Overview of KS2, KS3, KS4

Key Stage 2 Curriculum

The transition from primary to second education is a significant challenge for all pupils so it is particularly important for our pupils, and the challenges they face, to ensure we prepare them as thoroughly as possible.  Our Key Stage 2 curriculum has been carefully designed to ensure we are meeting the requirements of the National Curriculum at Key Stage 2 but also preparing our pupils for the transition. There is a particular focus on social and emotional development, early reading and addressing any gaps in fundamental knowledge to prepare pupils to access the curriculum at Key Stage 3. The timetable is constructed to provide regular opportunities for Key Stage 2 pupils to access lessons and social times at the main school site to enable relationships to be established with staff and other pupils

Subjects delivered at KS2

Key Stage 3 Curriculum

To fulfil the school ethos of Preparing for Positive Futures, the first step is to ensure all our pupils possess the fundamental skills to be able to learn in a classroom environment.  Throughout Key Stage 3 there is a focus on providing regular opportunities to develop socially and emotionally and embed behaviours for learning.  This focus is maintained throughout Key Stage 3 and addressed through curriculum lessons and bespoke SEMH interventions (see Key Work and Interventions).   As part of the Key Stage 3 curriculum, another focus is to address any gaps in academic learning, develop reading (including early reading) and remove any barriers to accessing the National Curriculum.

Our pupils follow the National Curriculum in Maths, English, Science, PE, Food Technology and Computing.   Maths and English are delivered 5 times a week to ensure our pupils are secure in essential numeracy and literacy skills.  Each class in KS3 follows a nurture-based approach with a class teacher and a support team who deliver the majority of lessons.  For more specialised subjects such as Science, PE, DT and Food Technology, specialist staff are used alongside the class team. 

Key Stage 4 curriculum

Having prioritised social and emotional development, behaviours for learning and addressing gaps in knowledge in Key Stage 3 we can then focus on ensuring our pupils leave with the knowledge, life skills, career guidance and qualifications to match their potential.  Social and Emotional development remains an integral part of the Key Stage 4 curriculum but having a secure foundation from Key Stage 3 allows our pupils the opportunity to focus on: meeting their potential, achieving the best outcomes possible and being equipped with the resilience, self-regulation and independence to successfully transition to post-16 education, training and employment.   

Pupils leave High Well with a range of qualifications including GCSE, Functional Skills, ASDAN and Step Up and Entry Level Certificates.  Accreditation will be across a range of subjects including Maths, English, Science, PE, Computing, CoPE, Employability and Food Technology. On entering Key Stage 4, pupils select subjects from Option blocks, allowing them to focus on areas of interest.

Option Block 1 – Catering and PE

Option Block 2 – Design Technology and Computing

Maths and English are delivered a minimum of 4 times per week at KS4 to ensure that all pupils leave with functional levels of literacy and numeracy.   In KS4, support staff remain consistent within each class however in preparation for post 16 provision teaching staff vary and are linked to specific subject areas. 

Courses available at KS4:

• GCSE English, Mathematics and Science
• Functional Skills English, Mathematics & ICT at levels 1&2
• Step Up Award English, Mathematics & Science Bronze, Silver & Gold
• BTEC Home Cooking Skills L1 & 2
• BTEC Sport L1 & 2
• Cambridge Nationals iMedia
• ASDAN short courses: Employability and Independent Living 

/docs/Curriculum/KS4_Outcomes_Academic_Year_2023.docx

The social and emotional curriculum

In order to be successful in life, all pupils need to leave school with the appropriate social and emotional skills to: 

• reach their goals/aspirations for life after school
• access and remain in further education, employment or training,
• keep themselves safe
• contribute positively to society.  

It is important at High Well that we equip our pupils with not only the necessary academic qualifications but also support our pupils to: 

• manage and regulate their own feelings and emotions 
• develop their resilience
• be able to face new situations and challenges with confidence, not giving up at the first hurdle. 

