Curriculum

Course Content Key Stage 3 & 4

Kinver High School offers a broad and balanced curriculum over a two week timetable, thus ensuring that GCSE and Post 16 choices are made on the basis of experience, personal interest and strengths. There are five one hour lessons a day with some doubles in KS4.

During Key Stage 3 students follow a broad curriculum which follows National Curriculum guidelines. There is the opportunity to explore a wide range of subjects and experiences, developing new interests and skills along the way.

Although there are some subjects all Key Stage 4 students will study including Mathematics, English and Science, through our options system we try hard to enable our students to follow their interests and pursue their strengths. There is a broad range of subjects designed to cater for the needs of all.

Curriculum Overview Booklets

Curriculum Vision

Forensic Reading

Curriculum Intent

Appreciate, Create, Thrive.

We encourage all students aspire to be their creative best.

Our Art curriculum enables students to develop practical skills through the exploration of a wide range of materials, techniques and processes. Academic understanding is supported through application of art theory and the study of artists, designers and craft’s people, from different times and places. This helps students engage in art and puts their work in context. Increased independence is encouraged through investigation, interpretation and response to visual sources. Personalised outcomes become more complex through the key stages, evidencing that our students can think, act and create like an artist.

Core Standards

  • Promote an ethos of creative thinking and risk taking through the exploration of a wide range of project themes
  • Encourage all students to activity engage in the creative process of making, with an emphasis on developing practical skills
  • Develop broad knowledge and understanding of a range of materials, processes and techniques
  • Develop self-confidence in expressing ideas and recording experiences in sketchbooks and final pieces
  • Promote independent learning skills and cross-curricular connections
  • Critically explore artists/designers/craftspeople work, increasingly putting art in context
  • Demonstrate safe working practises in art and design

Curriculum Intent

To create a Child Development curriculum that:

  • Will covers all aspects of child development and parental responsibility, from conception to five years.
  • Will develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.
  • Will foster enthusiasm for the discipline and subsequently prepare students for careers in related fields in Child Care, Health and Social Care, Psychology, Sociology and Biology.
  • Enables students to gain a real insight into all of the challenges, excitement, considerations and responsibility surrounding children’s’ development and the number of agencies and people involved in caring for that development.
  • Challenges students to investigate the equipment needed for babies, toddlers, preschool children up to five.
  • Supports learners’ understanding of the developmental norms from birth to five years and the stages and benefits of play.
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 10 Reproduction Antenatal Postnatal and childhood nutrition Childhood Illnesses and nutrition Child Safety Child Safety
Year 11 Physical, Intellectual and Social Development of Children Physical, Intellectual and Social Development of Children Physical, Intellectual and Social Development of Children N/A N/A N/A

Curriculum Intent

Design & Technology/STEM subjects at Kinver High School aims to prepare students for the appropriate route into further technical education & training. Kinver High D&T department encourages students to develop analytical, design & practical skills. In Kinver D&T  we use a range of materials & processes to solve real & relevant practical problems across a range of creative contexts.

Students at Kinver develop enterprise and cultural capital by taking part in outside competitions & lectures that  help give them an understanding of the role of Design, Technology & Engineering in the wider world.

Core standards

  • Students must use the design process to explore the context and user
  • Our students are encouraged to innovate, imagine & create by using a range of manual & computer based skills
  • They must combine and use their knowledge from Science, Technology, Engineering, Art & Mathematics.
  • Evaluate & develop a critical understanding of their own work and the work of others.

Curriculum Intent

Food Preparation and Nutrition will equip students with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. The curriculum will encourage students to cook and enable them to make informed decisions about a wide range of further learning opportunities and career pathways as well as develop vital life skills that enable them to feed themselves and others affordably and nutritiously, now and later in life promoting social engagement as well as good health and long life. We aim to develop their understanding of the essential role that food plays in society, how to eat well and to share their love of food with others so that they talk passionately about the ingredients and sensory appeal of dishes they cook.

