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BROMSGROVE SCHOOL
CURRICULUM POLICY
Authors:
Reviewed:
Next Review Due:
P Ruben (Senior)
K Ison (Preparatory)
K Western (Pre-Preparatory)
October 2014, January 2015
October 2015
BROMSGROVE SCHOOL CURRICULUM
MISSION STATEMENT
FLAIR : DISCIPLINE : ACADEMIC RIGOUR
Bromsgrove School aims to produce: Happy, creative, moral citizens who live motivated, fulfilled lives
while enriching the lives of others.
It seeks to achieve this through: An enlightened, disciplined and broad education that responds to
global change while retaining core values.
The Core Values Bromsgrove seeks to foster in its pupils are:
Humility and Confidence
Compassion and Ambition
Respect and Curiosity
Tolerance and Vision
This policy applies to all pupils at Bromsgrove School, including those in the EYFS.
Bromsgrove’s curriculum creates a framework within which pupils may develop their academic flair, selfdiscipline and intellectual rigour. It aims to provide an enlightened and broad education that responds to
global change whilst retaining core values. In order to do good, one must first do well. Academic
achievement is not an end in itself, but a thoughtful and exhilarating journey to adulthood. A Bromsgrove
education aims to be not merely informative, but also transformative.
Students should recognise at once both how big and small the world is: big in that they learn to appreciate
and respect cultural and linguistic differences; small in terms of modern communications, concerns about
the environment, the creation and distribution of wealth and the desire of all to achieve development in
the broadest sense of the term. It is hoped that this realisation of the big and the small and the toleration
of academic uncertainty that should follow on from this should directly tie back to the school’s four core
values listed above.
The breadth of the curriculum, both inside and outside of the classroom provides opportunities for all to
enjoy a full range of activities, sports and intellectual disciplines. We seek to ensure that pupils are not
merely knowledgeable, but that they are kind and resilient, ambitious both for themselves and for others.
A Bromsgrove education aims for all pupils to develop:  A high level of literacy and numeracy to enable effective communication.
 A good knowledge and understanding of the social and physical environment through scientific,
geographical and historical study and skill development.
 An international perspective and ability to communicate in the language of others.
 An appreciation of culture through exposure to art, music, theatre and literature. An
understanding of how to use this as a stimulus for personal creation.
 Practical skills useful in daily life.
 Sporting and physical skills which give life–long benefits such as health, fitness and self–esteem,
the experience of team participation and leadership, recreational opportunities, and a balanced
attitude to competition.
 An understanding of personal, social, health and citizenship issues.
 An understanding of how religious and ethical beliefs influence people and their environment.
 Respect and empathy for others.
 A realisation of their own strengths, weaknesses, limitations and potential and an understanding
of how to cope with this realisation.
 The self-discipline, mental agility, confidence and the curiosity necessary to ensure that pupils
make the most of opportunities offered in all areas and in so doing fulfill their potential.
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From our youngest EYFS pupils to our oldest students about to leave the School, we are mindful of the
curriculum’s needs to provide:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
full-time supervised education for pupils of compulsory school age (construed in accordance
with section 8 of the Education Act 1996), which gives pupils experience in linguistic,
mathematical, scientific, technological, human and social, physical and aesthetic and creative
education;
subject matter appropriate for the ages and aptitudes of pupils, including those pupils with a
statement;
that pupils acquire speaking, listening, literacy and numeracy skills;
where the principal language of instruction is not English, English lessons in written and spoken
English;
where a pupil has a statement, education which fulfils its requirements;
personal, social and health education which reflects the school’s aim and ethos;
appropriate careers guidance for pupils receiving secondary education;
where the school has pupils below compulsory school age, a programme of activities which is
appropriate to their educational needs in relation to personal, social, emotional and physical
development and communication and language skills;
where the school has pupils above compulsory school age, a programme of activities which is
appropriate to their needs;
that all pupils have the opportunity to learn and make progress; and
adequate preparation of pupils for the opportunities, responsibilities and experiences of adult
life.
Literacy, Numeracy, ICT and Speaking and Listening
Literacy, Numeracy and ICT are Core Skills and as such are firmly embedded in all areas of the Curriculum.
It is the responsibility of all teaching staff to reinforce these skills and to promote their use wherever
relevant. Links to Literacy, Numeracy and ICT should be referred to, explicitly or implicitly in Schemes of
Work using guidelines from English, EAL, SEND, Mathematics and ICT Departments.
Speech and the ability to listen and absorb information are vital communication skills. Every child should
be able to communicate clearly, proficiently and politely, using standard English. Children should be able
to participate in discussions, give individual oral responses and adapt their speech to suit audience and
purpose. They should be able to listen, analyse and respond confidently to a variety of sources including
languages other than English and Music. All subjects should include a variety of Speaking and Listening
opportunities that offer group work, pair work and individual activities where appropriate.
The Curriculum’s Primary Aim.
The primary aim of the curriculum is to provide opportunities for the pupils to be taught so that they might
begin to learn how to become happy, creative, moral citizens who live motivated, fulfilled lives in the
twenty-first century and to ensure a smooth transition from and into the other phases of the Bromsgrove
system.
GENERAL IMPLEMENTATION AND CLARIFICATION OF THE PRIMARY AIM.
Happy:
Pupils are to be encouraged to be happy:-
a)
b)
by the acquisition of knowledge and skills particularly basic study skills.
by the acquisition of self-knowledge through assessment procedures and the pastoral and
profiling systems.
by being treated respectfully and by being encouraged to learn the importance of mutual
respect.
c)
3
d)
e)
f)
g)
h)
by having their achievements acknowledged (Alphas, colours, credits, commendations etc.).
by being made aware, in a sympathetic manner, of their limitations so that they can be
encouraged not to be intimidated by them but to develop compensatory strategies.
by the existence of an attractive and purposeful working environment.
by feeling valued.
by gaining more complete self-knowledge and self respect.
