The Regis School Curriculum Statement
Our aim is to provide an excellent education for all our students; an education which brings out the 'best in everyone' and prepares them for success in life. Our curriculum is designed to provide children with the core knowledge they need for success in education and later life, to maximise their cognitive development, to develop the whole person (as a 'Gold' Rights Respecting School - Article 29) and to allow all children to become active and economically self-sufficient citizens. By drawing on the best that’s been thought, said and done in each subject, we expect our curriculum to enable children to appreciate and participate in the full richness of the human experience.
The curriculum is founded on these principles:
- Entitlement – We believe that all children have right to learn what is in the United Learning Curriculum; we have a duty to ensure that all children are taught the whole of it
- Mastery – We want all students to achieve a full understanding of the knowledge specified in the Curriculum for each year, and teaching should not move on until this is achieved
- Stability – We won’t constantly amend the Curriculum: while we should make occasional adjustments in the light of feedback and experience, we will aim for stability over many years, so that teachers can develop expertise, and we constantly build assessments and teaching materials to support the Curriculum
- Concepts not context – The Curriculum is intended as a concise specification of knowledge and content to be taught and learned; it will be taught effectively through Rosenshine’s direct instruction model as evidence shows a clear impact of this pedagogy
At KS3, we deliver a traditional curriculum over 3 years. The majority of students’ study one language, either German or French. We provide extra time in English and Maths for one “catchup” class in both Years 7 & 8, reducing (but not removing) the time they receive in Computing and Languages. All pupils have access to the widest possible curriculum, covering Product Design, Textiles and Food Technology as well All the creative arts subjects. All students study statutory RE, PSCHE and Sport.
Students are set within English, Maths, Science across all years
To address current literacy deficiencies from Primary schooling, we have introduced a whole school reading programme in Years 7-10 from January 2020, where all students will be exposed to stimulating texts and vocabulary on a daily basis, helping them to extend their understanding of literary concepts as well as improving their culture capital through the choice of texts.
For students who have reading ages that are significantly lower than their chronological age, a more intense programme of Direct Instruction is being delivered, aiming to rapidly imporve reading and comprehension that will enable students to access the whole curriculum with greater ease.
The KS4 curriculum is delivered over 2 years. Students who are able to cope with the demands of the EBacc curriculum are strongly advised to take these subjects, although they are available to all students. All students are expected to choose one EBACC subject within these options (although individual requests from students and parents may be agreed where particular learning needs suggest this is not beneficial to the student). All students study statutory PSCHE and Sport.
The KS5 curriculum is delivered over two years. We offer a borad range of academic and applied Level 3 courses that enable students to pursue a wide range of progression routes including University, College, Apprenticeships and the Workplace. We also expect students to resit English and Maths at Level 2 if they have not achieved a grade 4 or above in Year 11. Students are able to study a purely academic, purely applied, or mix of courses, carefully guided to ensure such choices lead to effective progression routes.
The options process in Year 9
Students receive guidance in Year 9 to consider the subjects they study in KS4. As well as their preferred choices listed in preference order, they make reserve choices. The exact curriculum offer is generated from their choices, and then students are allocated according to the priority given. Wherever possible within acceptable class sizes, all students will be allocated subjects from their preferred choices and first reserve – if further reserves are needed then the student and parent will receive further contact and explanation.
Once allocations are published, we deal with any appeals in order of receipt. Students can ask to change options up to the end of the first term in Year 9. Any changes still adhere to the principles above.
In some individual cases, student, parents and teachers agree that a student needs a different curriculum in order to enjoy and achieve. This is organised on an individual basis, so precedent should not be used as an indication of availability. Alternative measures may include: extra support within lessons, opting for one less subject and instead receiving supported study time, application to external programmes of study.
Education with Character
Whilst academic success is very important, at The Regis School we believe that there is more to a good education. As well as ensuring our students succeed in exams, we aim to develop character, compassion and service. Throughout their time at The Regis School, students are expected to contribute to our school community and to society. We want students to try things they cannot do, to persist in the face of difficulty and to become resilient in overcoming obstacles. To approach life with a growth mindset, a can-do attitude.
To achieve this, we provide a breadth of opportunities and experiences which seek to help our students become confident, well-rounded and ambitious young adults. Our curriculum and enrichment programme is overflowing with opportunities to try something new and develop new skills. In addition to our very wide range of extracurricular clubs, our students enjoy trips abroad or various residential across the country, university visits, talks by inspirational speakers from the worlds of medicine, law and business as well as countless opportunities to collaborate with their peers at United Learning schools across the country.