Core standards

  • Demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking techniques and equipment
  • Develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks
  • Understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health
  • Understand the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices
  • Demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food
  • Understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international), to inspire new ideas or modify existing recipes.

Curriculum Intent

Drama is an important component in educating a well-rounded child, giving essential opportunities for growth and challenge beyond the mere subject content.

Whilst our curriculum is designed to support students in the development of their drama skills in creating, performing and evaluating, it is fundamentally about the growth of the individual. Our intent is to nurture an enjoyment and understanding of Drama through practical experience and to develop both subject specific and transferrable skills that empower students. We focus on developing teamwork, leadership, empathy, creativity, reflection, problem-solving, self-discipline and communication – all of which are key in helping to shape our students into emotionally intelligent, well-rounded individuals who are confident to explore and question the world around them.

We aim to build these qualities in our learners through engaging and practical based lessons that encourage learners to take risks and seize opportunities. Assessment is on-going and feedback is constant. The nature of performance is that it exists within the moment, so verbal feedback is key for development.

The greatest skill we can give them is to be able to harness their own creativity and communicate this with others in order to equip them for life with the necessary skills to become reflective, responsible adults with the ability to make a positive contribution to society. All of this is in addition to giving them the tools they need to continue to enjoy, through participation or appreciation, their rich Dramatic heritage throughout the rest of their lives.

 

Core standards

  1. A successful Drama student can communicate and collaborate successfully with a range of other students.
  2. We want our students to develop knowledge and understanding of the processes involved in devising and approaching a text through practical application.
  3. We want our students to feel comfortable and confident experimenting, improvising and creating new ideas using a range of drama techniques.
  4. A successful Drama student can evaluate their own and other’s performances in order to develop their skills.
  5. We want our Drama students to develop into highly moral, empathetic, reflective and responsible citizens.

Curriculum Intent

The study of English improves the life chances of young people by nurturing fundamental skills for learning and communication. Our broad curriculum is built on a foundation of high-quality literary works and opportunities for students to find their own creative voice. Through our lessons, students become self-assured speakers, critical thinkers and articulate writers. We place great emphasis on the value of reading diverse literature for teaching social and moral lessons, understanding culture, exploring philosophical themes and providing a source of joy. We encourage students to experiment with the art of writing; students become more fluent, creative and accurate communicators through our approach to writing as a crafting process. Our ambitious standards help support our students to make excellent progress in their English qualifications so they can aim high and access opportunities with the capital secured by strong literacy skills. English at Kinver encourages students to read enthusiastically, listen and question thoughtfully, debate and discuss rigorously, enjoy the process of writing for self-expression and be confident in their ability to communicate.

Core Standards

  • A successful English student enjoys reading; we are developing life-long lovers of literature!
  • We want our students to be able to articulate their opinions clearly and confidently. We are developing our students into critical thinkers who can discuss and debate.
  • We are developing students’ ability to make judgements and deductions based on evidence.
  • A successful English student can make connections, comparisons and contrasts.
  • A successful English student understands that texts are conscious constructions. We are developing students’ critical thinking skills of analysis and interpretation.
  • A successful English student explores writers’ ideas, viewpoints and intentions.
  • We are developing a wider cultural awareness of historical periods, social events and cultural ideologies. Students appreciate that texts are products of time, places and perspectives.
  • We are developing students’ imaginations! A successful English student can write creatively for different purposes and audiences.
  • A successful English student can plan and organise their creative writing so it is crafted for effect. We are developing students into accurate and fluent writers.

Forensic Reading Intent

The purpose of forensic reading is to make our students better readers, to develop their oracy skills and close the vocabulary gap between Pupil Premium and non-Pupil Premium students. The aim is to also make all students more articulate, confident and informed about a range of topics relevant to their lives.

The aims of Forensic Reading are:

  • To increase student’s oracy and confidence in reading and comprehension, especially when discussing unseen texts.
  • To boost students’ vocabulary by explicitly teaching new and challenging vocabulary.
  • To create curious, critical readers who ask questions of texts and become more articulate by developing informed opinions on contemporary issues.
  • To develop students’ cultural capital by exposing them to works from within and beyond the literary canon.
  • To help students make thematic and conceptual links across the curriculum.
  •  To supplement the Relationships and Sex Education (RSHE) programme and support students social, emotional and cultural development.