Creative:
Pupils are encouraged to be creative citizens:-
a)
b)
by being given open-ended and problem solving tasks, promoting resourcefulness.
by having their opinions and ideas listened to accepted, even if they are not yet fully
formulated, promoting reflection.
by accepting that sometimes it is acceptable to be wrong and having to adapt ideas,
promoting resilience.
by being offered a variety of opportunities in which to express themselves (e.g. art, debating,
drama, dance, music), promoting positive relationships.
c)
d)
Moral:
Pupils are encouraged to become moral citizens:-
a)
b)
by the example set by staff.
by being made aware in lessons generally, during assemblies and in form periods of the
importance of moral codes and rules which exist for the common good.
by the existence of fair school rules explained sympathetically to them and applied impartially
and consistently throughout the school.
by the high standards of personal behaviour expected of pupils by the school.
by learning to treat Chapel and the messages imparted there with respect.
c)
d)
e)
Motivated: Pupils are encouraged to become active, motivated citizens:a)
c)
d)
e)
by being encouraged to play a full part in the academic, cultural and sporting life of the school
either as an individual, as a team or house representative.
by the existence of an award system which encourages pupils to undertake meaningful and
helpful tasks.
by being eligible to be appointed to positions of responsibility throughout their school career.
by being encouraged to think about our effect on the planet and the importance of recycling.
by sharing ideas on various pupil forums.
Fulfilled:
Pupils are encouraged towards self-fulfilment:-
a)
by the existence of a very wide range of curricular and extra-curricular activities to which all
pupils have access.
by being made aware through the Effort Grade system that integrity of effort is as valuable
as outcome in all endeavours.
by being taught in a system which strives in its setting arrangements to enable all pupils to
realise their academic potential.
by being given the opportunity to succeed in the tasks set for them.
b)
b)
c)
d)
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Liaison
Liaison between the Pre-Preparatory School and Preparatory School is achieved:a)
b)
by regular meetings held between the Head of Year 3, Heads of Department of the core
subjects, subject coordinators and their counterparts in Pre-Preparatory.
by the transfer of records between Pre-Preparatory and the Junior Department.
Liaison between the Preparatory School and the Senior School is achieved:a)
b)
by meetings arranged between Heads of Departments in the two schools.
by meetings between the Directors of Studies in both schools.
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BROMSGROVE PRE-PREPARATORY AND NURSERY SCHOOL
CURRICULUM STATEMENT
The staff at the Pre-Preparatory and Preparatory departments endeavour to make the transition from the
Early Years Foundation Stage to Key Stage One and on into Key Stage Two as smooth as possible in all
areas of School life. We aim to ensure continuity and a clear progression of skills within the curriculum
for each subject. The staff body will always use their professional expertise to make judgements that
take into account the age or ability of each individual child to ensure that methods and strategies are
employed appropriately. We offer a full-time supervised education for pupils of compulsory school age
(in accordance with Section 8 of the Education Act 1996). As pupils progress through each section of the
School, we endeavour to prepare them for the opportunities, responsibilities and experiences of adult life.
Introduction
The curriculum is all the planned activities that we organise in order to promote learning and personal
growth and development. We provide pupils with a range of experiences with subject matter and activities
that are age appropriate and differentiated to take account of the aptitudes of all pupils (including those
with a statement of SEND). We ensure that pupils acquire speaking, listening, literacy and numeracy skills
as the progress through our School. There is no legal requirement for Bromsgrove Pre-Preparatory and
Nursery School to follow the Early Years Foundation Stage learning and development requirements or the
National Curriculum.
We provide a well-structured, progressive and balanced curriculum. We have opted out of the learning
and development requirement of the EYFS but still continue to use the framework as a basis for our
planning and assessment. The framework focuses on how children learn and encourages children to
describe, reflect upon and question the world around them. We retain the freedom to offer greater
enrichment and challenge, beyond the expectations of the EYFS learning and development requirements.
We are able to prepare all children for a more formal approach to learning by the end of the Reception
year enabling a smooth transition into Key Stage One. In Key Stage One the curriculum is based upon the
Programmes of Study within the National Curriculum and offers children an education that includes
experience in linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and
creative aspects of learning.
The Curriculum includes not only the requirements of the Early Years Foundation Stage and National
Curriculum, but also the range of extra-curricular activities that the school organises in order to enrich
the experience of the children. It also includes what the children learn from the way they are treated and
expected to behave. We aim to teach children how to grow into happy, creative and moral people, who
can work and co-operate with others while developing knowledge and skills, so that they achieve their
true potential and enrich the lives of others.
Aims and objectives
The aims of our school curriculum are:
 to enable all children to learn and develop their skills to the best of their ability;
 to promote a positive attitude towards learning, so that children enjoy coming to school, and
acquire a solid basis for lifelong learning;
 to teach children the basic skills of literacy, numeracy and computing;
 to enable children to be creative and to develop their own thinking;
 to teach children about their developing world, including how their environment and society
have changed over time;
 to enable children to be positive citizens in society;
 to teach children to understand right from wrong;
 to help children understand the importance of truth and fairness, so that they grow up
committed to equal opportunities for all;
 to enable children to have respect for themselves and high self-esteem and to be able to live
and work co-operatively with others.
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Early Years Foundation Stage - encompasses Nursery and Reception year groups.
