Education

English is a vital form of communication in school, public life and internationally. We place great importance on the development of students’ skills over the three main language areas: spoken language, reading and writing. Emphasis is placed on basic literacy skills over all key stages. Literacy is an essential tool for the development of students’ skills in English. As well as lessons of English each week, students also spend time in their own learning groups developing basic literacy and language skills. There is a strong emphasis in these sessions on developing students phonological awareness as well as developing their reading, writing and spelling skills. At each key stage students are encouraged to express themselves creatively and imaginatively through a varied and stimulating programme of study. Areas of focus include:

  • Novel study
  • Writing stories
  • Plays/drama and role play
  • Shakespeare
  • Advertising
  • Reading comprehension
  • Writing letters and emails
  • Speeches/debating
  • Film study and the Media
  • Research
  • Students have the opportunity to gain qualifications in English throughout Key Stage 3 and Key Stage 4
  • Qualifications currently offered to students are Step Up to English, Functional Skills Level 1 and 2 and GCSE
English Photos

2019/20 Curriculum Mapping

We aim to ensure that all students appreciate the power and importance of Mathematics throughout their school lives and beyond. We further aim to devise imaginative, thorough and innovative styles of teaching to enable students to gain a positive attitude to Mathematics, developing confidence, enjoyment and perseverance. An ability to be precise and logical will be complemented by an appreciation of the wider applications of Mathematics.  Students are able to learn the subject in a variety of ways including using computers, interactive whiteboards, calculators and through individual, pair and group work. From entry, students are expected to question, communicate mathematically and justify their work, preparing them fully for external certification at Key Stage 4. All students are prepared for GCSE and/or Entry Level and Functional Skills in Maths at Level 1 and Level 2. In each of Key Stages 2, 3 and 4, students are taught Mathematics drawn from all the sections of the joint programme of study:

  • Using and applying mathematics
  • Number and algebra
  • Shape, space and measure
  • Handling data

As well as three Maths lessons per week, each student has 20 minutes a day set aside for work based around their practical Numeracy.  They also access ‘My Maths’, an online tutorial programme.

Maths Photos

At William Henry Smith School, we believe it is paramount for our young scientists to develop their sparkling imaginations, fertile minds and curiosity through investigative first-hand practical experience as much as possible. This enables them to discover the magic behind the scientific processes for themselves.

Science at the William Henry Smith School is kept as practical as possible, with students learning through doing and having the opportunity to explore and develop their own ideas through asking questions and making discoveries. The main vehicle for this way of working is our Nature Garden, which encompasses our animal compound and our allotments. Thus the practical elements experienced outside in the Nature Garden are followed up in the classroom with the theory.

Science is an important core subject which touches the daily lives of our students. As such the subject is taught so that students can appreciate the link between the teaching and learning in the classroom and their own individual life experiences.

In the Farmhouse students study Science through a topic based approach and begin to develop the skills to enable them to be effective scientists.

In the Clancy and Hockney, the students continue their science through topics following the National Curriculum areas of study

In Middle school, they use these skills to study for their first qualification which is Entry Level Science, and in upper school, they go onto achieving a double Entry Level award.

Overall we aim to give our students an understanding of the world around us so they can make responsible decisions about our planet as they become the citizens of the future. We do this in a fun way by providing them with quality experiences and make it interesting!

2019/20 Curriculum Mapping

Computing is an ever growing and important subject area in school. As such Computing is taught both as a core subject within learning groups and in a cross-curricular manner within subjects.

The school has a customised ICT suite, holding 12 computers installed with suitable educational software. In addition, all classrooms have at least seven computers with printers, internet access and interactive Promethean Whiteboards. All school computers are networked and students have their own personal log on pins so they can access their own work wherever they are. As a school we teach all the students in KS4 as ICT qualification which will be certificated at the level appropriate to the ability of each student whilst younger students are taught through subjects and cover all elements of the National Curriculum. Students' skills are developed over the years in each of the main applications of Word Processing, Spreadsheets, Databases, Graphics, Presentation, Programming, Control Technology and Web Design. The work they complete steadily builds up their skills and knowledge to enable them to gain qualifications and prepare them for the world of work.

2019/20 Curriculum Mapping

Art has a distinctive role to play in the National Curriculum and in students' education.   It provides access to a wide area of experiences within Art and Design and enables students to develop their skills and understanding of the formal elements of the subject.  It also forms part of the development of students' understanding of the rich diversity of Art and Design from multicultural origins both past and present. 

