Curriculum

OUR CURRICULUM:

As an inclusive secondary school, we aim to ensure that each individual student unlocks their potential and achieves at least in line with this.  The curriculum is a key lever in achieving this.

All our students are ‘one in a million’ and we want them to flourish. As a school we endeavour to provide a focused curriculum which supplies opportunities to build skills, knowledge, understanding, Social, Moral, Spiritual and Cultural Education and British Values.

This broad, balanced curriculum fosters confidence and self-esteem, providing students with the foundation they need to lead safe, happy, successful lives, to ensure that they become role models within the school and wider community.

We believe that every student is unique and valued. We aim to develop a deep sense of self-worth and ambition in all our students, in line with our core values of compassion, honesty, integrity and excellence. We foster a personal growth mindset where students believe:

  • I can learn something new
  • I begin to improve the moment I am honest about my starting point
  • I can improve
  • I can get better

The curriculum is all encompassing and includes both what is learnt in lessons as well as out of lessons.  It has been designed to be broad and balanced, taking into account students’ starting points and end goals, in line with the school’s motto: Enjoying Today, Preparing For Tomorrow.  Our curriculum supports progression onto post-16 education, apprenticeships or employment with training.

A Holistic Approach:

The school adopts a holistic approach to the curriculum and in line with the Trust’s vision has a connected curriculum following three themes: Sport, the Arts, Enterprise.  This approach develops knowledge and understanding of traditional secondary subjects; enables students to follow appropriate pathways at key stage 4; develops personal and employability skills, preparing students for their next steps, in line with local employment information and adds to students’ cultural and social capital.

At One In A Million Free School (OIAMFS) we aim to provide a curriculum that will inspire all students and provide them with the ambition to achieve remarkable rates of progress, both academically and personally.  We intend that our curriculum both within taught lessons and beyond them, creates an environment where questioning, academic risk-taking, divergent thinking and the freedom to learn from mistakes are all encouraged.

Ambitious and Accessible:

Our curriculum is ambitious and accessible to all students regardless of their background, starting point or special educational need or disability (SEND), designed to provide a broad, rich and deep learning experience for the great majority of students, it is also flexible enough to be tailored to the needs of students who need additional support with Literacy and Numeracy.  It seeks to strike an appropriate balance between the types of subjects that are delivered whilst ensuring that all students, regardless of prior learning, have access to academic, sporting and creative qualifications as well as extracurricular opportunities and the best of what has been thought and said.

We endeavour to ensure that students who have not made prior expected rates of progress catch up with their peers. Strategic organisation of the curriculum for these students will ensure they do not miss out on opportunities to study the broadest range of subjects establishing equality of provision. We also wish to ensure that where progress gaps exist, they are closing rapidly. This will be achieved through rigorous teaching and learning and timely intervention systems. In other words, the “bar will be set high” for what we expect our students to achieve. This will be integral to all lessons, coaching time, assemblies and extra-curricular sessions.

Our curriculum values the three-year key stage 3 national curriculum experience. It is our belief that this provides students with a sound grounding as well as providing time to develop in preparation for rigorous GCSE examinations. We believe this builds resilience and broadens experience.

At key stage 4 students specialise through the options process. All students follow the core curriculum comprising of English, Maths, Science, PE, Religious Studies and PSHCE. Students can choose from three pathways; an academic pathway, including the Ebacc subjects, a vocational pathway and a bespoke pathway. Guidance around which pathway to choose is based upon each student’s prior attainment, progress to date and next steps plans and ambitions.

Provides Outcomes:

We wish our curriculum to provide outcomes for students that give them access to further and higher education, high levels of employment or training. Our careers programme links with local and national businesses and students meet with a range of employers and employees through events such as Bradford Manufacturing Week, Work Experience, Careers Week and Careers fair. Our careers lead advises on careers provision across each key stage, in line with the Gatsby benchmarks. We are fostering closer links with local post 16 providers to ensure our students receive the best independent advice and guidance possible.

Our extra-curricular provision is designed to enrich students’ experience. This is in line with our whole learning experience, which seeks to highlight soft skills such as character, communication skills, team working, resilience and independence. We are developing a student leadership programme, seeking to develop confidence and other life skills. This programme includes: Prefect System, including Head Girl and Head Boy; Student Council; House Captains and Vice Captains, Values Champions, Mental Health Ambassadors, Anti-bullying Ambassadors; student-led tours and student panel at staff interviews. All of these help to develop the skills employers are looking for.

Curriculum Mapping:

Curriculum mapping by Heads of Faculty, subject leaders and delivery teams creates schemes of learning which build knowledge, understanding, skills and study techniques across the key stages. These are informed by and evaluated against formative and summative assessment. Marking and feedback is targeted and focused on celebrating learning and progress, whilst highlighting areas for improvement which are addressed in Directed Reflection and Improvement Time (DIRT). Careful planning provides meaningful opportunities for the development and mastery of core skills in literacy, numeracy and computing, so that students are able to access the curriculum fully and successfully.

Data is collated and used by the senior leadership team and curriculum leaders to measure the success of curriculum implementation and impact, thus informing curriculum change and development over time.

EVALUATION AND FEEDBACK

It is important that students, parents and carers are given regular and meaningful feedback about progress and attainment. We have developed data systems in school to ensure that we can accurately track this and provide students, parents and carers with effective, timely feedback.

Our curriculum seeks to challenge and inspire young people of all abilities and backgrounds to gain the knowledge, understanding and skills required for them to successfully take their next steps in education and employment. If you have any questions regarding our curriculum please contact our Vice Principal for Quality and Curriculum.

School Day:

Curriculum Map: Key Stage 3 (Yers 7-9)

Curriculum Map: Key Stage 4 (YEAR 10)

Curriculum Map: Key Stage 4 (YEAR 11)