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Key Stage 3 - Years 7 to 9
All students
follow a broad balanced curriculum, with the following subjects being studied:
English, Maths, Science, ICT, a Modern Foreign Language, Design & Technology,
History, Geography, RE, Art, Music, Drama and PE. In Year 8 and
Year 9 there are slight variations on the allocation of time given to each
subject. All lessons are one hour long and we operate a two week timetable.
Our students
come to us from five main junior/primary schools in this area, with additional
numbers coming to us regularly from further afield. This intake provides a good
mix of student ability and aspiration, and we seek to secure a positive working
relationship with our cluster of local schools in order to achieve the necessary
continuity between phases.
Each student is allocated to a tutor group on entering the
school. These groups are carefully put together to ensure that each group is
balanced in gender and ability. Friends from primary school are usually kept
together. A student's form tutor is
the first point of contact between home and school if any concerns arise. Pupils have
twenty minutes a day as tutor periods (fifteen minutes in the morning, and five
minutes in the afternoon for registration).
In Years 7 and 8, students are taught for most subjects in their
tutor groups. Students are put into ability groups for maths in
Year 7 and for languages at the beginning of Year 8. Technology is taught in
smaller mixed-ability groups
In Year 9, students are put into ability groups for science, and
different mixed ability groups may be created for English, humanities and music.
Key Stage 4 - Years 10 and 11
All students take
English, mathematics, science, ICT
and PE. PSHE includes careers work, RE and
health education. They choose four
more options from a wide choice; students are guided to
choose from different areas so that they have a broad base for further/higher
education choices. All subjects reflect an element of
citizenship. For most students, this curriculum results in their
obtaining 9 GCSEs.
Details of the Key Stage 4 curriculum, are summarised in the
Key Stage 4 prospectus, which can be accessed through the
correspondence page.
In Key Stage 4 (Years 10 and 11), students are grouped by ability
for maths, English, science and ICT. Grouping for other subjects are
largely dictated by option choices. Students remain in the same tutor groups as
in Years 7 to 9. The Head of Year will also move through with them.
Post 16 - The Sixth Form
(Years 12 and 13)
The majority of St Ivo
students return after GCSEs to the St Ivo Sixth Form. The school offers AS/A2
levels, Applied Advanced GCEs and a range of Level 2 qualifications including
BTEC and OCR. The Sixth Form prospectus can be accessed
through the
correspondence page.
Courses available include:
AS/A2 Level:
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|
Art |
Biology |
Business Studies |
Chemistry |
|
Dance |
Economics |
English Literature |
Ethics |
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| Film Studies |
Food Technology |
French |
Geography |
|
|
German |
Graphics |
History |
Law |
|
| Mathematics |
Mathematics (Further) |
Music |
Physics |
|
| Politics | Psychology |
Resistant Materials |
Sports Studies |
|
| Textiles |
Theatre Studies |
BTEC/other Level 2 and Applied Advanced GCE:
Art and Design
Business
French/German (Foundation level)
Health and Social Care
Information & Communication Technology
Preparing for the World of Work
Public Services
Sport (BTEC)
Travel and Tourism
In addition, students
follow a PSHE programme and participate in key skills, PE/games, community
service and/or work placements.
Students following
vocational styled courses participate
in a work-related activity or work placement related to the subject they are
studying. A Level and Applied Advanced GCE students can undertake a work placement in
which they develop a piece of research related to their A Level studies.
The Sixth Form at St Ivo - from the OFSTED report
following the October 2007 OFSTED inspection
"The personal development of sixth form pupils is excellent."
"Sixth formers make an outstanding contribution to the life of the school."
The Key Stage 3 examination results for 2008 can be accessed by clicking here (PDF document - Adobe Acrobat Reader is required to view this file). We were very pleased with our performance and much credit is due to students, staff and parents/carers for their continued efforts in making this possible.
Our GCSE results remain well above the national average, with 70% of students achieving 5 or more A* - C grades. These are the school’s best ever GCSE results which is particularly impressive as this was our weakest year group on entry in Year 7. At 'A' level the A to C pass rate was an excellent 76.1%. The results show that students are making outstanding progress from GCSE to 'A' level placing the school in the top 10% for adding value in the sixth form. However, it is also essential to recognise that many individual students achieved results which, for them, were quite outstanding, whether it was a grade D following a lot of effort over many years, or to pass an 'A' level when they had not expected to. We celebrate the achievements of all our sixth form students and offer our warmest congratulations.