 

Aims

The programme of study for Art at the William Henry Smith School has been devised to enable students to develop the skills and understanding of Art/Art History.  The content for each project is chosen and presented in a format that the students can relate to.  It is important that each student, regardless of background, can relate to the subject and reap the benefits of all it has to offer.  Each project provides each student with the opportunity to develop and build on the skills and knowledge to meet appropriate targets in the National Curriculum.

Broad Guidelines

The department encourages students to:

  • Develop their creative and imaginative capabilities
  • Develop their artistic abilities using a variety of mixed and media techniques
  • Work productively both individually and as part of a team
  • Take responsibility for and care over the production of their work
  • Research and investigate
  • Adapt and utilise their skills in other areas of the curriculum
  • Equip themselves with a folio of quality Art work that can be utilised as a building block for further studies in Art
  • Respond and evaluate Art, Craft and Design past, present and of other cultures.

Student progress is monitored, recorded and exemplification of standards is kept throughout KS3. All students are prepared for the GCSE Art course.

Through the provision of a well-resourced and well-maintained faculty with a friendly and safe working environment, it is the department's aim to provide a technology experience where every student can reach their full potential.  Design & Technology is a subject that has the capacity to provide a wide range of skills that are invaluable in our technological society and has an unrivalled capacity to bridge other curriculum subjects.  It is hoped that the communication, manufacturing, lateral thinking and planning skills that they have developed will have a significant and positive impact on all their work. 

The core purpose of Design & Technology is to provide opportunities for students to develop their designing and making skills with knowledge and understanding, in order to create quality products and prepare young people for future careers. We also offer GCSE Hospitality and Catering.

Aims

  • To foster awareness, understanding and expertise in those areas of creative thinking which can be expressed through planning, designing, research, realisation and evaluation.
  • To promote the development of a range of communication skills through designing and making.
  • To encourage students to identify areas of need and then proceed to resolve them through research analysis.
  • To encourage technological awareness and foster attitudes of co-operation and social responsibility.
  • To encourage the development of interactional skills through sharing and group based projects.
  • To promote a working understanding of common tools and fixing methods together with a knowledge of everyday technological terms.
    To promote an understanding of the properties of a wide variety of materials including resistant materials.
     

The teaching approach to Design and Technology is based upon two key features: (i) designing and (ii) making.  Planning will ensure that relevant aspects of National Curriculum criteria are covered, as required, and assessed through Levels 2 to 8.  The Technology Department offers courses in Resistant Materials, Graphics, Textiles and Electronics in Key Stages 2 and 3.  In Year 9 students work towards completing an Entry Level Certificate in Resistant Materials, this is then built on in Years 10 and 11 when students work towards their GCSE qualification.

 

The School's commitment to providing a supportive environment for experiential learning extends far beyond the classroom. Opportunities for Outdoor Learning are integral to our curriculum and the experiences which students have at the school.

The principals underlying our approach to Outdoor Learning emphasise:

  • The development of communityThe significance of leadership and teamwork
  • The discovery of both confidence and compassion
  • The value of respect for self and others
  • The need for stewardship of the environment
  • The relevance of the natural world to learning in the classroom and beyond

Outdoor Learning provides opportunities for developing new skills and understanding through tangible experiences in the outdoors.

At the heart of many of these activities and experiences are opportunities to build confidence, self-esteem, empathy and social skills. Students learn the relationship between perseverance and success and are able to apply this to their approach to academic work and other areas of their lives.

Activities undertaken include:

  • Duke of Edinburgh Award
  • Bushcraft Skills
  • Camping
  • Canoeing
  • Rock Climbing
  • Fishing
  • Hill Walking
  • Mountain Biking
  • Caving
  • Orienteering
  • Gorge walking
  • Scrambling
  • Skiing
  • Cooking in the outdoors

Some activities are linked to specific awards and certificates e.g. DofE, AQA Awards, and the year culminates in week-long residential camp in July, where the particular camp and activities are matched to the student's abilities and needs.

Lessons change on a half termly basis, allowing students to take part in different areas of the curriculum. These include gymnastics, swimming, games, leisure activities and outdoor adventure pursuits. Students also have the opportunity to take part in extracurricular activities to further develop their skills.

Throughout these activities the PE Department will:

Educate students through physical activities”. It aims to develop students’ physical competence and knowledge of movement and safety, and their ability to use these to perform in a wide range of activities associated with the development of an active and healthy lifestyle. It also develops in students, both as individuals and in groups or teams, confidence and generic skills, especially those of collaboration, communication, creativity, critical thinking and aesthetic appreciation. These, together with the nurturing of positive values and attitudes in PE, are foundations for students’ lifelong and life-wide learning to face the challenges of the 21st century.

