Curriculum Vision and Intent
At John Masefield High School, our aim is to provide excellent and enjoyable learning for all of our students through a broad and balanced curriculum, with opportunity for some specialisation in areas of strength or interest from Year 9 onwards. Through developing excellent knowledge in each of our faculty areas and a broader appreciation of culture, our students develop a love of learning. Through our curriculum we strive to develop in our students the qualities of being conscientious, considerate and co-operative and to enhance their opportunities for life. By ensuring the curriculum is well planned with clearly defined end points and is carefully sequenced we ensure that our students know more, remember more, and understand better.
Each of our curriculum areas has judiciously identified key knowledge that will enable students to have a secure understanding of our cultural heritage and the world around us. We have made sure that this key knowledge at least matches or goes beyond national curriculum requirements in all subject areas.
Our curriculum has been carefully sequenced so that students acquire mastery and embed deep and rich knowledge webs in long term memory. Our students are given many opportunities to apply this knowledge in a broad range of academic and vocational studies, so that they become fluent and skilful in application. This enables our students to not only achieve success in examinations at GCSE and Advanced Level, but also to solve complex real-life problems.
Curriculum subjects have identified precisely defined ‘end points’ for each module. They have then planned the small components of learning students need to achieve each end point.
Curriculum breadth and balance
A key principle of our curriculum design is to provide a broad, enriching cultural experience through our teaching of subjects and our extensive enrichment programme. This cultural experience includes a wide range of clubs, cultural visits and leadership opportunities so that students enjoy learning and understand how so many aspects of science, the arts and culture are interconnected in a fascinating and exciting way. For example, all students in key stage three visit the theatre, museums and galleries, learn to play two musical instruments to a basic standard and have the opportunity to visit France and Germany for a low cost cultural and languages visit. We ensure that nothing stands in the way of all students taking full advantage of all the school has to offer. Disadvantaged students are supported with costs so that all can afford to attend. Similar opportunities for older students include all physicists visiting the Large Hadron Collider at CERN in Switzerland, a cultural and literary weekend in London for all students studying English and arts subjects, a French exchange and numerous university and employer visits.
In designing our subject curricula, our subject leaders have carefully sequenced the teaching of knowledge, so key concepts that underpin understanding and later knowledge are covered earlier in the course, and then revisited on numerous occasions as more detailed knowledge is built. We have been led by respected research in cognitive science; the understanding that spiralling knowledge acquisition by constantly revisiting prior learning and ensuring knowledge is embedded in long term memory, is fundamental to designing a high-quality curriculum. We recognise that short term memory is limited and unreliable. Therefore, we always strive to connect new learning to previous experience and knowledge and make learning relevant to real world contexts, this helps embed learning in longer term memory.
Homework and assessment
Our curriculum is designed to fully engage pupils outside the classroom by integrating homework tasks. These are carefully planned to reinforce recent and past learning and enhancing fluency by ensuring students apply new knowledge to a wide variety of contexts.
Assessment is designed so that teachers are continually reviewing how well students are learning and are adapting their teaching to address this. Key features of how we assess students includes the following:
- In nearly all lessons teachers set a starter task for students to commence working as soon as they arrive in the classroom. The vast majority of starter tasks review key knowledge learnt. This enables the teacher to decide whether students need additional teaching or support before moving on to the main teaching points for the lesson.
- After the main teaching episode, the teacher checks whether students understand by questioning or checking work, to decide what further reinforcement of the main teaching points are needed.
- In the last few minutes of each lesson the teacher uses a plenary activity to gauge how well the students have understood the main teaching points. This helps the teacher plan the next lesson effectively.
- Students are given a check sheet issued by each subject detailing the key learning points they will cover in each half term, so they can rate their learning and revise areas they have not yet mastered.
- Homework tasks review key learning points in class and are self-marked by students so that they can see for themselves how to improve. Teachers check homework has been completed and give feedback to the class and individual students.
- Students complete a test or assessment in the final week of each half term. 50% of the marks are allocated to the key learning points covered during the half term, whilst the rest of the marks are for topics covered previously to test whether the students have retained their learning in long term memory. Tests and assessments are marked as a percentage. Students review the tests in class so that they are aware of further learning needed on topics covered.
- We will amend our system of progress checks and reports in the academic year 2022-23 to give students average percentage mark for the year so far, alongside class and year group averages.