Overview of Curriculum Subjects
English
Students in Key Stage 3 follow a core programme of project based schemes of work
covering the National Curriculum. The key elements of our work are the
development of reading and writing skills. A broad range of literature is used
to achieve this. In Key Stage 4 students are banded by ability and the majority
are entered for both literature and language GCSE.
Maths
Year 7
lessons follow the National Numeracy Strategy, building on the mental skills and
knowledge developed during Key Stage 2. Students are placed into sets of
ability at the beginning of the first term, enabling all students to progress at an
appropriate rate. The setting is regularly monitored and adjusted throughout
Key Stage 3 and 4. Students are entered for appropriate papers in the Key Stage
3 SATs and GCSE, enabling some students to achieve level 8 in Year 9. Teaching
in mathematics includes ICT as well as a variety of strategies to ensure
progress and a suitable challenge.
Science
Students entering Year 7 will
follow a new, topic based KS3 programme of study incorporating ideas and
experiences from biology, chemistry and physics. This new approach emphasises
the importance of practical science and skills development and provides an
excellent foundation for GCSE study. This KS3 programme continues through Years
8 and 9. Mixed ability teaching groups are employed in Years 7 and 8 with
ability setting in Year 9.
The majority of students will achieve two GCSEs in KS4; GCSE Science and GCSE Additional Science which integrate biology, chemistry and physics. This option is designed for the diverse aims and ambitions of today’s students; those who simply want to understand the world around them, as well as those who want to progress onto sixth form study in science. All GCSE teaching groups are set by ability. The performance of students is carefully monitored and tracked to ensure that students are in a teaching group which enables them to achieve their full potential in science. The introduction of separate sciences in KS4 is currently under consideration.
ICT
In Year 7, students continue to develop their skills in ICT by following a
structured course based on the Key Stage 3 National Strategy Framework. They
will learn how to use the St Ivo network efficiently, researching and selecting
appropriate information, combining text and graphics for a purpose and develop
their skills in using presentation software. In Year 8, students continue to
develop their skills and understanding of ICT and in particular look at creating
and using a database, designing and creating a website and further developing
their understanding of spreadsheets. They again follow a course based on the
Key Stage 3 National Strategy Framework. Year 9 students will follow a project
based course building upon work covered in Years 7 and 8, leading to a formal
assessment in ICT towards the end of Year 9.
Students in Years 10 and 11 follow a course in ICT which could lead to
accreditation in CLAiT.
Art
Key Stage 3 students will have the opportunity to
study art in three discrete areas; drawing and painting, textiles and 3D. During this time
they will explore a range of techniques, such as pottery, printmaking and a
variety of painting and drawing techniques. Drawing homework is a regular feature. At
Key Stage 4 students can choose to take one or two of the areas to GCSE. Students will
produce sketchbooks of research and a portfolio of work on these GCSE courses.
All these courses culminate in an exhibition of
work at the end of Year 11. Students
are encouraged to visit art galleries as part of their GCSE course. During Year
11 there will be a trip to London’s art galleries. This kind of enrichment is
important as it helps students to produce imaginative pieces of work.
Dance
In Key Stage 3, students’ have the opportunity to explore the
use of choreographic devices through choreography; to perform and appreciate
dances. Students’ explore various stimuli through the language of dance. There
is a strong emphasis on choreography, performance and appreciation of students’
own work and professional works throughout Key Stage 3 Dance. All work relies
upon students’ ability to problem solve and work in groups.
At Key Stage 4, students can opt to take GCSE Dance. This builds on Students’
skills acquired in Key Stage 3 Dance. Students’ are assessed in their
performance in a group dance, performance of a set study, choreography,
appreciation of a professional work and dancer in action.
Students’ are encouraged to participate in many public performances, such as
‘Evenings of Dance’ and ‘Spotlight’. The annual dance performance ‘Spotlight’
has a large uptake of over 250 students’ from across all Key Stages. They come
together to perform a spectacular dance performance. Students’ are encouraged to
take part in various dance trips to the theatre throughout the year.
Design & Technology
Design and Technology aims to prepare students for the needs of an ever changing world. Through the design process they will be encouraged to develop creative design strategies and make decisions based upon aesthetic and functional requirements. They will analyse existing products and consider the properties of materials and the impact upon world resources. In all areas health and safety in their practical work will be promoted through good procedures. They will be required to work in a variety of ways from individual to small group and be encouraged to assess outcomes in a number of different ways. Links with industrial practice and environmental issues, along with new ‘smart’ technology will be investigated. They will incorporate literacy, numeracy, ICT, citizenship and work related learning in many aspects of the subject throughout the key stage. Throughout Key Stage 3 students will cover four areas of study, these being food, graphics, electronics and resistant materials. Through design and technology students can become discriminating and informed users of products and start to realise the wide range of occupational areas open to them as future career options. Design and technology options will be available as areas of study in Key Stages 4 and 5.
