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About the case study

This case study shows a curriculum with a range of key stage 4 provision at entry level, level 1, and level 2, including access to NVQ qualifications at the school and off-site. It currently meets the entitlement requirements but may use the greater flexibility to develop the curriculum.

The school

Wodensborough Community Technology College is an urban, 11-18 mixed comprehensive school in the West Midlands. There are approximately 1,000 students on roll, 13 per cent of whom have special educational needs without statements.

Rationale for the key stage 4 curriculum

The school is developing a curriculum that:

• ensures access to the curriculum for the full range of students
• meets the individual needs of all students
• provides for individual student choice and differentiated pace and progression.

The key stage 4 curriculum

The core programme includes options at entry level as well as at GCSE. English in the core for most students leads to GCSEs in English and English literature. As a pilot, some students in year 10 may take an entry level certificate, allowing them to develop their literacy skills in a unit based, staged approach, with the possibility of progression to GCSE English in year 11. Entry level is also provided as an option in science.

Science is provided in the core in three ways. For two groups the programme of study is covered over two years and students are entered for GCSE biology in year 10 and GCSE chemistry in year 11. The majority of students study the double award in applied science. The entry level alternative - Science Plus from OCR - includes industrial placements linked to the course.

All students follow GCSE short courses in religious education and design and technology as part of the core curriculum.

All students take a vocational subject option which includes GCSEs in vocational subjects, entry level certificates and an option for NVQ training off-site (at the Galton Valley Training Centre, Sandwell).

Two further option blocks include GCSE subjects, entry level certificates, and intermediate GNVQ in hospitality and catering or ICT.

The key stage 4 curriculum structure

A weekly timetable operates with 25 one-hour lessons. Option A in the curriculum structure diagram has two lessons per week in year 10 and three in year 11. Option B has three lessons per week in year 10 and two in year 11. Where possible students for whom entry level is appropriate are taught in a discrete group.

Wodensborough Community Technology College - Key stage 4: 2003-2005

View key stage 4 curriculum diagram

Vocational programmes

Students can also access NVQ motor vehicle courses at a local FE college as part of the Increased Flexibility Programme, attending college on Friday afternoons. The college session extends beyond the school day, helping to minimise the impact on the rest of the curriculum.

The school also offers City and Guilds certificate in plumbing (level 1) as part of alternative provision on site for some students who need to be re-engaged. The school used donated funds to set up a dedicated workshop, or ‘Trades Centre’, for this. A college lecturer is employed by the school on a part time basis and the group’s work is coordinated by the school’s inclusion team who also organise work placements linked to the course.

Use of GCSEs in vocational subjects

In 2002 the school provided GCSEs in vocational subjects as follows:

	Subject		Numbers			Curriculum Time
	Applied art and design		25			16 per cent
	Applied business		85			16 per cent
	Applied science		160			20 per cent
	Leisure and tourism		16			16 per cent
	Manufacturing		21			16 per cent

Group sizes range from 16 (leisure and tourism) to 28 (applied business). Most subjects have two double lessons (four hours) per week.

Art and design students have benefited from links with local art galleries (Ikon, Wednesbury and Walsall art galleries) and are involved in a mural design and painting project for the school.

The applied business course uses commercial CD-ROM resources and makes use of links with local industry. The national Littlewoods' Index distribution centre in Wednesbury hosts visits from, and makes presentations to, groups of students. Groups for visits are limited to ten students to maximise the interaction between students and industry personnel. The training manager at the distribution centre works with the business studies staff in preparing presentation materials.

Applied science is offered to the whole cohort. Links with industry include visits to the local fire service and local brewery. Personnel from the fire service have visited the school and made presentations to the students. The science department has developed short teaching modules based on the unit specifications. While the staff find this useful in covering the specifications without duplication, it is more complicated to assess coursework that might be produced across several taught modules. Staff are considering starting a module after the SATs in year 9 to help students develop a more independent learning style.

The manufacturing course has benefited from the school's involvment with Lovells and IKEA. An annual project involves students helping to build a prefabricated house, complete with fixtures and fittings, at the IKEA store in Wednesbury.

Also see

> Curriculum planning
> 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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