The curriculum for this Key Stage is planned under three Prime areas of learning: Personal, Social and
Emotional Development; Communication and Language and Physical Development. There areas are
fundamental, work together, and move through to support development in all other areas. The Specific
areas of learning are: Literacy; Mathematics; Understanding the World; and Expressive Arts and Design.
These Specific areas include essential skills and knowledge. They grow out of the Prime areas, and
provide important contexts for learning. Three Characteristics of Effective Learning are identified and
these underpin learning and development across all areas and support the child to remain an effective
and motivated learner. These Characteristics of Effective Learning are: Playing and Exploring; Active
Learning and Creating and Thinking Critically.
The curriculum that we teach in the Nursery and Reception classes is based upon the revised Early Years
Foundation Stage Statutory Framework and the guidance of the Early Years Outcomes. Our curriculum
planning focuses on the Early Learning Goals, as set out in these documents, and on developing children's
needs, skills and experiences.
Our School fully supports the principle that young children learn through play, and by engaging in well
planned and structured activities. For our children in the EYFS below compulsory school age, we provide
a programme of activities which is appropriate to their educational needs in relation to personal, social,
emotional and physical development and communication and language skills.
Teaching in the Reception classes builds on the experiences of the children in their pre-school learning.
Each term in the Reception classes, the teacher will observe and assess the skills development of each
child, and record this. This assessment forms an important part of the future learning for each child. In
the Nursery, assessment is by observation and in partnership with information from families about
children’s current interests, strengths and needs.
We are well aware that all children need the support of both the parents/carers and the teachers to make
good progress in school. We strive to build positive links with the parents/carers of each child, by keeping
them informed about how the children are being taught, and how well each child is progressing.
In the Early Years Foundation Stage we adopt a topic based approach to interpreting the framework. We
plan carefully, so that there is coherence and full coverage of the Early Learning Goals and planned
progression for all children.
Teachers of Reception classes complete assessments against the Early Years Outcomes statements for
each child, throughout the year. This information is shared with parents at the end of the year before
being passed to Year One teachers to help them plan the starting points for teaching in the first year of
Key Stage One.
Key Stage One – encompasses the Year One and Year Two classes.
The curriculum for this Key Stage is based on the guidelines of the National Curriculum documents.
Literacy and Mathematics are given priority within the timetable and core skills are embedded across the
curriculum. Some subjects are taught discretely, however, where appropriate, a cross curricular
approach is used in the form of the ‘Creative Curriculum’. The ‘Creative Curriculum’ is a thematic
approach to teaching and learning designed to support children’s natural curiosity and stimulate their
creativity. It offers children the opportunity to work in depth, giving them the time they need to reflect,
consolidate and transfer their learning. There are strong links between subjects and children see their
work as being connected, relevant and purposeful. The ‘Creative Curriculum’ is skills based and
knowledge supported, making learning motivational and successful. The School has a strong tradition of
sport, music and drama.
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Organisation and Planning
We plan our curriculum in three phases. We agree a long-term plan for each Key Stage which indicates
what topics are to be taught in each term. We review this long-term plan on an annual basis.
Through our medium-term plans, we give clear guidance on the objectives and teaching strategies for
each topic. There is specific planning and schemes of work for personal, social and health education but
PSHE is also embedded into all curriculum areas reflecting the School’s ethos and aims (refer to PSHE
Policy and schemes of work). Our short-term plans are those that our teachers write on a weekly or daily
basis. We use these to set out the learning objectives for each session, and to identify what resources
and activities we are going to use in the lesson and include differentiation.
In the Early Years Foundation Stage we adopt a topic based approach to curriculum planning. We plan
carefully, so that there is coherent and full coverage of all aspects of the Early Years Outcomes
statements, appropriate to each child and there is planned next steps provision. In the Nursery there is
an emphasis on planning from children’s interests and starting points and we recognise the need for
flexibility to meet children’s needs appropriately.
In Key Stage One we adopt a combination of discrete and cross curricula planning (creative curriculum).
We plan the curriculum carefully, so that there is coherent and full coverage of all aspects of core and
foundation subjects, and there is planned progression in all curriculum areas. We recognise that children
learn at different rates and sometimes have curriculum needs that come from an earlier or later
curriculum stage.
Assessment
Formative and Summative assessments take place in every year group throughout the academic year.
This information is used to inform curriculum planning for class, group and individual teaching and is also
conveyed to parents and other members of staff as appropriate.
The Early Years Foundation Stage staff record and track progress using an electronic profile (using 2Build
a Profile software). Pupils’ achievements at the end of Reception in relation to the Early Years Outcomes
statements and the Early Learning Goals are shared with Year 1 teachers as part of the transition process
to Key Stage One.
Key Stage One pupils are assessed in Reading, Writing, Maths and Science throughout the academic year
and the information is recorded on an internal database for staff to access. NFER Progress in English and
Maths standardised assessments are used at the end of the Key Stage. The assessment results that are
recorded on the internal database are shared (and used to support dialogue) with the Year 3 teachers
and Director of Studies at the Prep School at the point of transition. PiRA and NFER assessments are also
used within the Prep School to ensure continuity and results are collated to provide an academic overview
of each pupil.
In addition to the academic assessments, a Bromsgrove Achievement Certificate (BAC) is completed for
each pupil in Key Stage One and at the start of Key Stage Two. This certificate values both academic and
non-academic achievements and also takes account of the personal qualities of each individual that we
strive to encourage within our School.
If a child is not progressing as expected, the Head Teacher or Deputy Head (i/c Assessment) will discuss
the problem with parents at the earliest opportunity.