Support and challenge
We are aware that students learn at different rates and that some students will find learning more difficult than others. A core principle for us is all students are supported to learn. In order to achieve this, we put in place additional structure, small group and individual support to help students struggling to learn key knowledge. We set students who have mastered key knowledge more complex challenges, where they are required to apply their knowledge to solve a variety of abstract and real-life problems.
Supporting students with special educational needs and/or disabilities (SEND)
We are determined that all students including those with SEND have full access to our ambitious and challenging curriculum. In order to achieve this, we have put in place the following:
- The core principle of mastery – that through structure, support and additional help all students are enabled to access the full curriculum, to understand the key concepts and retain essential knowledge in long term memory. All teachers use teaching methods that are evidence based and have been proven to be effective with SEND and disadvantaged students. We ensure key knowledge is constantly reviewed and revisited to embed the key knowledge in long term memory and use ‘scaffolding’ where needed so that all students are building their knowledge incrementally. We then give practice applying the knowledge in scenarios of gradually increasing complexity. In this way students gain fluency and confidence.
- We have identified weak reading comprehension as a major obstacle to learning. Each year between 10 and 15 students join us in Year 7 with reading ages of 8 years or lower. These students have intensive support via our reading recovery programme. They work with a skilled specialist teacher in small groups of 6 to 8 students. We have found that students participating in the programme typically increase their reading age by two to three years. In addition, we provide the following reading support:
- One-to-one reading daily with trained staff
- Regular paired reading with student reading buddies
- One to one bespoke support for students facing specific difficulties
- The ‘stage not age’ system used for teaching mathematics gives each Year 7 student access to a high-quality mathematics curriculum. All students are exposed to a curriculum that is pitched at the level of knowledge, understanding and fluency they acquired at primary school, which builds secure mathematical knowledge and understanding. The sequencing of learning in mathematics is carefully arranged to build new knowledge upon prior learning and constantly revisit key concepts and ideas in a range of contexts. The mathematics teachers place particular emphasis on identifying misconceptions, so that these can be quickly addressed. This approach particularly benefits students with SEND and accelerates their progress in mathematics. For students who struggle with mathematics and numeracy one-to-one teaching with qualified mathematics teachers, sixth form learning support assistants and ‘maths buddies’ builds confidence and helps students deal with misconceptions.
- ‘The Hub’ is a learning centre based in two classrooms led by our Inclusion Coordinator and our Special Educational Needs and Disabilities Co-ordinator (SENDCO). It provides bespoke support for students with SEND and also for those suffering with anxiety and other mental health issues. The Hub is staffed by specialists who confidently lead intervention programmes in numeracy, literacy, reading, handwriting, self-esteem and confidence, social skills, and other areas identified for individual students eg through an Education and Health Care Plan or a Pastoral Support Plan.
The Core Curriculum
Our ‘Core Curriculum’ spans Year 7 to Year 11 and has been carefully thought through to build students’ key knowledge, fluency and understanding. In this way, it avoids a strict division between key stage three and four. We are convinced that this approach ensures coherent and progressive learning, is effective in developing a secure knowledge base in longer term memory and has the potential to make learning both relevant and exciting.
All students study the following subjects throughout their time at JMHS in Years 7-11:
- English Language and Literature
- Science including Biology, Chemistry and Physics and ‘how science works’
- Physical Education
- Relationships and Sex Education
- Personal, Social, Health and Careers Education
- Religious Education and Citizenship
The English Baccalaureate (EBacc)
Underpinning our Core Curriculum is the EBacc. The EBacc consists of English language and literature, mathematics, science, a modern foreign language and either history or geography. We strongly believe that the EBacc particularly when combined with creative, practical or vocational subjects provides students with an excellent knowledge of the modern world and an appreciation and enjoyment of culture that will help students succeed in life and gain all the advantages of a broad and enriching education. We are ambitious in our expectation that the large majority of our students will follow the EBacc, and this large number will grow year on year. For the Year 9 cohort in the academic year 2022-23, 95% of students will study all five areas of the EBacc until the end of Year 11.