Drama
In Key Stage 3 students are introduced to a range of
dramatic techniques and given the opportunity to create, develop and produce a
range of dramatic responses. This will include role-play, improvisation and
scripted drama. All the work in drama will rely heavily on the students'
ability to work in groups. At Key Stage 4, students can opt to take GCSE drama
which is assessed via two pieces of practical coursework, a portfolio and a
final examined performance.
Throughout the two Key Stages,
students are expected and encouraged to participate in as many public
performances as possible. This year we held a very successful GCSE performance
evening, and the Year 8 Drama Challenge Evening was a great success with over
100 students involved.
Geography
In Key Stages 3 and 4, students in geography follow programmes of study which
aim to develop their knowledge and understanding of places, patterns and
processes as well as of environmental change and sustainable development. Case
studies, which are both local and global, are examined and contrasted, as well as current affairs. Enquiry skills are developed throughout Key
Stage 3 and also at GCSE where a local project is an important coursework
element. Fieldwork is given a high priority where students are encouraged
to become actively involved. Over the last few years an opportunity to visit Kenya/South
Africa has been open to GCSE geographers, while Year 10 students also have the
chance to visit Iceland at the end of the summer term.
History
In Key Stage 3 and Key Stage 4 students study the
key events of British history from 1066 to the 20th century,
as well as selected events from European and modern world history. Work at all
levels is aimed, in particular, at developing the skills of extended writing,
use of historical sources and research. A variety of teaching strategies are used with an increasing emphasis on the use of ICT.
Visits to castles, museums and World War I battlefields form an integral part of
Key Stage 3 studies, while the GCSE groups occasionally travel to Russia and
China.
Modern
Languages
In Year 7 students study either French or German in their tutor groups. In
Years 8 and 9, students are grouped by ability and the most able pupils pick up
a second language in addition to their main one.
In Years 10 and 11, three languages are offered in the normal school timetable,
French, German and Spanish. Pupils wishing to take one languages are strongly
advised to opt for their main language, that is, the language they have studied
from Year 7. Pupils wishing to take two languages are advised to opt for their
main language plus their second language or if they have taken a Junior CULP
course in Spanish in Year 9 may choose instead to continue with Spanish to GCSE
in Years 10 and 11. We are hoping to continue to be able to offer Chinese to
able pupils in Junior CULP in Year 10.
Music
Work in music is based on the requirements of composing and performing, listening and appraising. Much of the work is taught in a practical way, using the voice, keyboards and other classroom instruments. Topics studied include Jazz, Gamelan, African drumming, Samba, Blues and Ragtime music. Students are encouraged to use their own instruments wherever possible. The GCSE option course is based on the three skills of performing, composing and listening. Listening is assessed by a written exam, while the other two components are based on a portfolio of coursework developed over the two years. GCSE students are encouraged to involve themselves fully in music making both in and out of school. A Level students study orchestral works from Bach to Tippett and either film music or pop and jazz. Other lessons aim to develop their listening skills, general music knowledge and each student submits a portfolio of performing and composing coursework. This remains a very popular course at A level. Pupils at KS4 and KS5 have access to Sibelius and Cubase software to support them in their composing, along with the sequencing keyboards available to all year groups.
PE
Students in Key Stage 3 cover a range of activities which give a balanced PE
programme. The major games are taught in single sex groups (rugby/football for
boys, hockey/netball for girls). Swimming is also taught in these groupings in
Year 7 and Year 8.
Athletics, gym, cricket, rounders,
tennis, badminton, orienteering and
health related
exercise are taught in tutor groups. In Key Stage
4, students have
three PE lesson a
fortnight
in which they have the opportunity to select
some activities. There are also optional GCSE courses in PE
and BTEC
sport.
