Curriculum Offer

We value all students equally, regardless of ability or background. Good relationships are at the heart of what we do. By setting high expectations within a supportive environment, we aim to produce well-rounded, confident young people ready to face the future.

In giving our students an enhanced degree of freedom and the ability to express their individuality, we expect them to show maturity, self-reliance and concern for others.

An outline of the curriculum for each key stage can be found below with additional detail available under the section of the website headed Teaching & Learning - Faculties.  

Options

Here at Tibshelf School we aim to offer a wide and varied curriculum to enable our students to succeed in their GCSE's and beyond. In year 8 we offer a choice to our students in the creative and ICT subjects to study in year 9 to enable them to broaden their knowledge in their chosen subjects. In year 9 we encourage all students to choose an EBACC subject to ensure that they gain deeper knowledge in one of these key areas and then two other subjects from a variety of areas to suit their individual needs.

 

Mentoring

The Assertive Mentoring programme has been introduced at Tibshelf Community School to support students in gaining their aspirational target grades in all subjects.
The targets are set by the school and are based on three levels of progress from Key Stage 2. These targets are deliberately challenging, but are achievable if the students' work to their full potential. Students' are tracked on a regular basis throughout the year to enable staff to monitor where students' are, in terms of their progress, at any given time.
Staff regularly look at individual student progress in each subject area and decide on any interventions or support that may be required. This is then reviewed to check that the interventions are having the desired impact.
We strive to make this process both rigorous and robust. There are no presumptions that students will act on the agreed actions unless they are checked. This constant checking is what gives this programme its power and effectiveness.
Parents also can review progress of their child by looking in the school planner where students' record their monthly progress. If you have any queries or concerns you should contact your childs' Form Tutor as a matter of urgency.

Key Stage 3

We expect all students in Key Stage 3 to make as much progress as they can, because it gives them the best possible chance of success in Years 10 and 11.
This process begins in Year 7 and 8 with 4 checks per year. Each student's progress is monitored by their Form Tutor and Head of Year, where identified students are mentored and supported with regular checks on attendance. Each student is seen once a month and their progress and attendance is reviewed to support student's progress.
At Key Stage 3 there can be a wide range of issues stopping a student making progress. These can be identified and tackled by their Form Tutor or Head of Year. This may involve contacting parents for support.
In Year 9 students are tracked every 6 weeks as this is a crucial year in terms of career choices and GCSE Options.

Key Stage 4

A target group of Year 10 and Year 11 students will be assigned a mentor who will meet with them every 4 or 5 weeks to review their progress towards their target grades and offer support when targets are not being met, or encourage them when they are on or above their target
Mentors meet with the students to look at their progress in each subject area and check that any interventions agreed are implemented and that they are having the desired impact. If the intervention isn't working, students are seen again by mentors and new interventions agreed. The systems are relentless. Students are not allowed to give up on themselves. One of the aims of the mentoring programme is to encourage students to take responsibility for their own interventions as early as possible in Key Stage 4. Those who take longer to achieve this are often mentored in Year 11.
Crucial to the effectiveness of mentoring is its assertive style. Whilst supportive, it is never simply an easy chat. Students need to feel that the regular one to one conversations with their mentors will be evidence driven, business like and have a direct impact.

 

National Curriculum

You can access information on the Department for Education National Curriculum by clicking here, and on the National Secondary Curriculum by clicking here.

 

Curriculum Offer

The school cycle has a 2 week timetable comprising 50 lessons per cycle (25 one hour lessons per week). This is made up of the following broad curriculum diet for students.

In Key Stage 3 students are ability set in Maths, English and Science. The remainder of the curriculum is delivered in 3 bands, two of which are made up of mixed higher and middle ability and two of which are made up of lower ability children.

  • Maths
  • English
  • Science
  • Modern Foreign Language (French or German) /Literacy/Numeracy
  • Physical Education
  • Technology
  • Performing Arts
  • Humanities (inc RE)
  • Art
  • Computing
  • PSE (Personal, Social, Health and Citizenship Education)

 In Key Stage 4 most students study for at least 9 qualifications.  These include core (compulsory) subjects and optional choices which students select from a wide range of subjects in the spring term of Year 9. Year 11 students study three optional subjects whilst due to a recent curriculum change, Year 10 students study four for the whole of Key Stage 4.  The school cycle has a 2 week timetable comprising 50 lessons per cycle (25 one hour lessons per week).  The numbers next to each subject listed below denote the number of curriculum hours allocated to that subject over the 50 period cycle.

Compulsory Subjects

In Y10 all students have to study:

  • English Language and English Literature
  • Mathematics
  • Science
  • Either History or Geography
  • PSE (Personal, Social, Health and Citizenship Education – also includes RE)
  • Physical Education (core)

Optional Subjects

We offer a range of courses to suit different students.  Some subjects might be regarded as quite traditional and academic, whilst others are more practical or vocational.  The key advice we give to students is to keep a balance of choices amongst a wide range of curriculum areas.  Students hoping to apply to university in the future are advised to follow all elements of the English Baccalaureate, which includes the following subjects: Mathematics, English, two Sciences, one of which may be Computing, a Foreign Language and History or Geography.  Some students in Year 10 have been required by the school to follow this route.

Optional subjects are allocated six curriculum hours over the 50 period cycle.

  

 

 
 
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