The Curriculum and Inclusion
At our School, all pupils have the opportunity to learn and make progress. The curriculum in our school is
designed to be accessed by all children who attend the school. If we think it necessary to modify some
children's access to the curriculum, in order to meet their needs, then we do this only after their parents
or carers have been consulted.
8
If children have SEND or have been identified as G&T, our school does all it can to meet the individual
needs, and we comply with the requirements set out in the SEN Code of Practice. If a child has a statement
of SEND, any recommendations are followed to ensure that the education provided fulfils the
requirements of that statement. If a child displays signs of having special needs, then his/her teacher
makes an assessment of this need. In most instances, the teacher is able to provide the resources and
educational opportunities that meet the child's needs, within normal class organisation. If a child's need
is more severe we may involve the appropriate external agencies in making an assessment. We involve
the parents of the child when making this recommendation. We will provide reasonable additional
resources and support for children with SEND and extra teaching, from a teacher with the responsibility
for SEND in the School. The school provides an Individual Educational Plan (IEP) or Individual Challenge
Plan (ICP) for each of the children who are on either the school’s SEND or G&T register. These plans set
out the additional provision and specific targets so that we can review and monitor the progress of each
child, at regular intervals, in consultation with parents.
The Role of the Subject Coordinator
It is the role of each subject coordinator to keep up to date with developments in their subject, at both
national and local levels. Subject coordinators are responsible for their own budgets and providing
adequate resources to enhance learning. With their curriculum team, the Subject Coordinator will review
and update their subject documentation and support colleagues.
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PREPARATORY CURRICULUM STATEMENT
All pupils have entitlement to an appropriate curriculum which, if it is to achieve its primary aim, will be
broad, balanced, differentiated, rigorous and relevant to pupil needs. In addition to their academic
progress this will cater for the personal, spiritual, moral, cultural and social development.
CLARIFICATION AND IMPLEMENTATION.
Broad:
The Bromsgrove Preparatory School curriculum is broad in that it offers all the subjects required as part
of the National Curriculum with an enriched performing arts, sporting, classics and languages programme
and extensive extra-curricular provision. In addition, a number of activities take place on a Saturday
morning and at other times to give pupils even broader opportunities. Examples of such activities are:
debating, discussion lunches, media work, computer club.
Balanced:
All pupils are taught Humanities, Arts, Sciences and Technology with cross-curricular links between them.
As a result, pupils should have a well rounded educational experience with enhanced cultural, sporting
and language provision.
Differentiated and Rigorous:
All pupils cover the same basic syllabus in the Core and Foundation subjects. Delivery however, is
differentiated according to the needs and ability of each teaching group.
In Years 3 and 4 this is achieved mainly through differentiated group and individual work in the classroom.
In Year 5 Mathematics is set throughout the whole year group. English and Science will be set into two
bands, each made up from two classes, after a period of class teaching. Other subjects will continue to
be taught to mixed ability classes.
In Year 6 Mathematics and English is set throughout the whole year group. Pupils are taught in their
Humanities sets for most subjects, but may be grouped for Science within the band.
In Years 7 and 8 children are set throughout the whole year group for Mathematics and are banded for
the other subjects. English, Science, Modern Languages, Art and DT may group within these bands, whilst
the Humanities are taught in sets.
In addition, pupils in need of specialist help are identified and facilities and specialised teaching are made
available to them after consultation with their parents.
Although a different style of delivery may be found within each teaching group, the delivery to each group
will be characterised by its rigour and the high expectations by staff of their pupils.
Personal, Spiritual, Moral, Cultural and Social:
In drawing up Schemes of Work, Heads of Department have regard to the needs, age, ability and interests
of the pupils they teach and emphasise, as opportunities arrive, the spiritual, moral, cultural and social
aspects of the material covered.
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CURRICULUM CONTENT
The Bromsgrove Preparatory School curriculum will be based as a minimum on the National Curriculum
and the requirements of Bromsgrove School. It will be enriched by a special emphasis on achievement
in the performing arts and sport, the acquisition of a good command of modern languages and, for the
most academically able, an appreciation of the Classics.
YEAR GROUP COVERAGE
Years 3 and 4
Years 3 and 4 will have discrete Mathematics, Religious Education, Music, French and Physical Education
lessons. The remaining academic areas will be taught through the Creative Curriculum, which encourages
the pupils to make cross-curricular links and reinforce learning through themed based activities.