Religious
Education
Religious Education is taught to prepare our students for the
multi-cultural world in which they live, and it follows the locally agreed
syllabus, in line with national guidelines. It is important for our young
people to have an understanding of those with whom they share the world. In our
multi-cultural society and with the fact that many people now travel, live and
work abroad, the skills of empathy and of understanding different cultures and
traditions are essential. We also give the students the opportunity to reflect
on their own experiences and place in the world. Students will acquire a
knowledge and understanding of the six principal religions in Great Britain,
particularly Christianity. We aim to link what we teach about these religions
to current affairs, giving our students the opportunity to see the relevance and
role of religious traditions within history, politics and the ethical issues
which flood the media. In Years 7 to 9, RE is taught for one hour a week. In
Year 10 it is taught by specialists within the PHSE programme and we have a
Holocaust Memorial Day in the summer term. In Year 11
students study a six lesson course on global citizenship. Ethics can be taken for GCSE, and at
AS and A2 students can study Philosophy and Ethics.
Details of whole school citizenship opportunities through curriculum/subject areas can be accessed by clicking here (PDF document). Alternatively, click here for citizenship opportunities by year group (PDF document).
The PSHE curriculum throughout the school includes personal organisation and study skills, health education (including drugs education, sex education and personal safety), citizenship and careers education (including two weeks work experience in Year 10). The PSHE curriculum is delivered by a specialist staff, outside speakers and through workshop days.
Beyond PSHE lessons, personal, social and health education is an integral part of the school. Across the whole curriculum, we aim to develop students' knowledge, personal and social skills, attitudes and values, to help them benefit from their school experience and prepare them to take their place as responsible citizens in society. This takes place not only in lessons, but also in all the other interactions and activities which form part of the life of the school community.
Sex and Relationships Education
We believe that sex and relationships education belongs within a broader framework of knowledge, social skills, attitudes and values. As well as providing information, our course aims to encourage students:
We are committed to sharing this role with parents and carers, who are the key figures in their children’s social and moral development. Sex education is given in science and Personal, Social and Health Education lessons:
Section 241 of the Education Act 1993 gives parents and carers the right to withdraw their children from any part of a school's sex and relationships programme, apart from those required under the National Curriculum for science. This right applies to all students, including those over compulsory school age. You are welcome to talk to your child's Head of Year about the course, and to see the materials we use. If you want your child withdrawn from any part of this programme, you must send a letter to the child's Head of Year. Before doing that, please contact Mrs C Clifton, our Health Education Coordinator. Supervision for any students withdrawn from sex education will be arranged by their Head of Year.
Collective Worship
Students take part in a Year Assembly once a week.
Assembly themes address a very wide range of issues important to young people,
including those of a spiritual, moral, social and ethical nature.
Parents/carers have the right to withdraw their child from collective worship
and religious education should they wish to do so. Students who have been
withdrawn will be provided with alternative work.
Careers
Careers education is developed throughout the curriculum, but particularly in
PSHE, which includes work on interviewing skills, information finding, decision
making, idea generation, work experience and action planning and for Post 16
options. CV and application letter writing is taught in Core ICT as part of that
department’s Work Related Learning element. Students are encouraged to find out
information and explore career opportunities through the use of the Connexions
Resource Centre and webpage. The Resource Centre has up to date literature,
videos, DVDs, CD-ROMs and diagnostic software. Students also have the
opportunity to seek guidance from Connexions advisers and visiting
professionals. The careers department is represented at parents’/carers’
evenings and separate information evenings are held on Post 16 options (Year 11)
and Higher Education (Year 12). Year 9 and 11 students participate in a
‘World of Work’ day where they have the opportunity to ask questions and find
out information from visiting businesses and occupational areas. The careers
department will always try to respond to the individual needs of the student and
help in developing their understanding of the career path that they wish to
pursue.
Work Experience
All Year 10 students participate in a two-week work experience placement during
the summer term. This is designed to give students an insight into the
world of work environment.
All students are prepared thoroughly for work experience and their progress is monitored by form tutors who visit the work placement. The response from parents/carers, students and employers over the years has been very positive, and work experience has become a very valuable addition to the curriculum at St Ivo.
Enterprise
Year 11 and 12 students participate in enterprise curriculum days. The Careers department together with the Business Studies department works with Year 10 and 11 students to run a number of youth enterprise teams.
We believe that homework forms an important part of student's learning, and that it has been a significant factor in the excellent record of the academic success the school has enjoyed in recent years. Subject teachers will set a variety of forms of homework, and students should record the tasks set in their planner. A homework timetable is published at the start of the year, so that students know what homework to expect each day. For students in Years 7 to 9, homework will be set once or twice a week in most subjects. In Year 7, the demand will be for approximately half an hour per subject per week, rising to about one hour per subject per week by Year 9.
We hope that parents and carers will encourage their child with their homework, both by checking their planner regularly, and by discussing the work with them.