Curriculum Overview and Information Downloads.

 

The curriculum is designed around both local and national needs. We teach a traditional 3 year key stage 3 and 2 year key stage 4 although we promote the need to bring GCSE related terminology and content from key stage 4 down into key stage 3 and this should now form part of the schemes of work in key stage 3 more predominantly in year 9. Progress and Attainment 8 have been given due consideration and the weighting of the subjects in each area are now reflected in the amount of time allocated to the timetable. The needs of the students in our local area have also been considered as we continue to take a small number of students at the end of KS2 with levels well below national average and as such have the Pathways curriculum from year 7 with this small cohort. On a larger yet still local scale, considering the labour market trends in the Leeds City Region means departments such as Technology and Computing needs to remain a strong feature of our 5 year curriculum.

PSCHE is still a core timetabled subject delivered to every student from year 7 to year 11 and due to the levels of deprivation and low aspirations in the locality it will remain so. In KS4 a large portion of the PSHCE time is spent ensuring adequate post 16 provision is in place, ultimately ensuring we have destinations for our students for post 16 and reducing the amount of NEETs which is currently 2.96% against a national of 6.6% and local of 4.4%. RE is still a core timetabled subject delivered to every student from year 7 to year 9, at KS4 it is an option subject. RE remains a valuable part of our curriculum due to its ability to introduce the diversity which is sometimes lacking in our community due to its very low proportion of BME groups which our students are exposed to. Religion and faith is not a large part of our community and therefore some students do not understand the need to teach RE. We are aiming to redevelop RE so that the connotations of religion do not cloud the moral undertones of the subject, a title of Ethics & Morals is one possibility. Both PSHCE and RE enables us to deliver some of key themes regarding British Values.

To bring us in line with national education policies of Progress & Attainment 8 hours mainly in English, Maths & Science have increased. As an indication of our intention to raise standards in the core subjects, in comparison to students who started at Carleton in year 7 in 2010 (left summer 2015), those who now start at Carleton in year 7 and stay for 5 years will have an extra 137 hrs in English (equivalent of an extra year of teaching), an extra 78 hrs in Maths and an extra 39 hrs in Science.

 

curriculum

 

The year 7 & 8 curriculum is traditional although we expect to see some GCSE terminology and content being explained and brought into the classrooms. In the majority of subjects students are placed into at least 3 ability sets in each of the two sectors, furthermore there is the separate Pathways sector in each year group for the students who are very low ability on entry to high school. Setting is organised by subject co-ordinators collaborating to create ability sets which span several subjects due to the timetabling model. English, Maths and Science co-ordinators have total control over the setting arrangements for their subject.

In year 9 English, Maths, and Science begin their GCSE course. The remainder of the curriculum is built to allow some element of choice for students related to GCSE options. The model allows for students to start with the broad range of subjects studied in year 7 and year 8 but for these to narrow during the year to allow those with a desire to study the course at GCSE level to begin some of the GCSE course. Those students who do not wish to pursue the subject at GCSE remain in the subject area to work on skills or other areas of the subject that may lie outside of the general curriculum. For example, in MFL rather than being taught the language students may begin to understand the culture, heritage, geography and food of the country.

In year 10 and 11 students study English, Maths and Science at GCSE, they all have PE, PSHCE and choose 4 options of which every student is directed to choose at least one EBACC subject. In the last 2 years we have reduced the number of options from 5 (4 hours per fortnight) to 4 (5 hours per fortnight) which gives an extra 36 hours over the 2 years for each option subject. The full EBACC suite is promoted to all students and parents however it is optional. Except in the option subjects, students are placed in three ability bands (X,Y and Z) for the purpose of teaching and setting. X is the higher ability, Y is the lower ability and Z is the pathways students. The X band has around 100 students, 4 sets with a ratio of around 1:25. The Y&Z band have around 50 students in total, 3 sets with a ratio of 1:17 and are taught together to allow movement and integration from pathways this also prevents a ceiling being placed on progress of the pathways students. Research into the grade distribution of students showed that banding reduced the amount of grades staff taught to in each set, reduces some of the need for differentiation and improves teaching focus. The current Y11’s are the first year group to have gone through this process and once they have received their results in 2017 we will review its success. The students in YZ band will benefit from the better ratio of staff to students.

Three Stop The Clock Day’s are included in our annual timetable. These are opportunities for departments to work collaboratively across subjects to enrich the learning experience of the students. Subjects run trips to support the curriculum and also promote areas of it. External providers are also bought in to deliver and show elements of the curriculum that one hour lessons cannot allow for. Examples from our most recent STCD are:

• Y7 Animals Day – Science and Humanities – external providers and teaching staff
• Y8 Religion Day – RE and Social Sciences – external providers and teaching staff
• Y9 Sport and Media Day – PE and Computing – teaching staff
• Y9 Bradford Film and TV museum trip – Food Technology – teaching staff
• Y10 English & Tree of Knowledge – English – external providers and teaching staff
• Y11 Maths & Tree of knowledge, exam stress – external providers and teaching staff

 

If you require further information please see the pages relating to each faculty in the Curriculum menu at the top of the page or contact Mr A Holland, our Assistant Head responsible for the Curriculum.