In order to ensure our whole school community is fully immersed in our school ethos we dedicate lessons specifically to Preparing for Positive Futures.  These lessons cover a variety of areas with the overall aim being to develop social skills and emotional resilience whilst providing pupils with the knowledge to make safe and informed choices about life in modern Britain.  They are delivered by the staff in school alongside other professionals from a range of specialist organisations including, Change Go Live (substance misuse education) and Spectrum (Relationships and sexual education) and through one-to-one meetings with our Independent Careers Advisor, Jo Sergeant. 

The following areas are included in PPF and RE lessons: 

• PSHE national curriculum, including Sex Education
• Careers advice
• SMSC (spiritual, moral, social and cultural development)
• PREVENT strategy (extremism in our society)
• CCE
• Religions and faiths
• Access to employers and places of work (compliant with the Gatsby Benchmarks)

As pupils progress to KS4 the priority of the school ethos is preparing the pupils for the next phase of their journey after High Well: further education, training or employment. 

In KS4, work placements can be offered to give pupils a taste of life as an employee.  Placements are chosen on the basis of individual needs and interests and are linked to an area where a pupil may want to progress to Post 16.  

We work closely with the Partnership Manager at Wakefield College to ensure that the transition to Post 16 is as smooth as possible.   Representatives from Wakefield College attend the EHCP review meetings for all Year 11 pupils to support with choosing an appropriate course linked to pupil and parent/carer aspirations and ensuring they understand are able to meet individual pupil needs.  If a pupil is demonstrating readiness for college in Year 10 then it is possible to partake in an early college transfer (ECT) in Year 11 where they spend 3 days per week in college and 2 days per week in school. 

Key work and Intervention

All pupils at High Well have an Education Health and Care Plan (EHCP).  Our pupils have a wide range of needs that need further support that extends beyond the core curriculum offer.

All classes have at least one Intervention lesson within their weekly timetable which allows teachers to deliver bespoke lessons and activities aimed at addressing the needs of the class. 

Key work sessions are also built into every teacher’s timetable.  This allows teachers and staff to provide targeted work aimed at addressing the needs of individuals in line with what is identified within the EHCP.  Our children have unique needs so it is often necessary for teachers to plan and deliver a bespoke piece of work to one individual, away from the rest of the class, to support them towards meeting the outcomes outline in the EHCP.

Reading

Reading is a priority throughout school.  There is an identified phonics trained reading lead who is developing reading across the school to ensure that all pupils are functional readers and can access the curriculum.  Rigorous baseline assessment is in place with each pupil assigned an area for development and appropriate intervention if required.  Reading Assessments used are: Fresh Start assessment for phonics screening and the Hodder Reading test

Reading is assessed on a termly basis to measure the impact of interventions and ensure pupils’ reading is improving. Pupils are provided with daily opportunities to read for pleasure; reading lessons are on the timetable in every class and pupils have regular access to our library.  For pupils with reading ages at least 4 years less than their chronological age, phonics screening assessments are in place. The results of the screening will allow appropriate interventions to be put in place to rapidly close the gap.  In order to improve reading ages, comprehension skills and encourage a positive attitude to reading, comprehension exercises occur on a weekly basis within KS3.  

Alternative Provisions

Pupils have access to a range of alternative provisions including Reverse the Cycle and Keats Engineering and Education.  

Reverse the Cycle is a project which involves bicycle maintenance.  Not only does it support our pupils to develop new skills which they may utilise outside of school, but also exposes them to learning in an employment style environment with other adults and pupils from different schools and communities. 

Keats Engineering and Education offer separate opportunities to develop knowledge in skills in both Engineering and Sports Coaching.  A blend of practical and theoretical lessons provides our pupils the opportunity to experience an environment which may be a future career.

Our Curriculum policy can be found within our Policies page and please direct any queries to our Curriculum lead Mrs Tara Mckinnon, Assistant Headteacher on 01924 572100.