PE aims to help students:

  • develop motor skills, acquire the necessary knowledge through physical activities and cultivate positive values and attitudes for the development of an active and healthy lifestyle
  • acquire good health, physical fitness and bodily coordination through participating regularly in physical activity
  • promote desirable moral behaviours, cooperation in communal life, ability to make decisions, and the appreciation of aesthetic movement
  • have basic competence and confidence to face different challenges

We aim to give all students the opportunity to develop the skills needed in order that they can fit into the world in which they live and make a positive contribution. Students are able to learn and develop these skills in a variety of ways, for example, role-play, outside speakers, debate and discussion, educational visits, practical activities and ICT.

The key elements of our PSHE curriculum are:

  • The Social and Emotional Aspects of Learning
  • Sex and Relationships Education
  • Substance Misuse Education
  • Careers, Information, Advice and Guidance

At KS2 and KS3 much of the work is approached through cross-curricular themes, particularly with English and RE.

PSHE primary education aims to develop the knowledge, skills and attributes students need to keep themselves healthy, safe and develop empathy to be able to relate to others and take part in group activities. Throughout their time in the Farmhouse, students are supported to explore their own emotions and feelings in a range of different ways. They are also encouraged to reflect on their actions and how this can affect others within the group. Students are encouraged to make healthy choices and carry out tasks that promote a healthy lifestyle. The PSE ethos is woven throughout each day in the provision that we provide at a time and place when the students most need that support or education. The curriculum is flexible and supports students at their greatest time of need to help them be the best that they can be.

Examples of PSE work delivered in the Farmhouse are :

  • Healthy lifestyles e.g. students are taught and reminded to wash their hands properly after using the toilet, taught to brush their teeth and eat healthily within the science topic 'teeth and eating'. Students are also encouraged to take the opportunity of a fruit break and encouraged to eat their 5 a day. Discussions about the importance of sleep, especially if a student is presenting tiredness. Numerous opportunities for exercise are offered including countryside walking and outdoor learning. In Year 9 students begin an Entry Level Course in PSHE.
  • Friendships - students are encouraged to build healthy relationships through a range of activities including playing games, role play, choosing another student to take part in an activity with, holding discussions and conversations after any fall outs.
  • Empathy - students are encouraged to try and reflect and think how others would feel in certain situations that arise e.g. being kicked, being called names, falling over, different family make-up situations.
  • Feelings - students are encouraged to recognise their own feelings for given situations and to broaden their awareness of different feelings e.g. frustration, anxiety, sadness. We then try to work through these feelings and support them so the student can communicate them without displaying the signs of negative behaviour.

In Year 9 students begin an Entry Level Course in PSHE. Students in KS4 are able to work towards further accreditation in Life and Living Skills, Enterprise and Employability and Preparation for Working Life.

All topics offered are in line with current guidelines and expectations of the new National Curriculum. Students in school are encouraged to participate in 'Student Voice' our representative School Council, which meets every fortnight.

Relationship and Sex Education

2019/20 Curriculum Mapping

Relationships and sex education

We teach all children and young people about good physical and mental health, how to stay safe on and offline and the importance of healthy relationships. All our students have access to compulsory health education as well as new reformed relationships education at Key stage 1 / 2 and relationships and sex education at Key stage 3 / 4.

Students are taught about the benefits of a healthier lifestyle, which determines their physical health and how to build mental resilience and wellbeing. Our students are encouraged and supported to talk in an age appropriate way about the features of healthy friendships, family relationships and other relationships they are likely to encounter. Our secondary students, build on the foundations of relationships and at the appropriate time, extend their learning to include intimate relationships as well.

All students will learn about staying safe online, complementing the existing computing curriculum and how to use technology safely, responsibly and respectfully. Lessons will also cover how to keep personal information private.

All students have access to RE in accordance with the 1988 Education Act. We aim to give all students the opportunity to learn about the different cultural and religious groups in a multicultural society. We promote tolerance and understanding and encourage students to question and respond to the beliefs and practices of other people, in the hope that they will be able to develop a greater understanding of the world in which they live. Students are able to develop these skills in a variety of different ways: role-play, educational visits, visiting speakers, ICT simulated experiences e.g. taking part in a Seder meal, games, variety of practical activities. At KS2/3 students learn through a cross-curricular approach involving PSHE, Citizenship and English.

In KS4 students have the opportunity to work towards Entry Level Certificate in Religious Studies as well as the option to take up GCSE Short Course in Religious Studies.

All students are encouraged to take part in Class and House assemblies, the themes of which are often linked to work being studied in class through Religious Education.