 

Spiritual, Moral, Social and Cultural & British Values Statement.


Our approach to SMSC and British Values is built into lessons delivered at Carleton Community High School. Through mutual respect, tolerance and collaboration we believe we are encouraging students to contribute to a full and positive participation in life in Britain today. Put simply, we want to develop young people into adults who you would ‘be happy to live next door to’. Carleton is dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensuring that we promote and reinforce SMSC and British Values to all our students.

We recognise the multi-cultural and changing nature of society in the United Kingdom. Therefore RE remains a valuable part of our curriculum. Through these lessons it is easy to introduce the idea of diversity which is sometimes lacking in our community due to the very low proportion of BME groups on roll. Religion and faith is not a large part of our community and therefore some students are not exposed to the diversity on offer in other parts of the country. Both PSHCE and RE enables us to deliver some key themes regarding British Values.

The ethos of Carleton is traditionally one of a caring, and understanding community which values truth, honesty, respect for property, and self-discipline. Our ethos follows equal opportunities guidance in that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. We have fostered the Carleton Learning Partnership which actively promotes positive behaviour in school both in lessons and at social times. The school deals well with bullying, cheating, deceit, cruelty and dishonesty. Adults model and promote expected behaviour, treating all people as valuable individuals and showing respect for students and their families. We also understand the vital role we have in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

British values, such as democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs, are actively promoted at Carleton through:

• Aims and ethos statement.
• Student Voice activities.
• PSHCE lessons.
• RE lessons.
• PE lessons.
• Discussions within other subjects.
• Extra-Curricular activities.
• Remembrance assembly and activities.
• Assemblies.
• Fundraising events linked to a selection of charities
• Sporting events and fixtures.
• Educational visits and other Learning Outside the Classroom.
• Behaviour Policy
• Carleton Learning Partnership
• Work Experience placements
• Stop The Clock Days
• Staff recruitment
• Head Boy and Girl elections
• Senior ambassador interviews
• GCSE options procedures
• Anti Bullying week and assemblies
• E safety assemblies
• Restorative practices

We support the spiritual development of our students to enable them to develop their:

• Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values.
• Sense of enjoyment and fascination in learning about themselves, others and the world around them.
• Use of imagination and creativity in their learning.
• Willingness to reflect on their experiences.

We support the moral development of our students to enable them to develop their:

• Ability to recognise the difference between right and wrong, and to apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England.
• Understanding of the consequences of their behaviour and actions.
• Interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.

We support the social development of our students to enable them to develop their:

• Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds.
• Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively.
• Acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

We support the cultural development of our students to enable them to develop their:

• Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others.
• Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain.
• Knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.
• Willingness to participate in and respond positively to artistic, sporting and cultural opportunities.
• Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity.
• Tolerance towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Through the range of activities offered we aim to enable our students to develop their:

• Self-knowledge, self-esteem and self-confidence.
• Their acceptance of responsibility for their behaviour.
• Their understanding of how they can contribute positively to the lives of those living and working in our community and to the wider society.
• Tolerance, understanding and respect for their own and other cultures.
• Respect for other people, with particular regard to the protected characteristics set out in the Equality Act 2010.
• Respect for democracy and support for participation in the democratic process.

These are the skills and attitudes we believe will allow our students to participate fully in and contribute positively to life in modern Britain.

The school has invested in ‘SMSC gridmaker’ which assists in the monitoring of students’ exposure to the British Values agenda, providing a snapshot periodically to aid development.

 

For further 

Year 10 Curriculum Information

 

The documents that can be downloaded below contain information that should help students as they move into KS4.  They are also useful for the parent/carers of these students.  Further information on a particular subject can be found by following the links under Curriculum on the main menu bar.

 

Art & Design - Fine Art GCSE Drama GCSE Music GCSE
Art Textiles GCSE English & English Lit GCSE Pastoral & Behaviour Support
Business GCSE  English Presentation Pathways
Citizenship GCSE  Geography P.E. GCSE
Computer Science GCSE  Health & Social Care R.E. GCSE 
Dance GCSE  History  Science GCSE 
Design & Technology - Food Technology GCSE iMedia Cambridge National  Workskills 
Design & Technology - Graphic Products Modern Foreign Languages  
Design & Technology - Product Design Maths GCSE   

 

Year 11 Curriculum Information

 

The documents that can be downloaded below contain information that should help students entering Year 11, with many hints and advice about course content and tips about what is needed for the course-work and examinations

 

 

Fine Art Drama GCSE Music BTEC
Art Textiles GCSE English & English Lit GCSE Music GCSE
Beat Exam Stress Exam Tips Pastoral & Behaviour Support
Business Geography Pathways
Citizenship GCSE  Glossary P.E. GCSE
Computer Science GCSE  Health & Social Care R.E. GCSE
Dance GCSE  History  Science GCSE 
Design & Technology - Food Technology GCSE I.T.  
Design & Technology - Graphic Products Modern Foreign Languages  
Design & Technology - Product Design Maths GCSE