Guided by the exemplary approach to curriculum promoted by the International Baccalaureate we will support learners to develop academic knowledge, understanding and skills in eight subject groupings, rather than solely through discrete subjects.
At Key Stage 3 (Years 7-9), we will use the National Curriculum (NC) standards for our curriculum, as defined by the DfE to underpin our innovative approach. We will not teach the NC as separate subjects, but as cross-curricular enquiries with subjects grouped under either STEM or Humanities.
Within the mapping of enquiries to NC standards, skills and competencies, we will highlight core standards that we will concentrate on and form our own ‘Infinity standards’, and leave no child behind. Core Literacy standards, as defined above, will be one of our highest priorities. Content and Skills mapping will be horizontal and vertical across years to avoid repetition and gaps.
Although enquiries are cross-subject, we will ensure a balanced core curriculum by building our staff structure to have responsibility for the following areas of instruction split into STEM and Humanities. STEM including Maths, Science, Engineering (including computing) and Humanities incorporating, English, History, Geography and R.E and Philosophy.
Although enquiries are interdisciplinary, and that the majority of teachers are designated as either STEM or Humanities will ensure a balanced curriculum by building our staff structure to ensure we have expertise and oversight in all subjects areas of the KS3 curriculum. Our model of staffing, which uses local and community educators, will enable us to employ expertise as and when it is needed as part of an enquiry. We will ensure that we build expertise in the following areas within the first two years:
- English Literature
- English Language
- Maths Literacy
- The Sciences
- Humanities (including history, geography & philosophy/RE/ethics)
- Creative Arts (including art, music, drama, performance/dance)
- Fitness and Wellbeing (including PE, Mindfulness, Food & Nutrition)
- Languages (World and Community)
- Engineering (including computer science)
- Global citizenship (including MFL, global culture, humanities and arts)
Thinking and acting as a global citizen is hugely important. As such in addition to supporting the development of empathetic and democratic citizenship through all facets of our curriculum we will provide students with opportunities throughout the key stage to engage with cultures different from their own; this is key to enhancing tolerance of the other. As part of this we will ensure that all learners have the opportunity to pursue at least two languages in addition to English. We will support the study of community languages and will have at least 3 hours of world language instruction each week. At present we have not determined the language we would like to focus upon and will await feedback from parents and the student cohort to determine the most appropriate from either French, German, Spanish, Mandarin or Arabic.
The creative arts are extremely important as a means of enhancing creative thinking, expression and providing opportunities to reach creative solutions to the presented real-world problems. The creative arts will be delivered both as an integrated element of our Core programme of study and explicitly as part of our Exploratory curriculum. All students will have an opportunity to engage with Drama, Dance, Music and Art.
Health & Wellbeing (Physical Education) will be present across the school curriculum and day. A wider focus on student health and wellbeing and how to remain so across one’s life will be delivered through our Health & Wellbeing curriculum. This will include opportunities for students to engage in the KUS of the PE National Curriculum, through an innovative an enquiry driven manner, and to engage in additional aspects of wellbeing including Mindfulness, Yoga, and through an exploration of food, cooking and nutrition.
Literacies (English, Mathematics, Digital, Social) will be the responsibility of all teachers, who we see as the centre of accountability for these areas of a student’s development.
These literacies will be threaded throughout the Infinity Baccalaureat. Advisory, Core and Exploratory teachers will be responsible for developing pupils’ spoken language, reading, writing and vocabulary. Materials, teaching tools and all learning resources used by all teachers will accommodate the varying reading and language levels the students are at in any Key Stage, in order to accommodate the needs of our diverse cohorts. This will be furthered through specific Masterclasses.
Reading will feature heavily across our curriculum with a key text chosen to support each enquiry. This will enable learners to support one another in their understanding of key texts, genres and authors and will enable us to map out a reading strategy across the entire curriculum. Communication skills are central to our collaborative group learning pedagogy as such communication skills such as oracy and active listening will be taught, applied and sustained across the whole curriculum.
All teachers will also be responsible for developing pupils’ numeracy and mathematical reasoning so that they understand and appreciate the importance of mathematics and can apply the concepts they have been taught when solving more complex real life problems. Logical reasoning, problem solving skills, the ability to think abstractly and the use of initiative will form a large part of how we teach mathematics as we consider they are invaluable life skills. This combined with the creative arts and English literacy will make for a fascinating real-world application of mathematical literacy. This will be all be delivered in a manner which will enable students to see the direct application of mathematics. As with English Literacy the foundations of mathematics will be delivered through targeted Masterclasses.
Potential Subject Content:
- Language and Literature: which will include, at the very least, listening, viewing, presenting, speaking, reading and writing, and literature of different periods and genres. (Language and literature)
- Mathematics: which will include, at the very least, number, algebra, geometry and trigonometry, statistics and probability and discrete mathematics, plus the language and history of mathematical thought. Competency within standard mathematics will enable access to Extended mathematics. (Mathematics)
- Sciences: which will include both an integrated and individual approach to the sciences covering biology, physics chemistry, computing and astronomy. (Sciences)
- Language Acquisition: which will include German, French, Spanish with scope for additional languages and community languages as the school grows. (Language acquisition)
- Individuals and Societies: which will include, at the very least, the subjects geography, history, economics, global politics & international relations, sociology, religious studies, philosophy and ethics. (Individuals and societies)
- Design: which will include, at the very least, a balance between three key areas of digital and product design courses addressing systems, information and materials. (Design)
- Arts: which will include, at the very least, drama, visual arts, dance and music. (Arts)
- Physical and Health Education: which will include physical education, sports, adventure activities, wellbeing and food & nutrition. (Physical and health education)
In addition we will make available time within the curriculum for learners to pursue their passions and interests in the form of in-course choice, electives and Individual Projects.