These aims are reflected in the curriculum offered by the school to each of the pupils. We aim for it to be broad and balanced, relevant, differentiated and focused on making progress so that all girls can access the curriculum and fulfil their potential.
The curriculum encourages each individual pupil to develop her linguistic, mathematical, scientific, technological, human, social, physical, aesthetic and creative skills.
We want pupils to enjoy their learning and to be academically well-equipped to obtain their potential in examinations.
We want the curriculum to equip pupils for life beyond school so that they are good citizens, become lifelong learners, are able to work in teams, communicate confidently, use modern technology effectively, and have the capacity to learn new skills and to be employable.
The curriculum includes all of the activities that are designed to facilitate the intellectual, personal, social, physical, spiritual and moral development of the pupils. It includes the formal programme of lessons, but also the informal programme of enrichment activities including among others: assemblies, tutor times, house activities, clubs, special events and school trips.
The Mount School broadly follows the National Curriculum, but at each key stage we offer a wider choice of subjects than the statutory National Curriculum subjects.
We have high expectations of the pupils: that they will work hard and strive at each level to achieve their best. We aim to give individual help and attention to support the pupils who find some areas of the work difficult and to challenge those who need stretching.
We recognise the importance of differentiation and aim for variety in teaching approaches and classroom organisation and activities, so that the needs of all pupils may be met. This includes pupils on the gifted and talented register, pupils in the ESOL department and pupils with learning difficulties.
We provide continuity within the curriculum from Reception up to Year 13 to facilitate effective progression across the phases.
Meeting the Regulatory Requirements for the Curriculum
Full details are available in Schemes of Work in the EYFS and Junior Department. From Year 7 upwards these take the form of departmental schemes of work produced by the Head of Department.
All pupils of compulsory school age attend school full time. We timetable a broad range of subjects until Year 9. Pupils study Art, DT, RS, History, Geography, Classics, ICT, Music and Drama as well as the core subjects of English, Mathematics, Science and Languages.
Until the end of Year 11 all pupils have PE/ Games lessons.
Pupils have PSHEE lessons until Year 11 and have one tutor period each week.
Most pupils take 9 GCSE subjects, although some take more and some take fewer if it is more appropriate for them. We maintain a breadth in the GCSE subjects offered.
All pupils take Mathematics and Science. Science is either combined as 2 GCSEs or as 3 separate GCSE subjects. All pupils study English and English Literature unless they are part of our designated ESOL Department where they follow a programme of study resulting in examinations in English for speakers of other languages. Most pupils are encouraged to take a modern foreign language.
Heads of Department ensure that the content of the curriculum is suitable for each year group. Syllabi are created and followed as far as Key Stage 3 and appropriate GCSE, and A2 syllabi are followed thereafter. Schemes of work and lesson planning make provision for differentiation according to the needs and aptitudes of the pupils.
Pupils are assessed in each year through regular work and more formal tests and examinations. Pupils are encouraged to participate in their lessons at every level to encourage high standards of speaking and listening.
Lessons are conducted in English but where English is not the pupils’ first language we offer the facility of an ESOL department where pupils' understanding and fluency in English is developed. According to the individual needs of the pupils, they have a programme of specialist lessons in the department and are integrated with their classmates for as much of the curriculum as they are able to access. The pupils are encouraged to develop their communication skills alongside their English reading and writing skills. As pupils become ready, they join more of the literacy based curriculum subjects with their form class.
Special Educational Needs: we currently have a few pupils with a Statement and a SEN register of all the pupils who need support. The SENCO ensures that statutory requirements and individual needs are met. The policy is laid out in full in the SEN Policy.
Our most able pupils are on the Gifted and Talented Register, and Heads of Department are encouraged to differentiate the curriculum to include challenging, enriching and stretching teaching for the most able pupils.
We recognise the importance of the personal, social, moral, spiritual and cultural education of pupils. These are dealt with through assemblies, the tutorial programme, PSHEE lessons and house activities, as well as in special events. A full scheme of work for PSHEE in the junior and senior school is available. We recognise that these issues are also found within academic subjects like English Literature, History, Geography, RS and Science.
Careers guidance is available from the librarian, who is the Head of Careers, through PSHEE lessons and through the tutorial programme which is co-ordinated by the Heads of Year and overseen by the Assistant Head (Pastoral). In 2010 we introduced the Morrisby careers aptitude test for girls in Key Stage 4.
The Sixth Form Programme gives the pupils the opportunity to contribute to school life by taking on responsibilities like leading the School Parliament and acting as ambassadors for the school at school events.
Pupils are well-prepared for the UCAS process by the Head of Sixth Form who also co-ordinates the tutorial programme which focuses on preparing the pupils for the opportunities, responsibilities and experiences of adult life.
Pupils usually study 3 A2 subjects in Year 13, although we are able to offer a flexible programme where necessary so that each pupil is able to make progress.
They have their own common room and ICT room for private study periods.
They are encouraged to organise their own work experience and the school offers to help in this process.
The extra-curricular programme adds breadth to the curriculum allowing pupils to experience a wide range of activities at each key stage including: environmental issues, debating, Duke of Edinburgh Award scheme, music, creative arts, sport and local competitions amongst others.
Many pupils take up a musical instrument and take part in the school choirs and orchestra. There is a termly concert.
Pupils take part in Drama productions and enjoy participating and performing.
The Structure and Development of the Curriculum
Regular half-termly meetings are held for Heads of Department, which are chaired by the Head of Juniors. Good communications allows for curriculum coherence and development as well as sharing good practice between departments.
The curriculum plans for each key stage are available from the Assistant Head (Curriculum)
Glossary of Terms
ESOL - English for Speakers of Other Languages
EYFS - Early Years Foundation Stage
PSHEE - Personal, Social, Health and Economic Education
SEN - Special Educational Need
SENDA - Special Educational Need and Disabilites Act
SENCO - Special Educational Need Co-Ordinator |