English Language and Literature
The English curriculum focusses on incrementally developing knowledge of the craft of the writer, and the response of the reader. In Year 7, students build knowledge of the fundamentals of a writer’s craft: setting, characterisation and context; this knowledge is subsequently spiralled throughout Years 7 to 11. Students learn how a writer uses techniques to create meaning and consolidate this knowledge in their own writing. In this way, the English curriculum aims to ensure that all students develop and utilise a wide vocabulary, become confident and competent readers and write clearly, accurately, coherently and engagingly for a range of purposes and audiences. The curriculum plans make use of discussion in class so that students can become effective at explaining their own views and listening to those of others both informally and formally. Through our teaching of English, we develop cultural capital by: fostering a love of reading; becoming confident in writing, and talking about lives beyond their own, whilst appreciating great literature, poetry and drama.
Our mathematics curriculum has been developed drawing influences from other mastery curriculums from both within the UK and around the globe. The mathematics faculty was fortunate enough to be a host school in one of the early phases of the Shanghai teacher exchange program. This experience and subsequent work led to a strong understanding in how we order topics and how concepts are subsequently built upon.
Students in all years are taught mathematical content to extend their level of prior attainment. Within each year group students cover one stage of learning. Every stage is split into 14 equally sized blocks of work which are covered over an 8 lesson period (generally taking 2 weeks). Within each stage the ordering of the blocks of work has been very carefully considered and subsequently refined. There is a strong focus on numerical and algebraic skills within the earlier blocks of each stage. These skills are then built upon within later blocks where there is a focus on geometrical and data handling skills, in addition to continuing to build fluency with number and algebra.
In all years an emphasis is placed on students mastering key ideas and concepts. Every lesson has a highly focussed lesson objective. Strategies such as concept/non-concept, directly tackling misconceptions and careful building of skills are used within the majority of lessons. There is a key emphasis placed upon students developing their mathematical vocabulary and accurate use of mathematical notation. Students are given the opportunity to develop their skills by being presented with questions that focus on fluency, reasoning and problem-solving.
As a result of the carefully planned mastery curriculum in mathematics, students make strong progress and many go on to achieve success on one of our four advanced level mathematics courses (mathematics, further mathematics, accountancy and mathematical studies).
The key stage three science curriculum at JMHS has been carefully designed to engage students and build upon the knowledge that they have developed during primary school. The curriculum is carefully sequenced, so that fundamental knowledge and key ideas are first visited early in the course then revisited multiple times. In this way, knowledge is built upon and connected to a wide variety of scientific applications.
At key stage three our bespoke curriculum is structured around the following principles, and we continue to build on and develop skills across these areas throughout GCSE and A Level study:
- Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
- Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
- Equip all students with the scientific knowledge required to understand the uses and implications of science, today and for the future.
During the final term of Year 9, students, carefully supported and guided by their science teacher, choose whether to study combined science or three separate sciences to GCSE. Each year between 35% and 40% of students study the three separate sciences to GCSE. Two-thirds of the course content is common to both options, with a third of the course for separate science building on from and extending this common content, supplemented by additional content unique to the separate science course. Depending on the progress of individual students, either course is appropriate to prepare students for A Level study. The percentage of our sixth formers studying at least one scientific subject to advanced level is on average 40%, well above the national average and is indicative of the excellent foundation for later scientific study built into key stages three and four.
History and Geography
Our aim of providing a rich and varied curriculum and of ensuring that all students have the cultural capital to lead full and rewarding lives, is reflected in our appreciation of the importance of the humanities subjects. In addition to students learning about the past and the world today, students develop their thinking skills, oracy and literacy. All students study history and geography in Year 7 and Year 8 for two hours per week in each subject to enable us to fully cover and go beyond the national curriculum content by the end of Year 8. At this point, students are guided to choose to study history, geography or history and geography to GCSE. During Year 9 students have a transitional year between KS3 and GCSE, developing the knowledge and skills they need to succeed with GCSE work in Year 10 and Year 11.
Modern Foreign Languages (MFL)
In MFL, all Year 7 students study French for a year and receive a German taster session in the spring term to give them a taste of a second language. We encourage students to take up a second language in Year 8 to enable them to become dual linguists and have a wider option of languages at GCSE.
By the end of Year 8, dual linguists are given the choice to carry both languages forward or study either French or German in Year 9, whilst single linguists will carry on with French.
Year 9 is a transition year where both single and dual linguists will revisit previous topics whilst extending their vocabulary and grammar in preparation for their GCSE.
