Curriculum

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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:

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.   

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.

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.

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. 

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.