Teaching, Learning and the Curriculum 1

►Curriculum Management - Raising Pupil Achievement
The Assistant Headteachers ensure that the school keeps abreast of national and local policy and exploits every available opportunity to design and deliver courses that all pupils, regardless of ability, will find both stimulating and challenging. Heads of Department are responsible for the day-to-day delivery of courses, for ensuring that staff training is up-to-date, and for monitoring pupil progress within subjects. The Gifted and Talented Coordinator has particular responsibility for ensuring that the most able pupils are stretched in lessons, that their curriculum is complemented and enriched by a range of additional activities, and that their aspirations are raised. The Special Needs Coordinator and the Learning Support Unit Manager have particular responsibility for ensuring that all staff are aware of the styles of teaching that are required by statemented children and others who have special needs (either short-term or long-term). The Pastoral Coordinator and the Achievement Coordinators are particularly concerned with monitoring the overall attitude and progress of individual pupils. Back to top
►Governors' Curriculum Policy

Willowgarth delivers the full range of National Curriculum subjects, which all pupils follow in Year 7-9. During Key Stage 4, all pupils follow a Core Curriculum in English, Maths, Science, Design Technology and ICT. The composition of the remainder of the timetable of Year 10 and Year 11 puils is designed to fit the abilities of each pupil.

Willowgarth offers the project/skills-based Asdan Youth Award Scheme, Key Skills, Work-Related Learning and a growing range of Vocational (BTEC/Applied GCSE/Diploma) course, including compulsory Information and Communication Technology.

 

In order to extend opportunity to pupils in Year 10 and 11, Willowgarth plays a key role in an alliance of secondary schools across the borough. This means pupils may be offered a choice of subjects at Key Stage 4, some of which wil be taught in another secondary school.

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►Religious Education and Collective Worship

All pupils study Religious Education in accordance with the Barnsley Agreed Syllabus. A programme of collective worship, broadly Christian in character, has been devised in consultation with the clergy and lay members of local churches of various denominations. Each year group attends one formal assembly per week.

 

Parents may withdraw their children from RE or collective worship on conscientious or religious grounds by informing the Headteacher in writing.

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►Sex Education

The Governors consider that in the light of the risk of pregnancy and the threat posed by AIDS and other sexually transmitted diseases, in addition to those aspect of sex education that are covered in National Curriculum Science, a separate programme should be delivered as part of Citizenship. Although full and explicit, particular emphasis is placed upon the moral context and the importance of the family and stable, caring relationships.

 

Parents have the right to withdraw their children from sex education by informing the Headteacher in writing. They are also welcome to pass on their views to him.

 

 

"Students' moral and social development is good ...........

 

Students are taught to adopt healthy lifestyles and safe practices when in practical lessons. Many students make a good contribution to the life of the school, through the school council and the work of the sizeable "befriender" and prefect groups.

 

(OfSTED Report 2007)

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►Special Educational Needs

As far as possible, children with special educational needs are supported in the mainstream timetable. However, as appropriate, provision is made in the Special Needs suite, on a one-to-one and small-group basis, to enable particular difficulties - for example, with literacy and numeracy - to be addressed. 

The Special Educational Needs Coordinator is responsible for planning, coordinating and monitoring the delivery of the curriculum of all pupils with statements of special educational need. She devises their individual education plans and directs the work of the support assistants who are assigned to them. She also advises other teachers on the children's behavioural needs, including how to modify work to make it accessible to but challenging for them, and liaises with other professionals who are involved with them. At all times she maintains close and regular contact with their parents.

 

 

"Students with learning difficulties and/or disabilities are well supported".

 

(OfSTED Report 2007)

 

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►Pupil Grouping

It is the policy of the school to group pupils by ability for most academic purposes inorder to enable the content, style and pace of teaching to be matched to pupil ability. In addition there are intervention groupings, which provide additional support to enable pupils to meet their academic targets and accelerated groups to provide enrichment and extended examination opportunities for gifted and talented pupils.

 

 

"The curriculum is good. The school provides a broad and balanced curriculum that is increasingley effective in meeting the needs of al students".

 

(OfSTED Report 2007)

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►Year 9 Optional Courses
During Year 9 pupils are involved in a programme of guidance led by the Director of Studies, Personal and Social Education tutors, the Achievement Coordinator and the Heads of Subject. Parents are consulted as fully as possible and, before choices are finalised, where there is cause for concern each child is interviewed individually. Pupils are guided towards Year 10 courses in which they are most likely to succeed. Back to top
►Challenge of Industry
The highlight of Year 10 for many pupils, Challenge of Industry simulates the realities of modern business and commerce. The pupils work in teams with experts to design, produce and market a product in a competitive environment. Back to top
►Careers Guidance and Work Experience

Careers guidance begins in Year 8, as does active involvement with Barnsley College. In Year 11 all pupils undertake a two-week period of work experience and the Challenge of Industry in Year 10, which stimulates the realities of modern business and commerce. The pupils work in teams with experts to design, produce and market a product in a competitive environment.  

Careers and further educationsguidance is the the most prominent aspect of the school's Citizenshipl  programme during Year 11. A Connexions (Careers) Coordinator is based on the site,  and collaboration with Barnsley College and other further and higher education and traing providers assists pupils in making effective decisions about their futures.

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►Homework

We regard homework as a necessary extension of or preparation for work undertaken in school. Primarily, homework is seen as an opportunity for independent work - reading, researching, investigating etc. It encourages self-discipline, self-assessment and good organisation, and it develops study skills and intiative. In Years 10 and 11 it is especially important, as examination boards assume that students will use homework time effectively to produce assignments and in depth studies which contribute to final GCSE grades. Those who regularly fail to complete homework to the best of their abilities will not realise their potential.

As a guide, children might expect to spend 60 minutes per subject on homework in years 7 to 9 and up to 2 hours in years 10 and 11. Generally the number of pieces set per night will not exceed 2. We produce a homework timetable to ensure that work is distributed evenly across the week.

 

Should you experience problems with homework, please contact the school.

 

 

"Strong features of lessons include teachers' good subject knowledge and their positive working realtionships with students."

 

(OfSTED Report)

 

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►The School Planner and the Role of Parents in Homework

All pupils are provided with a planner, which contains the most essential information about schoool organisation and procedures. Pupils record their key learning points along with the dates that homework is set. Tutors sometimes insert brief messages to parents and are happy to receive the same. Parents are respectfully asked to inspect planners regularly and to sign them at least once a week.

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