Curriculum Intent

We study Geography because it is a wide-ranging subject that combines human, physical and environmental topics. We investigate the interrelationships between people and place and apply our knowledge to critically analyse a variety of issues. Geography develops a range of key skills in its learners, such as practical fieldwork and enquiry skills, research skills and written evaluation and discussion. We study a number of contemporary issues which are increasingly relevant to future generations. Geography will enthuse students with a lifelong curiosity and fascination about the world we live in.

Core standards

  • Students have broad place knowledge of the UK and the wider world.
  • Students possess key geographical skills including those that are cartographic, numerical, statistical, graphical and enquiry based.
  • Students have a secure understanding of key processes in Physical Geography and can explain how different landforms are created.
  • Students have sound understanding of key processes in Human Geography and can appreciate the different opportunities and challenges that are faced in human environments

Curriculum Intent

History seeks to help prepare and equip all pupils, so that they have a wider understanding and appreciation of the local and global environments in which they find themselves in today.

History aims to ensure that students develop a deep understanding of the past, whilst also developing their own standpoints on the issues studied, and being open to engaging with a range of other views. Students will also engage with key historical events, individuals and eras by expressing and evaluating their personal responses to questions based around significance, causation, consequence and comparison. From this, we believe they will develop the historical and social skills necessary to be able to relate the topics we have studied and discussed, to their own experience.

Students are supported in developing their own historical judgements on a range of different topics, which are grounded in a good understanding and appreciation of the past and the way in which it has altered the world we live in today.

Core standards

  • To have a good understanding of the key individuals, epochs, events and cultures that have shaped the world around us.
  • To be able to refer to specific historical knowledge to show a deeper understanding of topics, which can then by applied to second order concepts .
  • To know why different historical interpretations have been formed. Then to form their own judgements, whilst respecting the differing views of others.
  • To understand how and why certain individuals, events and eras were so significant in creating both modern Britain and the modern world.
  • To evaluate issues studied, to include a range of different viewpoints, including their own interpretations in response to others.
  • To help appreciate and understand how the mistakes of the past were allowed to occur, and to ensure that they fell a moral obligation to make sure are not repeated again in the future.

Curriculum Intent

The ICT and Computing curriculum have been designed to allow you to learn about a number of different aspects of technology.

You will be provided with the opportunity to use a variety of software applications. You can take these skills with you in whichever path you choose in life. These skills include everything from word processing and presentations to interactive multimedia.

You will also be able to understand how the technology you use works. Different elements of the theory behind the technology will be investigated. This will help you to understand the input, process and output cycle which, can be applied to most topic areas across the whole school curriculum.

Core standards

The key fundamentals to complete include analysis, design, planning, implementation, testing and reviewing project-based scenarios. This is to provide each pupil with ownership of their project from start to finish as if they were in a working environment. These skills can then be carried into their place of work.

Curriculum Intent

Our Intent is to implement a curriculum which enables all students to progress, succeed, and develop their skills with mathematics whilst always ensuring that our students have the confidence and aptitude to apply their mathematical skills.  We firmly believe that a learning environment that supports, challenges and caters for all will ensure that every student can complete their education with us with a deep understanding of the mathematics they have studied and how it fits in with the wider world around them, preparing them for the challenges beyond school

Core Standards

  • To develop mathematical thinking, ensuring students have the confidence and ability to use the mathematical skills which they have learnt in problem solving.
  • Enable students to reach their full potential in the subject and become the best mathematicians they can possibly be, understanding the importance and relevance of the mathematical techniques they have learnt.
  • Encourage a high level of thinking through logical reasoning and problem solving
  • Maximise opportunities for students to develop numeracy skills, and their application in ‘real’ situations.
  • Develop students ability to communicate mathematics effectively, and challenge themselves when facing problems

