Curriculum and Assessment
Curriculum Rationale Overview
Our curriculum aims to deliver the following outcomes:
resilient, confident and responsible citizens
a supportive and inclusive environment
positive destinations for our students beyond our school.
The steps 1 to 6 below demonstrate how we achieve this:
1. How much progress do we expect from our students?
- We provide judgements for all students against key learning objectives. These objectives are designed to be challenging and they reflect the knowledge and skills required for each student to make progress.
- Our reports are both meaningful and helpful to parents and students because they clearly demonstrate how much progress students are making and what else they need to do in order to improve.
- Students are allocated a pathway dependent on their starting point at the school. This is usually determined by the KS2 attainment.
- If students demonstrate secure understanding on all of their key learning objectives before the end of the academic year, they will be allocated a new, more challenging target so that they achieve their very best.
- If a child makes the expected progress between Year 7 and Year 11, it will look like this:
Students’ starting points at KS2, upon entry to RGTS Allocated pathway(s) for the student Expected Year 11 GCSE grades linked to the pathway(s) Old grade comparator (guidance only) Progress significantly above the expected level of attainment at KS2 A 7, 8, 9 A to A* Progress the same as the expected level of attainment at KS2 B 5, 6 C1 to B Progress below the expected level of attainment at KS2 C 3,4 E1 to C2 Progress significantly below the expected level of attainment at KS2 D 1,2 G to E2
2. What are the main principles behind our curriculum?
- To identify core knowledge and skills to be learnt, retained and recalled over time
- To facilitate opportunities for ‘mastery learning’ and encourage depth before breadth
- To create independent learners who can self-regulate
- To help students be able to retrieve critical learning information by deploying the process of diagnosis, therapy and testing (DTT) in our teaching
- To help students connect different strands of learning together
- To develop ‘examination literacy’ and the ‘application’ of knowledge
- To develop behaviour and attitude reflective of responsible citizens, able to read, write and communicate well, to allow them to play a positive role in British life.
3. What do students learn at RGTS?
- We offer a broad and balanced curriculum. All of our students take GCSE English Language, GCSE English Literature, GCSE RE, GCSE Mathematics and GCSE Statistics. Additionally, all of our students will be doing GCSEs in either single or combined Sciences.
- We allow our students three option choices in their GCSEs in Year 8, with the exception of a few students who have two choices as they require more support in English and/or Mathematics.
- The vast majority of our students will choose highly academic subjects which will qualify them to meet the standard required for the English Baccalaureate (EBacc), a measure that has been identified to ensure students are prepared for academic careers. We do not believe that this route is suitable for all our students. Some students will choose two options only and they are given additional time to improve their literacy and/or numeracy skills which will help them to access the full curriculum.
- These are the following subjects we offer as an additional option choice in Year 8: GCSEs in History, Geography, French, Spanish, Business, Computer Science, Art, Drama, Media Studies, Music, Sociology, Food and BTEC Sports.
- The ability to use a computer effectively is an essential life skill. Almost every career in today’s world requires computer skills and Internet skills. Therefore we expect our students to study ECDL, as it equips them with the practical skills needed and is used across the whole school curriculum. ECDL is designed to promote computer literacy for all our students. This raises the knowledge and competencies in common computer applications and supports better attainment levels.
- In Year 11, we expect all our students to practise examination skills after school for their different subjects.
- Our mentoring periods are 50 minutes long and we have a clear agenda which takes the Citizenship (Cz) and Smart Skills (SS-Literacy and numeracy) programme of study (PoS) into consideration.
- During mentoring time, we also have a clear PoS to develop some of our students who are talented in Music, Art and Drama.
- We develop our students’ cultural capital and resilience through our excellent Master Mission programme incorporating our Big Question assembly schedule.
4. How do we assess and report what our students learn?
Video 2: Reporting to parents through DPR-Learning Collaboration
Video 3: Dynamic Progress Reporting (DPR): Parents and Students' Viewpoint
- Our curriculum sets out a clear, differentiated learning journey for students with different starting points at KS2. For each subject and for each Year group, we have carefully identified approximately 10 key learning objectives, which are carefully linked to the new national curriculum for GCSE grades 1-9.
- Students are expected to demonstrate a ‘secured’ understanding in these areas within the course of a year.
- All teachers are required to report four times a year.
- Students and parents receive real time judgements on the extent of student learning through our bespoke Dynamic Progress Reporting online application, after each interim assessment.
We assess our students in the following ways:
|Formative Assessment||Summative assessments||Nationally standardised summative assessments|
|These will be done the following ways:
||Interim Retrieval Practice:
We will formally assess our students four times a year to help us assess how much learning they are able to successfully recall. The results from these tests can be used to inform the DPR judgements
For all students we record and report a judgement on the key learning objectives which we colour code to mean the following:
EMERGING: This means the student has not yet shown understanding of the learning objective
DEVELOPING: This means the student has shown some understanding of the learning objective
CONSOLIDATING: This means the student has shown good understanding of the learning objective, but they need to practise more to secure their understanding
SECURED: This means the student has shown excellent understanding of the learning objective
The table below shows what we record and report:
|What we collect||What they mean||How we show progress||For which year group?|
|ATL||Attitude Towards Learning||1 = Outstanding;
2 = Good;
RI = Requires Improvement;
N/A = Not Applicable
|Self Regulation||The extent to which students organise themselves without intervention from teachers or adults||All|
|On/Off Track||Professional judgement made by teachers indicating if the student is on/off track to achieve their end of KS4 target||Y=Yes
|Years 7, 8, 9|
|Current Grade: This is the grade your child has achieved from a recent test
Projected Grade: This is our best estimate, using the professional judgment of the teacher, of what your child will achieve at the end of the KS4 course. It is based on how well they are progressing at the moment.
|We subdivide grades thus:
7a: highly secure
|Years 10, 11|