English
Science
French
Humanities
RE
Music
Art
DT
ICT
PSCHE
PE
Games
Total
periods
Mathematics
Year 5
4
5
2
2
2
1
1
1
1
1
1
1
3
25
English
Science
French
Geography
History
RE
Music
Art
DT
ICT
PSCHE
PE
Games
Total
4
5
2
2
1
1
1
1
1
1
1
1
1
3
25
Gen Studies
Latin
Classics/Literacy
periods
Mathematics
Year 6
Total
1
Games
3
PE
3
PSCHE
3
ICT
periods
DT
1
Art
1
Music
Mod Language
3
RE
French
3
History
Science
3
Geography
English
periods
1
1
1
1
1
1
1
1
1
3
25
2
1
1
1
1
1
1
1
1
1
3
25
Literacy
Mathematics
Year 7
2
1
1
Total
1
Games
2
PE
3
PSCHE
3
ICT
3
DT
periods
1
Art
1
Music
2
RE
Mod Language
3
History
French
3
Geography
Science
3
Latin
English
periods
Gen Studies
Mathematics
Year 8
1
1
1
1
1
1
1
1
1
3
25
1
1
1
1
1
1
1
1
1
3
25
11
Science
French
Mod Language
3
3
2
1
8L1
8L3
3
3
3
3
3
3
2
2
1
8R1
8R2
3
3
3
3
3
3
2
2
1
1
8R3
7L1
7L2
7L3
7R1
7R2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
1
1
1
1
1
7R3
6N
6S
6E
3
4
4
4
3
5
5
5
3
2
2
2
6W
5RW
5CE
5NH
4
4
4
4
5
5
5
5
5JR
4
5
PE
Games
Y4
5
6.5
1
1
1
1
6
0.5
1
2
Y3
5
5h
45
4h
50
6
5h
30
6h
15
1
30
min
1
30
min
30
min
1
45
min
30
min
1
1h
45
1h
30
6
4h
45
1
30
min
30
min
1
1h
30
1h
30
2
Y2
Y1
Art
DT
ICT
PSHE
PE
Games
Total
1
1
1
1
3
25
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
3
3
25
25
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
3
3
25
25
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
3
3
3
3
3
3
25
25
25
25
25
25
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
3
3
3
3
25
25
25
25
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
3
3
3
3
25
25
25
25
2
2
1
1
1
1
1
1
1
1
1
3
25
1
1
1
1
1
1
2
2
1
2
2
1
1
1
1
1
1
RE
Science
1
Music
2
1
1
1
French
1
4h
12
Total
Music
1
Additional
RE
1
PSCHE
History
1
1
Creative Curriculum
(Humanities, ICT,
Art/DT)
1
LX
1
Latin/CC
Geography
Gen Studies
English
3
English/Phonics
8L1
Mathematics
Mathematics
SET COVERAGE
25
2h
15
2h
10
25
23h
45
21h
45
EVALUATION
General
Progress towards the implementation of the curriculum’s primary aim is monitored every three or four
weeks when the progress of individual pupils is discussed either implicitly or explicitly at the Effort Grade
review meetings and staff meetings.
There is an ongoing system of monitoring as part of the pastoral and profiling system, with form tutors in
daily contact with pupils. The Director of Studies produces cohort sheets giving details of all pupils in the
school. These, along with other data, are discussed at meetings held between individual form tutors and
the Director of Studies.
Curriculum
The curriculum is reviewed regularly as part of the annual discussions between The Director of Studies
and Headmistress to ensure that it continues to be broad, balanced and relevant.
Rigour of and consistency in the delivery of subject material by staff are monitored internally as part of
the on-going assessments and the Attainment Percentage and Grade systems. It is also reinforced by
analysis of the annual standardised tests.
Opportunities to compare the standards of achievement of pupils are afforded on the following
occasions:a)
Key Stage One results from feeder schools and testing at Year 3.
b)
Entrance examination results for other age groups.
c)
Attainment Percentage and Grade assessment procedures.
d)
Collation of ongoing assessment data.
e)
Bromsgrove School entrance test results and scholarships for Years 6 and 8.
f)
Whole school testing NVR/VR, annual Suffolk Spelling test and Reading test, NFER
Numeracy and Literacy.
Departmental documents are reviewed regularly by the Director of Studies to ensure that they attend to
the more subject specific details and to the broader curricular issues as well as aspects of:
a)
ICT.
b)
Assessment for learning which encourages pupils to become more involved in the assessment of
their work.
c)
Differentiation.
EXTRA-CURRICULUM CONTENT
To broaden the experiences offered to the children work is undertaken in:
i)
A range of after school and Saturday morning activities
ii)
Buddy System
iii)
The Activities program
iv)
Year 8 post Summer Examination period
v)
Years 3 – 7 Enrichment days
vi)
Residential trips and tours
vii)
Inter house competitions
viii)
Charity Week
ix)
Discussion lunches for Year 8
x)
Bromsgrove Backbone – children’s termly newsletter
xi)
Debating
xii)
Music ensembles, concerts and performances
xiii)
Dramatic and Musical performances
xiv)
Choir
xv)
Prefect and Monitors roles
xvi)
Head Boy and Girl roles, Deputy Head Boy and Girl roles
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PRINCIPLES UNDERPINNING CURRICULUM 11 – 13
In addition to the general principles outlined in the Preparatory School Curriculum Policy Document, the
curriculum 11-13 in the Preparatory School aims to facilitate the development of pupils out of one stage
of cognitive development (the concrete) and into another (the abstract). The former is characterised by
a concentration on the acquisition of basic skills in language, literacy, numeracy and information
technology: the latter by the development of the skills of conceptualisation, analysis, reasoning and the
application of basic skills over a wider range of experience. In this way, pupils can begin to appreciate
the wider world and begin to develop notions of their place within it and their contribution to it. In
addition, we provide a PSHE programme which gives pupils experience in spiritual, moral, social and
cultural education and Career Guidance appropriate to the age and ability of its pupils.
As a result, the key elements in this phase of the curriculum are:
A continuing emphasis on the development of basic skills,

A continuing emphasis on assessment for learning techniques.

The encouragement of the development of independent thought, not only by teaching and
learning opportunities but also by an increasing amount of extra-curricular and wider school
initiatives.
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CO-ORDINATION OF THE CURRICULUM
The Director of Studies is charged by the Headmistress to oversee and ensure the co-ordination of the
curriculum of the Preparatory School. The Heads of Departments are responsible to the Director of
Studies for the co-ordination of their subject areas throughout the Preparatory School.
Clear departmental policy and guidance, including schemes of work, are included in Departmental policy
documents.
The Head of Department is responsible for ensuring that departmental policy on curriculum matters is
followed throughout the subject area.
