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The school

Archway School is an 11-18 mixed comprehensive school for the Stroud area and is a specialist technology school. Twenty-one per cent of students have special educational needs without statements.

The school is a member of the Stroud and Five Valleys Post-16 Consortium that also comprises two 11-16 comprehensive schools, two 11-18 single-sex grammar schools and Stroud College.

Rationale for curriculum development

The curriculum is subject to continual review and development. In planning its curriculum for 2003-5, the school’s priorities are to:

• provide a wide range of GCSE courses enabling students to follow a broad, balanced curriculum
• provide an appropriate curriculum to meet the individual needs of students
• offer greater breadth through the consortium arrangements
• provide clear pathways that enable students to access education up to 19 years of age through the Stroud Consortium
• improve post-16 participation in full-time education (the Stroud area has a history of students leaving school at 16)
• raise standards of achievement
• reflect and maintain its status as a specialist technology school.

The key stage 4 curriculum

All students follow the core of English (language and literature) mathematics, physical education, ICT and science. Most students take double-award science; some students, including those on link courses with the college, take single-award science, while the most able students take separate sciences. There is a combined course comprising religious education, citizenship and careers. Students choose one modern foreign language from French and German and one design and technology subject from a choice of four.

All students then choose an elective. The aims of the electives are to:

• give students a wide range of learning experiences
• enable students of different ages to work together
• foster an interest in activities and skills not normally part of the school curriculum
• give those who wish to the chance to take additional academic courses.

Students choose from a wide range of courses, including GCSE statistics, craft workshop, rugby, pantomime, production, orienteering and GCSE coursework support. Key stage 4 students have the opportunity to take a second language or a third (separate) science subject.

Consultation between student, parents and tutor ensures that individual students choose programmes that best reflect their ability and aptitude. While there are three pathways within the key stage 4 curriculum, the school encourages as much integration and flexibility as possible.

• Students in pathway one are taking double or triple science. They then study either two GCSE courses from a range that includes vocational subjects or GNVQ intermediate in ICT.
• Students in pathway two are taking single science. They then study either three GCSE courses from a range that includes vocational subjects or one GCSE plus GNVQ intermediate in ICT.
• Pathway three offers around 25 students a work-related experience in conjunction with Stroud College. They take one GCSE from the same range as pathways one and two. In addition, they study building craft occupations leading to NVQ level 1 or take a day release course on a work-based option in engineering, plumbing, motor vehicles or caring for children, in preparation for taking NVQs post-16.

GCSE courses in vocational subjects are delivered in the same amount of time as other GCSE subjects. Although it is possible to take two of these GCSEs, few students do so.

The key stage 4 curriculum structure

The school operates a weekly timetable of 30 lessons.

View key stage 4 curriculum diagram

The entitlement areas

The present curriculum would meet the entitlement requirements. Technology and a modern foreign language are taught to all students and subjects in the arts and humanities are offered in pathways one and two, to which all students have access.

When the new arrangements are in place in 2004, the school intends to build as much flexibility as possible into key stage 4. The core will be developed to support the vocational element of the pathways. The subjects offered as options will vary across the pathways, but all four of the entitlement areas will be offered as options. The school believes that teaching groups will be smaller and there will be more mixed ability groups. The staffing profile and configuration of specialist rooms will determine the pace at which changes can be made.

Planning across the consortium will facilitate a wider range of courses. Students will have access to subjects offered at any of the consortium schools. For example, the grammar schools will teach separate science subjects which will be made available to students from Archway School. Some of the GCSEs in vocational subjects offered at Archway will be made available to grammar school students.

Student guidance

During year 9, the tutorial programme focuses on courses available in key stage 4 and progression routes into post-16 education. Tutors play a central role in helping pupils make informed decisions. Most tutors have followed the progress of the tutor group from year 7 and all have access to data on prior performance of students and information on learning styles. Group interviews are carried out by Connexions, with some students having individual interviews. The comprehensive course guide sets out progression routes and suggests appropriate progression post-16.

Collaboration

The Stroud and Five Valleys consortium, originally established to improve post-16 provision, is now influencing the key stage 4 offer. Planning towards a 14-19 integrated curriculum is well advanced. Provision is being planned as a whole so that there is clear progression beyond key stage 4.

Prior to 2000, Archway School, the grammar schools and the college were independently providing post-16 courses. With the exception of the grammar schools, the percentage of students remaining in education after 16 was relatively low at less than 50 per cent, with only about 300 of the potential 600-650 potential students each year enrolled on full-time courses. The post-16 collaboration has been very successful. Now significant efforts are being made to offer a much wider range of courses in key stage 4 across the consortium although each school retains its autonomy pre-16. Increasingly, each provider is seeking to enable students and staff to move across institutions in order to efficiently provide a wider range of choice for students.

Pace and progression

Archway School aims to offer flexibility built on the needs of the individual student. A distinctive feature of the curriculum is the elective programme which runs across all year groups and allows students of different ages and abilities to be taught together. There is variety and flexibility in the courses provided as electives each year.

The GCSE short course in religious education begins in year 9 with all students taking the examination at the end of year 10. Some students are entered for GCSE short course in a modern foreign language at the end of year 10. In year 11, they may continue their language study to full GCSE or take a key skills qualification in IT. Some students taking single science also have the opportunity to take the IT key skill. The school intends all year 9 students to be entered for a level 2 course in ICT in 2004.

Differentiation in mathematics means that students taking foundation tier mathematics do so in year 10. They may then proceed to intermediate tier mathematics or to a key skills qualification in application of number. Intermediate tier mathematics is taken in November of year 11, with private study for the rest of the year. Students taking the higher tier do so in June of year 11. Those in the top mathematics set have the opportunity to take GCSE statistics in year 10 if they show sufficient aptitude.

> Collaboration
> Curriculum planning
> Pace and progression
> Statutory requirements at key stage 4
> Using GCSEs in vocational subjects within a key stage 4 curriculum

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