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About the case study

This case study shows a key stage 4 model offering differentiated pace and progression opportunities, including a range of AS subjects, within an entitlement curriculum.

The school

Davison Church of England High School is a 12-16 girls’ comprehensive school in Worthing. There are approximately 1,070 students on roll, 8 per cent of whom have special educational needs without statements. The school has specialist technology status.

Rationale for the key stage 4 curriculum

•  to ensure breadth of study for all students
• to provide a curriculum that offers appropriate extension opportunities
• to meet the individual needs and abilities of students
• to retain a focus on personal development.

The key stage 4 curriculum

The curriculum is presented to students as three ‘tracks’, with differentiated courses available within core and optional subjects. The tracks lead to different numbers of GCSEs (12, 10 and five+).

All students follow a core programme that includes English, mathematics, science (double award, triple science, single award or applied science), religious education (full GCSE), physical education, PSHE and citizenship. In addition, students must choose a technology option, a modern foreign language option and two further optional subjects. Strong mathematicians have further options in statistics or AS mathematics.

A work-related learning option allows students to take single-award science. Curriculum support is available within the languages option block for students who would benefit from doing fewer GCSEs.

The key stage 4 curriculum structure

The school operates a fortnightly timetable of 50 one-hour lessons.

View key stage 4 curriculum diagram

Student guidance

Students receive individual tutorial guidance before making their option choices. Potential fast-track students are identified from their key stage 3 results and CAT scores.

Each student receives an individualised, named option form at the end of year 9. This indicates the route (1, 2 or 3) the school thinks would be most suitable and shows which, if any, fast-track subjects are available. It also informs those students that have been identified as potential candidates for triple, double, applied or single science, two foreign languages or fast-track mathematics. None of this is limiting; students can chose between identified options and whether to take them up or not.

Students are asked for the reasons behind the decisions they make about which subjects to study. This is to focus their thoughts on their strengths and on progression. It also enables staff to prioritise if courses are oversubscribed.

Differentiated progression

Students identified as having the potential for an extended programme can take GCSE in year 10 and embark on AS study in year 11 in art, business studies, dance, mathematics, PE and textiles. In 2002, 65 students took the opportunity of AS study in these areas. The school is working with Worthing Sixth Form College to ensure appropriate progression for students embarking on AS level at key stage 4.

Seventy-seven students from the 2003-5 key stage 4 cohort opted for a fast-track subject in year 10, for progression to AS in year 11. To guard against overburdening students, the school discourages students from combining fast-track GCSE/AS with triple science or with mathematics/statistics, and no student will be allowed to choose more than one AS in year 11. This also allows students to focus on their strengths. Access to AS study is not limited to one pathway. For example, a student could combine single science and work-related learning with AS study in art, dance or PE.

In year 11, AS business studies and AS PE will cover one unit, with the possibility of continuing the same specification at the Worthing Sixth Form College. AS textiles and AS dance classes have additional after-school sessions provided in partnership with the college; students from the college can also attend these classes. Students opting for fast-track GCSE subjects must be prepared to attend extracurricular classes as necessary during year 10.

The work-related learning option (route 3) includes guidance on obtaining employment and incorporates industry and workplace visits.

A small number of students (fewer than 5 per cent of the cohort) might be offered a one-day per fortnight work placement together with fewer GCSE subjects and individual support.

The entitlement areas

The school’s 2003 key stage 4 curriculum meets the entitlement area proposals for 2004. It is based on a broad and balanced national curriculum offer and provides students with a good deal of choice. There is a range of five different courses in the technology option and the school intends to maintain a compulsory design technology option in 2004, in keeping with its technology status. Three languages are offered and there is a full range of courses in the arts and the humanities.

Offering the wide range of entitlement subjects has not been achieved at the expense of the compulsory core, which in addition to English, mathematics, PE and PSHE/citizenship offers several science options and the opportunity for students to take GCSE religious education. ICT is taught across the curriculum and can lead to a key skills qualification.

Also see

> Collaboration
> Curriculum planning
> Pace and progression
> Statutory entitlement areas at key stage 4
> Using GCSEs in vocational subjects within the key stage 4 curriculum

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Page updated: Tuesday, August 10, 2004
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