In Year 10, the vast majority of student study French, German or both languages to GCSE. To support students Speaking skills and build their confidence, each GCSE student receives regular 1 to 1 conversation practice with our native speaking Language Assistants.
We run annual trips to France in Year 8 and Year 10 as well as to Germany in Year 9 and Year 11.
At JMHS every student participates in at least two hours of Physical Education per week. Through a well-planned curriculum, and precise teaching by knowledgeable and skilful teachers, students benefit in many ways including:
- Gaining physical fitness and understanding how to stay healthy
- Developing their knowledge and skill in a wide range of sports and activities
- Developing the personal qualities of self-discipline, teamwork, and resilience
Students are given the opportunity to participate in a wide range of extra-curricular activities, to officiate and coach and act as sports leaders. Our GCSE and A-Level PE courses enable students to develop a strong knowledge and understanding of understanding of anatomy and physiology, movement analysis, physical training, socio-cultural issues, and the psychology of sport
Religious Education and Citizenship
Religious Education and Citizenship at JMHS uses the questions of enquiry set out in the Locally Agreed Syllabus for Herefordshire (2020-2025). Our intention is to increase the cultural capital of students by introducing them to the many rich and varied traditions of thought about complex and relevant issues such as morality, mindfulness, responses to inequality, the environment and the arts.
Through a focus on religion as a ‘lived’ experience, RE at JMHS aims to support students to become informed and empathetic citizens of modern, diverse Britain and preparing them for the wider world. No one religion or worldview will take precedence above others, and students are encouraged to view ideas respectfully but critically, as well as to notice similarities common to our shared humanity.
Citizenship lessons encourage students to participate in decision-making and make them aware of the rights and opportunities available to them both immediately and in adult life as citizens of the UK. Topics covered include those such as voting, the responsible handling of money and the workings of the British justice system.
Personal, Social and Health Education (PSHE) and Relationship and Sex Education
High quality PSHE provision across JMHS is important to fully prepare every student at JMHS for a fulfilling and happy life after school. All students are provided with PSHE education via several different mechanisms which include:
- Bespoke workshops delivered by Designated Safeguarding Leader-trained senior pastoral staff (eg Year Leader or SLT member – 6 workshops per year)
- Tutor delivery (currently weekly, moves to two session per week from September 2022)
- Specialist delivery through the Science faculty (9 modules)
- Assemblies and guest visitors
- Topical opportunities (weekly picture news resource for tutor delivery)
- Literacy / class reading PSHE texts (Year 7-10) and cross-curricular activities
Students have opportunities to develop literacy, language and vocabulary through PSHE themes. This rich diet of delivery, highlighted as exemplary practice in a recent RSE / Health consultation by Herefordshire Children’s Services, ensures that a comprehensive package of PSHE learning is enjoyed by all students.
Creative, practical and vocational subjects at JMHS
Creative and Performing Arts
At JMHS we believe that arts education is vitally important for two reasons. Firstly, all young people have an entitlement to be exposed to an appreciation our cultural heritage, to be taught the basics of drawing, painting, design, dance, drama and music and be given a chance to learn about and enjoy great art works, literature, drama, poetry, dance and music. Secondly, many students are passionate and hugely motivated by their studies in the arts, eagerly participating in our annual school production, orchestra and ensembles, dance shows and much else. For this reason, the arts have a central place in our curriculum. Every student studies drama, dance, music and art at key stage 3. We build on this entitlement by offering all of these subjects at GCSE and fine art, dance, drama, graphics, music and photography in the Sixth Form. We are one of the few schools in the region to have such a strong emphasis on the arts curriculum and extra-curricular arts.
Technology and vocational subjects
Our strong academic core is complemented and supported by our ambition to fully include technological and vocational subjects in our curriculum. Our curriculum aims to ensure that these subjects are seen by our students as relevant to the ‘real world’ and as enjoyable and satisfying, not least due to the considerable amount of practical work involved. In Year 7 and Year 8 all students develop their knowledge and skills in design and technology, food and nutrition, and computing. Students are able to choose to study one or more vocational or technological subject in Years 9 to 11. Our curriculum offers a wide range of subject choices in the extended key stage 4, so that as many students as possible can study subject areas where they have a genuine strength and passion. These subjects include business studies, computer science, food and nutrition, health and social care, 3D design and travel and tourism. The opportunity to commence these subjects from Year 9 is particularly motivating for students who wish to spend time studying subjects they see as practical and relevant to their future lives.