 Curriculum Intent

Media Studies at Kinver inspires students to become active learners and form their own opinions on the constant forms of media they are exposed to.  Our focus is to enable students to examine how media plays a central role in contemporary society; how it has the power to shape and form our perceptions of the world we live in; through the viewpoints and messages it offers. Through the extensive range of media products, it encourages students to develop skills of analysis, evaluation and creativity.  Media at Kinver challenges students to understand that media is crafted through a range of theoretical framework. Within the media framework, students will explore: media language; representation; media contexts; audiences and industry. Students will be exposed to a range of contrasting media products that will enable them to analyse the historical and social contexts in which they were created. Students will form an appreciation of the advancement in technology over time and the impact this has had on the creation of different forms of media.

Core Standards

  • A successful Media Studies student is someone who has an appreciation of the importance of media in society today.
  • We want our students to enjoy engaging with a range of media products in and out of their lessons.
  • A successful student will develop their practical skills through creating their own forms of media.
  • We want our students to reflect on their own work and to be able to identify changes that could be made to their own product (NEA).
  • A successful student will be able to embed media terminology in their analysis of the set products.
  • A successful student will flourish in analysing unseen forms of media.
  • We want our students to be confident in exploring how an issue is presented in a variety of media forms.
  • A successful student will be able to criticise the media and provide a range of ideas as to how that product is represented.
  • We want our students to have a broad knowledge of how the media industry shapes and influences each of the media products.
  • We want our students to appreciate how Media Studies interlinks with a range of subjects, such as Business Studies and English.
  • A successful student will be able to articulate their ideas clearly and critically within their essay writing.

Curriculum Intent

In Modern Foreign Languages we aim to develop inquisitive confident and ambitious language learners who are curious and interested in the wider world. Our students enjoy learning to communicate with others; developing a deeper understanding and appreciation of other foreign cultures.

Our curriculum aims to develop students’ ability to communicate confidently and coherently in the target language in speech and writing, conveying what they want to say with increasing accuracy, to express and develop thoughts and ideas spontaneously and fluently. Students are exposed to a wide range of authentic spoken and written material including literary texts and given the skills to be able to read, understand and deduce meaning; listen and respond to, clearly articulated, standard speech spoken at near normal speed. Through the acquisition and application of grammar and vocabulary students will deepen their knowledge about how language works in order to creatively experiment with the foreign language and write or speak at length independently.

The Modern Foreign Language Department promote a love of language learning and want students at Kinver to believe in themselves and strive ‘to be the best they can be’. We believe in creating an environment where pupils develop their potential and where all individuals succeed in making themselves and others proud. We recognise the importance of language learning in todays modern society and provide our students with maximum opportunities in lessons, trips and visits to turn our students into real linguists; allowing them the opportunity to achieve success that opens doors to future language learning and aspirational and exciting career opportunities.

Core Standards

· Provide a curriculum which builds on prior knowledge and in which language acquisition is cumulative.

· Establish a learning environment which supports and challenges students in which they are not afraid to take risks and misconceptions can be promptly addressed.

· Develop students’ resilience, independence and confidence in speaking, writing and understanding a language.

· Promote a wider world awareness and an understanding of the career and life opportunities that the transferable skill of learning another language can bring.

Curriculum Intent

The intent of the Music curriculum is to enable students to explore, develop and express ideas and concepts through different styles of Music from around the world.  The curriculum intends to teach the students three artistic processes;

  • Performance as a soloist and as an ensemble performer.
  • Composition through solo music making and ensemble music making.
  • Listening and appraising.

Core Standards

Let the Music speak!

  • To foster a love for practical Music making by performing a variety of music on instruments, alone and with others.
  • To create opportunities to explore music history, different cultures and current affairs through Music.
  • To encourage personal growth through collaboration and problem solving.
  • Nurture musical talent and provide performance opportunities.
  • Listening to, analysing, and describing music.

