Statement of Intent
and governors at The Long Eaton School are committed to providing full
entitlement and participation for all students in the school curriculum. We aim
to develop the curriculum to reflect and extend the abilities, experiences and
interests of all students. We believe that all students, irrespective of their
abilities, may at times need special support. We are concerned that equality of
opportunity should exist through curriculum organised action and the provision
of learning support. Our curriculum
should be fit for purpose, offering differentiation and personalisation. It should prepare our students for a
successful adult and working life in the 21st century global
society. Our curriculum should also
value both vocational and academic routes equally. It must nurture the talents of all and
school is committed to providing the resources needed to meet the SEN of all
students and being openly accountable to their parents/guardians, for more
details on the inclusive nature of the curriculum refer to the School’s SEN
Our Curriculum Aims
The curriculum should inspire and
challenge all learners and prepare them for the future. The Long Eaton School’s aim is to develop a
coherent curriculum that builds on young people’s experiences in the primary
phase and that helps all young people to become successful learners, confident
individuals, and responsible global citizens. Specifically, the curriculum should
help our students to
- Be challenged and stretched and to achieve
high standards and make good/excellent progress relative to their own ability.
- Enable those not achieving
age-related expectations to close the gap and catch up with their peers.
- Have and be able to use high quality
personal, learning and thinking skills and become independent learners.
- Have and be able to use high quality
functional skills, including key literacy, numeracy and ICT skills.
- Enjoy and be committed to learning,
and have high aspirations for their own futures.
- Value their learning outside of the
curriculum and relate to the taught curriculum.
- Be resilient, healthy and safe,
The Long Eaton Schools curriculum
- Lead to qualifications that are of
worth for employers and for entry to higher education.
- Fulfil statutory requirements.
- Enable students to fulfil their potential.
- Meet the needs of young people of
all abilities at The Long Eaton School.
- Provide equal access for all
students to a full range of learning experiences beyond statutory guidelines.
- Prepare students to make informed
and appropriate choices at the end of KS3, KS4 and beyond·
- Help students develop lively,
enquiring minds, an ability to question and argue rationally and an ability to
apply themselves to tasks and physical skills.
- Include the following
characteristics: breadth, balance, relevance, differentiation, progression,
continuity and coherence.
- Develop teaching styles and
approaches which will offer and encourage a variety of learning opportunities.
- Help students use language, number
and technology effectively.
- Help students live safe and healthy
lives, develop personal moral values, respect for religious values and
tolerance of other faiths, beliefs and ways of life.
- Help students understand life in
modern Britain and the wider world.
KS3 National Curriculum content will
be delivered during Years 7 and 8. The allocation of periods per subject per
fortnight is for Year 7 and Year 8 is set out in Appendix 1. On entry to the
school students will be placed into tutor groups and are also split into 2 half
year populations, the L and E population. Within each population a common
setting policy will be implemented for all subjects with the exception of
Maths, Technology and PE. This common setting is based on ability
groupings. Maths and PE use their own
ability groupings within each population and Technology have mixed ability
setting arrangements that operate on a rotation. In Languages all students will
study Spanish. Some students will follow a dual linguist pathway at Key
Stage 3 and will study Spanish and one of Mandarin or French.
In the spring term of Year 8,
students select 4 subjects they will study for the duration of KS4, alongside
the core curriculum. All students at The Long Eaton School will have access to
a combination of options that allows them study an Ebacc compatible set of
subjects. Where appropriate students
will also follow a combination of subjects that allows them to have each of the
Attainment 8 baskets filled.
Most students beginning KS4 in
September 2018 will select a humanities subject (geography or history) and a previously
studied language (Spanish, French or Mandarin). Their other 2 choices will be
from the remaining subjects and students are able to choose a combination of
GCSEs or BTECs. The list of subjects we are currently offer at KS4 is included
in Appendix 2.