Three Year Key Stage Four for foundation subjects
During Year 8 we have planned an extensive and carefully designed programme to help each student choose four ‘foundation subjects’ to study from Year 9 to Year 11. This programme includes:
- An impartial careers guidance as part of PSHE
- An options evening for parents and students with subject presentations
- Taster lessons in subjects they have not yet started
- The chance to talk to subject teachers and current students
- An individual interview with a senior member of staff
We have chosen to develop our vision of a three-year key stage four curriculum in foundation subjects as we strongly believe that it benefits our students. We have designed and planned our curriculum for our students because:
- Year 9 is used as a foundation year in all subjects, developing a breadth of knowledge and understanding of key concepts that will give them the confidence and a strong foundation when they start to tackle GCSE work in Year 10 and Year 11
- Our curriculum retains balance and is not narrowed as all students study either history or geography and an increasing proportion study a modern foreign language to GCSE (over 70% in Years 9-11 in 2021-22 and this will increase to 95% in Year 9 in 2022-23)
- The three-year key stage four provides greater motivation for students who are more interested and committed to their studies during Year 9
- Through very careful curriculum planning, increased teaching time and skilful delivery of the curriculum we ensure that by the end of Year 8 students fully meet national curriculum requirements in foundation subjects
- The three-year GCSE course allows subjects to be covered in more depth so that students develop a love of the subject
- Having a three-year course allows student to develop their knowledge and understanding at a steady pace, reducing stress and anxiety which is better for mental health
The enrichment curriculum
A key pillar of our curriculum is to provide all groups of students with a rich cultural experience. To make our learning enjoyable and exciting and to provide students with the cultural capital they will need to succeed in life, we plan to provide an extensive range of extra-curricular and enrichment activities. These include:
- A well-stocked and attractively presented School Library run by a full-time librarian.
- Book clubs, author visits, poets in residence and joint projects and participation in the annual Ledbury Poetry Festival.
- Regular visits to art galleries, concerts and the theatre to enhance appreciation of the visual and performing arts and support learning in the arts and English Literature.
- Over 100 students participate in musical ensembles, choirs, the jazz band, swing band and our orchestra, and play in at least two large concerts per year.
- Our annual whole school musical production with over 100 students participating including a large cast and ensemble, live band, technical team and back stage team.
- Over 80 students participate in dance clubs and perform at our two dance shows per year.
- Highly successfully after school sports clubs and teams who regularly win county championships in a wide variety of sports with particular strengths in athletics, badminton, basketball, cricket, football, handball, hockey, netball, rounders and rugby union.
- House sports competitions at least once per term in which every student participates.
- Affordable cultural and MFL visits to Normandy, Paris, Cologne, Mosel and Berlin. These are very popular and by Year 11, over 50% of students have participated and greatly enjoyed one of these visits.
- Regular opportunities for fieldwork in geography and history in which all students participate.
- Two Challenge Days per academic year in which all students participate in enrichment and off-site activities. These activities include a visit to the Black Country museum, a performing arts experience day, a practical problem-solving day, a STEM day led by a local science employer looking at drug development, an environmental awareness day, outdoor adventurous activities, university and college visits and an enterprise day based on developing and marketing a new product.
- A variety of other clubs including masterminds, environmental groups and HEAL club, chess club, art club, practical club and cookery club.
- Mathematical enrichment activities including challenge days for able mathematicians, participation in UK Individual and Team Maths Challenges for all age groups in which our mathletes have performed exceptionally well.
- A broad range of science activities including stem clubs, university and employer visits, attending lectures and practical workshops and winning the Physics Olympiad for local state and independent schools.
- The opportunity to participate in the Duke of Edinburgh Award Scheme.
- A very wide range of leadership schemes including mentoring younger students, Reading Buddies, Maths Buddies, Arts Leaders, Language Leaders, Sports Leaders, Primary Transition Leaders, Prefects, House Captains, House Sports Captains and sixth formers acting as Learning Support Assistants. These activities are particularly valuable in developing an ethic of service and the qualities of being conscientious, considerate and co-operative.