller classes than in Key Stage 3 and 4. Students will also be expected to continue with Mathematics and English study if they need to gain a qualification in these at GCSE level or equivalent.
MIXED ABILITY TEACHING, SETTING AND DIFFERENTIATION
Staff are mindful that individual students have preferred learning styles: some work well in groups while others prefer to work individually; some perform best in long-term projects while others like well-defined shorter tasks; some respond well to oral work, while others prefer written work. To take account of these differences and the range of ability in any class, all staff have a responsibility, when planning work, to meet the needs of all students. This will involve, at different times, adapting tasks, providing different resources, developing extension work, catering for a variety of learning styles and environments, setting individual goals, giving different levels of support and offering a variety of ways to demonstrate knowledge and understanding.
OTHER SOURCES OF INFORMATION
Further information on curriculum-related issues may be found in the School Policy Documents, all of which are available from the school. In addition, guidance on the National Curriculum can be found on the website of the Department for Education: http://www.education.gov.uk