The Head of Department should work with the Year 3/4 subject co-ordinator as appropriate. They should
also meet regularly with Senior School counterparts and co-ordinators in the Pre-prep. (see Document
‘Role of the Head of Department’)
The Director of Studies convenes a meeting of Heads of Department every term to deal with curriculum
issues, Years 3 and 4 co-ordinators meet with a Head of Department or other member of S.M.T. to discuss
his/her subject area. Heads of Departments are invited to attend Years 3 and 4 Department meetings
where appropriate.
Attainment tests in the Michaelmas and Summer terms help ensure co-ordination across Year Groups.
15
PUPIL PLACEMENT AND SETTING POLICY
With the exception of Years 3 and 4, the policy used to determine pupil placement in teaching groups is
one of targeting teaching to general ability level.
Years 3 and 4
Pupils are placed in mixed ability teaching groups. Some setting may take
place in English and Mathematics, as a result of discussion between the Head
of Year and the specific year group team.
Year 5
Mathematics is to be set separately across the year in four sets. English and
Science will be taught in two bands made up from two classes after a period
of class teaching. All other subjects will be taught to classes.
Year 6
Mathematics and English is to be set separately across the year in four sets.
For other subjects, pupils are placed in Humanities sets. These sets are
determined by performance as measured by attainment grades in History,
Geography and RE. Modern Foreign Languages will follow the Humanities
setting. Science will be taught in two bands with N and S making one band
for reallocation into sets 1 and 2, and E and W the other band for sets 3 and
4.
N
S
E
W
Years 7 and 8
Mathematics will be set across the year. The pupils will then be split into two
halves, Left and Right, of equal ability. English, Science, Humanities, French
and Art/DT will all be able to set independently within each side. Music, ICT
and PSCHE will follow the Humanities setting. A second Modern Foreign
Language will be allotted to each set at the beginning of the year.
L1
R1
L2
R2
L3
R3
Pupils are placed in Tutor Groups for registration and Form Periods. These groups should contain mix of
pupils from across the ability sets and genders.
Pupil placement is reviewed 3 weeks in to the first term, then at Christmas and again at the end of the
academic year to ensure that as far as possible the pupil is in a group where the teaching is targeted at
the pupil’s level of ability. In all cases, the delivery of the curriculum is rigorous and demanding but within
the pupil’s ability.
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ACADEMIC SCHOLARS
Each year the Senior School advertises the availability of academic scholarships in a booklet made
available to parents, normally in October/November. Parents of Years 6 and 8 pupils are entitled, after
seeking the advice of the Preparatory School, to enter their children’s name for the scholarship
examination. These examinations are also taken by external candidates.
The Prep school will make recommendations based on:
a) NFER results
b) Attainment Grades
c) Effort Grades
d) Behavioural Records
e) Contribution to School life – Music, Sport, Pastoral
The Year 8 Scholarship selection process consists of the following elements:Round 1
a)
Mathematics.
b)
English.
c)
Headmaster’s General Paper consisting of questions on general knowledge, logic, reading
comprehension and discursive essays.
d)
Verbal Reasoning (Pupils who have an educational psychologist’s report recommending that a nonverbal reasoning test would be more appropriate may request a non-verbal test instead).
e)
A group interview with a Senior School staff member.
Round 2
Pupils doing well in Round 1 are invited back for scholarship interviews with the Headmaster and other
staff in the Senior School in a range of subjects.
Scholarships are available in the following categories: Academic, Art, Sport, Music and Boarding. All
rounder scholarships are also available.
The Year 6 Scholarship selection process consists of the following elements.:Round 1
Pupils deemed to be doing very well by the criteria stipulated above will be invited back for scholarship
interviews and will sit papers alongside external candidates. The examination elements are:
a)
Mathematics.
b)
English.
c)
Head Master’s Essay Paper.
d)
Verbal Reasoning (Pupils who have an educational psychologist’s report recommending that a
non-verbal reasoning test would be more appropriate may request a non-verbal test instead).
e)
A group interview with a Senior School staff member.
Scholarships are awarded for the following categories: Academic and Music
Preparation
The Director of Studies collates all the information concerning the Year 6 and 8 scholars in partnership
with the Gifted and Talented Co-ordinator. Preparation sessions for the scholars are held to help internal
candidates maximize their chances of gaining an award.
17
ENTRY TO THE SENIOR SCHOOL
At the end of the Summer Term all Year 5 pupils’ data, as listed in the Scholarship section, will be drawn
up by the Director of Studies and presented to the Deputy Head in charge of Admissions. Together they
will discuss the individual pupils who do not yet meet the level expected for a reserved place to be offered.
The Deputy Head i/c Admissions will write to all parents at the beginning of Y6 suggesting that some
pupils may be offered additional support in school and that, as long as progress is made, they will advance
to the Senior School. These children will then be supported and closely monitored. It is assumed that the
vast majority will make the necessary standard, but in individual cases, families may be advised that in
the best interest of their child, alternative schools are considered.
Final decisions on acceptance to the Senior School will be made by the Headmaster in conjunction with
the Deputy Head ic Admissions and informed by the Prep School Director of Studies.
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YEAR 8 FINAL ASSESSMENTS
General
The final assessments are set and marked by the Prep School departments, bearing in mind the
agreed syllabus. The results are prepared by the Heads of Department and form part of the pupil’s
final Attainment percentage.
Syllabus
For Humanities and ‘topic’ taught subjects, the content of the final assessment should reflect 70%
of the marks covering the final topic covered and 30% of the marks covering the rest of that year’s
work. Skills taught subjects, e.g English/MFL, will cover all of the skills. Differentiated papers are
set in Mathematics only.