We are incredibly proud to deliver an Education with Character; an education which challenges, inspires and excites our students and prepares them for the ups and downs of life.
Teaching the curriculum
Our approach to teaching and learning supports our curriculum by ensuring that lessons build on prior learning and provide sufficient opportunity for guided and independent practice. We use Barak Rosenshine’s Principles of Instruction (2012) to develop our teaching practice and focus on our '4 pillars' of highly interactive and responsive teaching and learning:
- Explanations are planned to enhance clarity and detail, considering the needs of the students, their existing knowledge and understanding, and their ability to apply knowledge and skills.
- Modelling is planned for and effective, using techniques such as I/WE/YOU, and worked and faded examples. Examples and non-examples are used to explain key concepts.
- Teachers plan for and use scaffolding effectively, anticipating errors and misconceptions.
- Questions are planned, taking into account ‘think ratio’ and to ensure that there is a variety of questions, which lead to a variety of responses.
- Teachers ask many questions, asking students to explain what they have learnt. Questions are clear, concise and unambiguous.
- Teachers actively check for understanding – both for the instructions given and for responses to the content and tasks.
- Students are expected to respond to questions in full sentences when a verbal answer is given.
- Teachers plan to carefully and thoroughly check accuracy of responses and they are responsive to the needs of students as seen through the checking process.
- Guided student practise and independent practise opportunities are planned for and appropriate to the subject and year group.
- Student practise uses prompts and scaffolds to support students as they learn new knowledge and skills.
- Guided practise follows the principle of I/WE/YOU to ensure that the teacher shares their knowledge as the expert at the outset, and builds up to student independence. This is fluid, with the teacher returning to previous phases where necessary.
- Teachers plan to use ‘SLOP’ (Shed Loads of Practise) to ensure that students have many opportunities to actively practise recall, a skill or application of knowledge.
- Through purposeful circulation, teachers track student progress whilst students are practising and ensure that they address misconceptions, immediately, or planned for this at the next appropriate opportunity.
- Homework is set using our own Regis SPs in KS4 and Knowledge Organisers in KS3. Students are expected to learn material, revise and re-visit this (daily, weekly and monthly review).
- Retrieval practice occurs regularly through low-stakes quizzing
- Teachers plan opportunities to review material, check for understanding, identifying gaps, re-planning and re-teaching where necessary.
- ‘Differentiation’ is achieved through scaffolding and ‘teaching to the top’ but no student is left behind, because the teacher identifies gaps and re-teaches.
In order to allow the mastery approach to be effective (i.e. children learn what they are expected to in the year they are expected to), early catch up is essential: we aim to promptly identify and support pupils who start secondary school without a secure grasp of reading, writing and mathematics so that they can access the full curriculum.
Everything from which children learn in school – the taught subject timetable, the approach to spiritual, moral, social and cultural development, the co-curricular provision and the ethos and ‘hidden curriculum’ of the school – are to be seen as part of the school curriculum. Our principle of ‘Education with Character’ is delivered through the curriculum in this broadest sense.
Assessment and Impact
With thousands of pupils across United Learning following the same curriculum, we have been able to develop common assessments in most subjects. These are summative assessments which allow pupils to demonstrate their growing understanding of their subjects and teachers to assess the impact of their teaching. These summative assessments are typically taken once or twice a year, enabling teachers to focus on formative assessment from lesson to lesson.
Our formative assessments are designed to support students in achieving fluency in each subject. This means that in lessons pupils are quizzed on prior knowledge in order to embed this knowledge in their long term memory. This frees up their working memory to attend to current learning. We are particularly conscious of the role that literacy and vocabulary plays in unlocking the whole curriculum. Our teachers explicitly teach the meaning of subject-specific language, and we expect lessons to contain challenging reading and writing. Knowledge organisers provide students with key information in each subject, enabling them to develop their understanding of key concepts outside of their lessons. We also encourage all pupils to read widely.
Student outcomes continue to improve across the school with headline measures continuing an upward trend. Both the Progress 8 at Year 11 and Value Added in Year 13 are in line with or above National Averages (see Student Outcomes)
Every child has an equal right to a challenging and enlightening curriculum. By teaching this curriculum well, and developing effective habits in our pupils, we bring out the best in everyone.
For any further information regarding our curriculum, please contact Mr Adam Osborne, Assistant Principal at email@example.com
For individual subject contact details please click here.