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The Holy Cross School


		11-16 schools

		6th form schools

		Colleges

About the case study

This case study describes one school's key stage 4 curriculum, which includes different pathways through a range of subjects to meet the differing needs of students. The school delivers a work-related learning programme for all students in years 10 and 11. It is now checking that its work-related learning provision meets the statutory requirement and is reviewing future plans.

The school

Holy Cross School is an 11-18 Roman Catholic school for girls in the Royal Borough of Kingston that has a sixth form federated with the nearby Roman Catholic school for boys. The school has approximately 870 students on roll, with a five-form entry intake covering the full ability spectrum. 17% of students at the school have special educational needs.

The school draws its students from a wide geographical area and a variety of environments. While the school’s ethnic composition is predominantly white, there is considerable cultural and ethnic diversity within the school community.

The school was recently awarded science college status and has plans in place for major building work to be completed in September 2007. Other recent awards include School Achievement Awards for the last two years and The Sportsmark Award from the English Sports Council.

Current provision at key stage 4

Curriculum provision

The school aims to provide a broad, flexible and coherent curriculum at key stage 4 that addresses all statutory requirements and meets the needs of all students. Access to vocational courses is open to all students and those who do not opt for this provision benefit from additional work-related activities that are designed for the whole cohort.

All students follow a core curriculum in English, mathematics, science (single or double award), RE, ICT, PE and citizenship/PSHE (including careers education and NRA/Progress File). They then have a choice of pathways. Two of the three pathways offer double awards in GCSE Health and Social Care, Intermediate GNVQ Art and Design, Intermediate GNVQ ICT, and Intermediate GNVQ Media. Single award courses are available in food technology, textile technology, graphics technology, media studies and resistant materials.

College links

Year 10 students who choose a vocational route but who are likely to find some of their key stage 4 courses difficult are encouraged to take pathway one. For this group the curriculum has been condensed into four days of the week. The fifth day, Friday, is available for practical/NVQ college-link courses, for example hairdressing, ICT, and motor vehicle maintenance. Some year 11 students take an engineering course for one day per week at college.

Working with partners

The most popular key stage 4 vocational course this year is media, with 30 students; the other three courses each attract roughly half this number. The school is investigating ways in which local employers (from the borough register) can be involved in these courses, by supporting school-based projects, by allowing students to visit the workplace as a group, or by taking on individuals or pairs for work experience on their premises.

The school operates a 25 x 1 hour timetable and there are opportunities for students to undertake a period of extended work experience on one particular afternoon without missing lessons in another subject. The school also has local links with Age Concern and some nursery schools. A number of health workers, from the school nurse to a physiotherapist, have given talks to students with an interest in that area.

Meeting the statutory requirement for work-related learning in key stage 4

Curriculum audit

About 55% of the year 10 cohort have chosen a pathway, in which no vocational subjects are taken. Additional whole-cohort activities ensure that these students get their entitlement to adequate work-related learning. The school has carried out an audit of its work-related provision across all subjects, based on the QCA guidance document and advice from Kingston LEA. Heads of department filled in a proforma using their schemes of work in relation to the nine areas of the framework. This showed good coverage at key stage 4.

Subject enrichment

Work experience is followed up by presentations in drama and through extended discussions in English lessons. Students investigate jobs and careers related to various subjects and in some cases work directly with people in related industries (for example with London Mozart Players in music, with museum staff in history). In geography they gain understanding of factors contributing to economic development. Key skills are used and recognised widely in the curriculum, for instance number skills for costing products in technology, and skills of improving learning and performance in the academic reviews and target-setting sessions. The school has identified a few gaps in its key stage 4 provision and is looking to build on core subjects, including citizenship and careers.

Discrete provision

To meet the work-related learning requirement of all students the school delivers a range of whole-cohort activities and events during key stage 4. For example, early in year 11 all students undertake two weeks' block work experience, when they recognise and develop their skills for employment. An extensive work experience preparation programme covers health and safety issues and the key skills. All students also take part in the Young Enterprise programme ‘Project Business’. This is a series of weekly sessions which, with support from volunteer business partners, enhance students’ economic and industrial understanding in a work context and build enterprise skills during hands-on sessions.

Careers education and guidance

Careers information is widely disseminated and students have a full programme of careers education within the citizenship/PSHE curriculum. The school's processes for recording achievement ensure that students know their own strengths and weaknesses and can set and meet targets. The school's processes for careers education and guidance and for records of achievement have both been fully accredited through a regional scheme operated by the South East Records of Achievement Consortium (SERA) and Prospects Careers Service.

Students also have opportunities in key stage 4 to carry out the ‘About Me’ exercise on the Fast Tomato website, which reinforces students' self awareness about their potential career areas. Other relevant activities for students include the Duke of Edinburgh Award Scheme and various subject challenges, for example in science and in food technology.

Future plans

When the intermediate GNVQ programmes finish, the school will look at introducing the equivalent applied GSCE subjects or BTEC courses. However there is no media equivalent in the GCSE vocational subjects, so the school may decide to deliver a media GCSE through English lessons.

The school is currently updating its policy for work-related learning, having completed an audit in the light of the recent QCA guidance, to check the provision for students on each pathway. The coordinator for work-related learning has developed a revised policy, in consultation with the senior management team. The coordinator also had support from Kingston LEA and from Kingston and Merton Education Business Partnership.

Long-term plans, covering inclusion and students’ prior attainment and needs, will take into account the implications of the Increased Flexibility Programme and the new 14-19 agenda. The school will consider developing a CACHE course but this would have to link to the completion of the major building works, which will include a crèche. Vocational courses are expanding and the new buildings will have a designated vocational area plus media and ICT facilities and music and drama suites. The school will look carefully at the accredited BTEC courses available by then with a view to introducing new developments, perhaps in music technology or theatre design.