Subjects Examined
Mathematics, English, Science, French, Spanish, German, History, Geography, Religious
Education and Latin/Classic Civilisations.
Setting the Papers
a) Papers are set by the Prep School departments and shared with the Senior School Head of
Department.
b) The Prep School Administration will reproduce papers that are to be ready on time.
c) The assessment sessions are organised by the Prep School.
d) Worked scripts are sent to the Prep School Head of Department for marking. Each set of scripts
should include an absentee list.
e) Pupils with Educational Psychiatrist reports will have their needs met by current advice from the
Head of Learning Support. The Senior School will be informed who these pupils are.
f) It is requested that every effort is made to get absentees to make good missed papers.
Marking
a) The Prep School Head of Department will mark the papers or delegate accordingly.
b) They will award a percentage for the assessment. This will be combined with the assessments
undertaken since January to provide a final attainment percentage. This is the data that will be
entered on to the system and reported to parents.
c) An examiner’s report highlighting strengths and weaknesses of candidates may be produced and
sent to the Prep Director of Studies and the Senior School Head of Department.
d) The papers may be “gone through” at will by Prep School teachers and should be shared with the
pupils, although they must remain in school at all times.
e) The papers, or a sample, may be requested and looked at by the relevant Senior School Head of
Department.
Absentees
a) Where absentees are unable to complete papers in a given subject, the set teacher is asked to
submit to the Head of Department in the Prep School the names of two slightly better pupils and
two slightly worse pupils in the set, with any other appropriate information.
b) A final assessment percentage and grade will still be awarded using historical data from
assessments undertaken since Christmas, and parents informed of the circumstances.
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THE SENIOR SCHOOL CURRICULUM
The curriculum aims to respond to the moment in each individual’s educational career. Whilst all pupils
are expected to work hard and be demanding of themselves, the school aims to respond to the needs of
the individual, recognising the fact that pupils mature at different times and have a variety of learning
styles.
In Year 9, pupils study the full range of academic subjects. In their GCSE years, reasonable breadth is
sought whilst the focus on key subjects is maintained. Our normal core subjects are IGCSE English
Language and Literature, Mathematics, Biology, Chemistry, Physics, and GCSE Religious Studies and a
Modern Foreign Language. In addition, pupils also take three further optional GCSE subjects. In the Sixth
Form, pupils may study either within the IB Diploma or A Level route. Within both of these streams there
is great flexibility in terms of which combinations of subject can be studied (we do not operate a rigid
system of subject blocks) and in both the IB and A Level routes a programme of enriching study is seen
to be an important part of the Sixth Form curriculum.
THE YEAR 9 CURRICULUM
We aim to keep the Year 9 curriculum as broad as possible. The pupils have 29 lessons per week of 50
minutes. They are divided up as follows
Lessons
English
Maths
Science
Modern languages
History
Geography
Music/Drama
Art
Latin or Classical Civ. & Study
Skills
Design (Resistant Materials)
Design (Graphics)
Religious Education
Physical Education
3
3
6
4
2
2
1
1
EAL
2/3/4
2
1
1
1
2
All pupils are strongly encouraged to study French and either German or Spanish. However, if they struggle
to cope with the demands of two Modern Foreign Languages, they may focus their time on either French
or Spanish or German to ensure they have at least one strong language to take on to GCSE.
Pupils may choose between Latin or Classical Civilisation.

We have setting within two bands. Placing in sets is regularly reviewed.

All the Lower Fourth are encouraged to take a qualification in ICT.

All the Lower Fourth also have two games afternoons per week, one activity slot and an
afternoon devoted to the Bromsgrove Badge.

Specialist help is available for EAL and SPLD students – this is often time-tabled against one of
the modern foreign languages or classics lessons and tends to occur either within small
group lessons or in separate 1:1 lessons.
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THE GCSE CURRICULUM
The majority of our pupils take 11 GCSEs. We also expect all our pupils to participate fully in the broad
extra curricula programme which ranges from extra curricula drama and music to CCF and the Duke of
Edinburgh Silver programme to challenge pupils in different ways.
The following making up a basic core of 8 subjects.








IGCSE Maths
IGCSE English Language
IGCSE English Literature
GCSE a Modern Foreign Language
IGCSE Biology
IGCSE Chemistry
IGCSE Physics (those struggling may sit a two IGCSE Science equivalent rather than 3 separately)
GCSE Religious Education
Three further optional subjects chosen from:
Art (Art or Textiles)
Music
Drama
History
Geography
Business Studies
Design Technology (Graphics or Resistant Materials)
Latin
Classical Civilisation
French
German
Spanish
Physical Education
Extended Project (AS Level)
The timetable allocation is as follows:
Upper Fourth (Year 10)
Subjects
Lesson per week
Maths
English
Science
Modern Foreign Language
Options
4
4
6 (2 per subject)
3
10 (3 per option + one extra class for one
subject)
Religious Studies
1
Physical Education (not examined)
1
Other Points:

We recommend, but do not insist, that from the options pupils take at least one Humanity and
one Creative subject.

There are internal exams at the end of the summer term and the Mock Exams take place in
January of the Fifth Form.

For some subjects pupils are entered for different tiers at GCSE.

Some GCSEs are modular, with papers sat in the summer of the UIVth and Vth Forms.

In the Fifth Form year there is no Physical Education lesson (although Games remains) and the
optional subjects are allocated 4 lessons each, except for the subject which has had the extra
time in the Upper Fourth and so has 3.