Curriculum Intent

At Kinver High School and Sixth Form the Physical Education curriculum is designed so that staff can deliver high-quality teaching in lessons and extra-curricular educational experiences that enable ALL students to make progress and have fun whilst being actively engaged in learning. We feel it is imperative to assist students in developing as a person not just an athlete. Physical education at Kinver High School encourages the development of self-discipline and understanding the importance of accountability. We feel that to be successful in school you must endeavour to work hard, consistently demonstrate resilience and have the determination and belief that anything can be achieved. These skills will allow our students to become better people when they leave education.

Core standards

  • Promote a passion and understanding of the importance of maintaining an active and healthy lifestyle
  • Make physical activity FUN
  • To provide opportunities for ALL of our students to have positive sporting experiences
  • Allow ALL students to make progress
  • To develop our students as people not just athletes

Curriculum Intent

Religious Education seeks to help prepare and equip all pupils for life

and citizenship in today’s diverse and plural Britain, through fostering in each pupil a growing knowledge and understanding of beliefs, teachings, practices, and secular world views. Religious Education aims to ensure that students develop their own standpoints on the issues studied, whilst being open to engaging with a range of other views.  Students will study a range of different world religions, which will allow them to develop knowledge and deeper understanding which leads to an insight into religious experience and living within a faith community.  Students will also engage with fundamental questions and by expressing and evaluating their personal responses to such questions they will develop the skills to be able to relate the things studied and discussed, to their own experience.  Students are encouraged to reflect on the issues raised by living in a diverse world and therefore develop those skills of analysis and discernment in relation to prejudice, discrimination and bias.  Students are supported in developing their own moral judgement on a range of moral and contemporary issues which are grounded in a good understanding and appreciation of the beliefs of others.

Core Standards 

  • To have a good understanding of the beliefs, teachings and practices of a range of world religions.
  • To be able to refer to sacred scripture accurately to show a deeper understanding of religious beliefs and teachings and the impact it has on the believer.
  • To know why religious people behave in the way they do, based on an understanding of core beliefs and teachings.
  • To understand how religious believers respond to a range of moral issues, including the similarities and differences within a religion and religious tradition.
  • To evaluate issues studied, to include a range of different viewpoints, including their own beliefs in response to others.

Curriculum Intent

Religious Education seeks to help prepare and equip all pupils for life and citizenship in today’s diverse and plural Britain, through fostering in each pupil a growing knowledge and understanding of beliefs, teachings, practices, and secular world views. Religious Education aims to ensure that students develop their own standpoints on the issues studied, whilst being open to engaging with a range of other views. Students will also engage with fundamental questions and by expressing and evaluating their personal responses to such questions they will develop the skills to be able to relate the things studied and discussed, to their own experience. Students are encouraged to reflect on the issues raised by living in a diverse world and therefore develop those skills of analysis and discernment in relation to prejudice, discrimination and bias. Students are supported in developing their own moral judgment on a range of moral and contemporary issues which are grounded in a good understanding and appreciation of the beliefs of others.

Ethics is vital in helping our young people to become well-rounded individuals in the societies and communities they live in. It encourages students to consider their attitudes, values and decisions and how these can impact themselves and those around them. We equip young people for life outside of the classroom by exploring their roles, rights and responsibilities.

Within Ethics we deliver and fulfil the statutory requirements of RSHE and this allows students to know and understand the nature of healthy relationships and lifestyles, and how to make the right choices when faced with moral issues in life today. We aim to open up a dialogue with students and develop their social and emotional intelligence and confidence.

Core standards

  • To have a good understanding of the beliefs, teachings and practices of a range of world religions.
  • To be able to refer to sacred scripture accurately to show a deeper understanding of religious beliefs and teachings and the impact it has on the believer.
  • To know why religious people behave in the way they do, based on an understanding of core beliefs and teachings.
  • To understand how religious believers respond to a range of moral issues, including the similarities and differences within a religion and religious tradition.
  • To evaluate issues studied, to include a range of different viewpoints, including their own beliefs in response to others.
  • To know about the issues young people face in the world today
  • To know how to make informed choices that will keep them safe
  • To understand their roles and rights as citizens in the world today
  • To consider different viewpoints and opinions and be able to value these
  • To understand the impact things can have on their mental wellbeing, life and future