Year 8 students will receive
appropriate careers education and independent advice and guidance to support
them in making these choices, however, when making their option choices students
should also select courses in which their progress check history will show they
have made good progress and consistently demonstrated a good attitude towards
learning. Progress check information will be referred to when making subject allocations
and in the event of over-subscribed subjects, some students with a
comparatively poor progress check record may be asked to make new choices and submit
The Long Eaton School endeavours to
provide all students with their first choices of options subjects, however
there may be occasions when students choose a combination that does not fit
within the curriculum structure. In this
instance the issue and possible solutions will be discussed by the Achievement
Leader or a member of SLT with the student, and parents will be kept informed
during the process. The school also reserves the right to cancel a course if
there are not sufficient student numbers to make a viable class.
The Long Eaton School recognises
that there will be instances where 4 options choices, or an Ebacc combination
may prove inappropriate for some students and a more personalised curriculum
approach is needed. The design of this
approach will vary according to an individual student’s needs and will involve
consultation between the student, parents / carers and staff concerned. A final
decision will be made by the SENCO in agreement with student and parents /
Stage 4 (Years 9-11)
During Key Stage 4 all students will
follow the core curriculum, and the set of options subjects chosen during year
8 as previously described.
- Science (combined or separate)
- Physical Education
- Life Skills, (including RE, Citizenship,
Relationships, Sex Education, Drugs Education and Careers Education)
At Key stage 4 students are split
into half populations, labelled L and E. This banding affects the students
groups for English, Maths and Science.
Students that will study separate science (Biology, Chemistry, and
Physics) will be in the Science set 1 of both bands. The remainder of students will study GCSE
Combined Science. The options subjects are studied in 4 blocks, labelled
A-D. RE is delivered through the Life
Skills and Personal development curriculum at Key Stage 4. GCSE RE is available
to students as an Option subject. For
the current Year 10 and 11 students can opt to study GCSE RE as a Twilight
lesson in addition to their other options.
During the KS4 phase it may become
apparent that a student will benefit from a more personalised curriculum
approach. At this point, in consultation
with the SENCO, members of the senior leadership team, parents and the students
themselves, an alternative curriculum may be designed. Students can be directed to this alternative
provision. This may include external providers. This may also result in a student "dropping” a
previously chosen option subject in order to follow this pathway.
As part of the Independent CEIAG
programme within KS4 Year 11 students participate in 16+ taster days when they
are given the opportunity to select subjects from the Level 2 or 3 curriculum
dependant on their intended pathway and undertake a sample lesson in those
Level 3 (GCE/A Level and applied
vocational) programmes of study are available in The Long Eaton School 6th
Students who fail to achieve a grade
4 at GCSE English or GCSE Maths are required to continue studying these courses
until a grade 4 is achieved. Provision
is made to facilitate this. Students who
fail to achieve a grade 5 are given the opportunity to re-sit in order to
achieve this grade as well.
The Level 3 offer consists of a
range of GCE (AS/A Levels) and applied vocational qualifications. Students
undertake a minimum of 3 courses which can be all GCE or applied vocational or
a combination. In exceptional circumstances some students may wish to undertake
4 Level 3 courses. This may be allowed
if the student’s prior attainment is sufficiently high enough, and decisions on
this will be made on an individual basis.
All Level 3 students undertake an
enrichment programme that also provides pastoral support and care, CEIAG &
support with UCAS applications, apprenticeships applications or any other
appropriate progression pathway. High
achieving students will also be given the opportunity to study the Extended Project
Qualification, which they will undertake independently under appropriate
From September 2017 the overwhelming
majority of courses decoupled AS and A-Level examinations. Students will not be
co-entered for the AS level in the chosen subjects at the end of Year 12. Students
are instead given rigorous internal assessments at the end of Year 12, upon
which progression into Year 13 will be judged.
At the end of Year 12 each student
will be given a progression interview with either the Sixth Form Achievement
leader of a member of the SLT.
The only Level 2 qualification on
offer in the Long Eaton School sixth form are re-sit English and Maths
GCSE. Students wishing to follow Level 2
courses post-16 are signposted to other providers.