21
The Accelerated Learning Programme
Bromsgrove offers a one year course to international students wishing to start their study of either the IB
Diploma or A Levels in a school the year after. The course aims to develop pupils’ confidence working in
English, whilst gaining familiarity with the British educational system without reducing options for study
in subsequent years.
Subjects
Lesson per week
English Language
5
Maths
4
Biology, Chemistry, Physics
3x3
History
7
One of Spanish, Business, PE, 4
Classics, Latin, Music, Art.
Leading to
IGCSE English 1st Language
IGCSE Mathematics
IGCSE Additional Science.
GCSE History
GCSE
The Sixth Form Curriculum
Entry into the Sixth Form is conditional on pupils attaining a certain standard at GCSE - we normally
require a set of straight B grades, however areas of real strength are of value and the gaining of higher
grades in some GCSE subjects may offset the odd C grade gained in areas of weakness. In addition, in
order to have a good base on which to build we would hope that students gain at least an A grade in GCSE
in subjects they intend to study for AS Level or at Higher Level within the IB Diploma, or if the subject is
not taken at GCSE, then in a related GCSE subject.
There is a full review of all pupils prior to entering the Sixth Form and decisions are made in the light of
GCSE grades and past record in consultation with EMO, PSR, the Headmaster, the Houseparents and
parents.
Pupils choose to either follow a course leading to the International Baccalaureate Diploma, or A Levels.
The International Baccalaureate Diploma
Pupils may opt to study towards the IB Diploma or for A Levels. The IB Diploma requires pupils to study
6 subjects, 3 at Higher Level (HL subjects are allocated 5 periods per week) and 3 at Standard Level (SL
subjects are allocated 3 periods per week) as well as an enriching core that includes a study of the
Theory of Knowledge and a piece of extended research as well as undertaking Creativity, Action and
Service activities.
Pupils must study English (at HL or SL), Mathematics (at HL or SL), a Language (French, Spanish, Latin or
German at HL or SL or beginners Spanish or Italian [both at SL]), a Science (Physics, Biology or Chemistry
at HL or SL or Environmental Systems at SL), a Humanities (Economics, History or Geography at HL or SL,
or Business or Psychology at SL) and either an Arts subject (Art or Music at HL or SL) or an additional
Language, Science or Humanities subject. All subjects have an element of coursework, but the
programme primarily has terminal assessment with all exams in May of the Upper Sixth Year.
A Levels
The ‘norm’ for pupils taking the A Level route is for them to take 4 A/S levels in the Lower Sixth together
with an Enriching Core Studies programme based around a General Studies course. A BTEC in Sports
Excellence and Performance is also on offer as an alternative to the taking of two or three AS Levels.
Occasionally, pupils study for three AS levels rather than four. Each case will be considered on its merits
and advice given to individuals to ensure that their best interests are well served.
Each subject is allocated 5 lessons a week for AS level.
22
The subjects we offer at A Level are:
Maths
Further Maths
Physics
Chemistry
Biology
Drama
Art
Textiles
Design (Res. Materials)
Design (Graphics)
History
Geography
Economics
Business Studies
English
Latin
Music
Classical Civilisation
Physical Education
French
German
Spanish
Religious Studies
Government & Politics
BTEC Sports Performance & Excellence
Further Maths involves taking Maths A level in the Lower Sixth and Further Maths A level in the Upper
Sixth.
Most AS units are sat in June of the Lower Sixth year, although some subjects offer January modules. The
aim is to achieve the highest grades possible at AS in the Lower Sixth and avoid the need for retakes.
In the Upper Sixth normally three subjects are continued with to complete the A Level, each with 6 lessons,
together with another subject, either a fourth A Level, or a new AS level from the list above. In exceptional
cases candidates will drop down to 2 A levels together with one or two AS levels depending on the
circumstances.
Departments that wish to do one of their A2 units in January of the Upper Sixth year may do so. This
module may of course be retaken in June.
Monday – Friday Academic Enrichment
Beyond examination classes, a range of broadening academic activities occur throughout the week. The
Year 9 – 11 Gifted and Talented Group meets twice a week whilst discussion groups for Sixth Form Medics,
Biologists, Engineers and social scientists occur on a Thursday afternoon. Most subjects offer extra
Oxbridge teaching during the teaching day. A programme of a week’s lectures and visits totalling around
100 sessions towards the end of the Summer Term allows all Sixth Formers to explore topics off syllabus
and undertake a piece of extended research into an area of their choosing. Head of Year sessions each
week for all ages also provide an opportunity for visiting speakers.
Saturday Academic Enrichment
Pupils may opt in to a broad range of activities on a Saturday. AS Levels in Accountancy and Electronics
and Development Studies are offered to Fifth Formers and above as a one year programme, whilst Italian
and Spanish classes, Drama and Media groups are also run throughout the year. Many departments also
provide drop-in support clinics and revision classes in the period before public examinations.
Academic Management
The Second Deputy Head (Academic) is responsible for the curriculum, and line manages Heads of
Department, the IB Co-ordinator, UCAS & Careers, the Head Librarian, and the Exams Officers. The Heads
of Department meet collectively twice a term and in addition the Academic Strategy Group tends to also
meet a couple of times a term to discuss general educational concerns. The Second Deputy Head
(Academic) also line manages the Heads of Pupil Monitoring to GCSE and Head of Sixth (Pupil Monitoring)
and these two then take the lead in supporting individual pupil programmes in liaison with House Parents.
The Head of Sixth Form (Pupil Monitoring) and Head of Pupil Monitoring to GCSE also provide links through
to the Head of Year Programme and the tutoring system, and are regularly consulted on all matters
academic by the Second Deputy Head (Academic).
23