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Our curriculum is broad and balanced allowing time for development in each subject area. All aspects of the curriculum allow progression in knowledge, skills and understanding and are designed to help all students develop as independent learners.

At the heart of our curriculum are the traditional subjects supplemented by an ever changing group of courses. The curriculum offer is reviewed annually to ensure that we meet the varying needs of each new group of students.

Every student is different so our curriculum aims to provide the very best opportunities for each individual. By offering a personalised curriculum with appropriate pathways we can ensure successful outcomes for all.

At Key Stage 3 students are taught the skills that enable them to learn effectively. We encourage them to value education and appreciate how it continues throughout life. They are grouped by ability in some subject areas and within mixed ability groups in others. At Key Stage 4 students continue to study the core subjects and, through careful guidance and support, a suite of individually selected option subjects.

pdf iconPSHE at Lavington School 

Planning Futures at Lavington 

At Lavington we feel it is very important that our students receive high quality, impartial careers information, advice and guidance which helps them to make informed choices about their next steps: for choosing GCSE and further education options and beyond.

We aim to make sure all students are well prepared to make the next steps into education, employment, self-employment and training and are fully equipped to make the right choices to meet their academic needs and aspirations.

We have a Careers Adviser, who offers one-to-one guidance and advice to all of our students concerning matters such as college and sixth form applications, apprenticeship advice, CV preparation and employment opportunities.

Our designated Careers Lead is Beth Preddy, who oversees the Careers and Work Related Learning of our students, ensuring that we are meeting the Gatsby Benchmarks. The Careers Programme also has backing from our Board of Governors.

All students will take part in a structured programme of Careers lessons during PSHE time. The programme is designed to help students to reflect upon their personal skills, qualities and aspirations; enable their careers research and support them in making decisions about their future. We are also committed to challenging stereotypes to ensure that all students are aware of all opportunities available to them.

We have created strong relationships with the local community, which allows us to promote all of the open events, taster days and training and apprenticeship vacancies that are available to our students.

As part of our continued Careers support, the school offers various events spread throughout the year, including:

 Careers Diagram


Useful links:

Choosing a career or job that is suitable for you is a difficult decision however there is a wide range of resources available to help you. Talk to your parents, family, friends and tutors for advice and guidance. You  could also check out all the national information regarding qualifications, learning pathways, training, funding and much more on the resource companion

Job Explorer Database - a great place to start with hundreds of jobs, video articles and a questionnaire to help you decide what jobs may suit you.

http://chas.careersoft.co.uk/Jed/ChooseProfile

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Resource Companion - contains information to help students and parents through each year of Secondary School. With lots of useful links to other key careers websites.

http://www.resourcecompanion.co.uk/members/login

Username: lavingtonstudent

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iCould - Inspiration for your Career - designed to inspire and encourage. Articles and video articles giving you the inside story on a huge range of careers. This is a great place for discovering and exploring different careers.

http://icould.com/?gclid=CNTS_9eur7kCFRM72woddlQAcw

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Eclips - contains fact files about hundreds of jobs and allows you to browse by subject area too.

http://www.eclips-online.co.uk/login.php

Password - SN10 4EB

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Plotr

https://www.plotr.co.uk/

Plotr contains allows you to build a user profile and will tailor job recommendations to your interests and skillset. It has a great magazine with lots of up-to-the-minute information about careers.


Get involved!

We are always looking to build up our contacts and connections with the local community. If you, as a parent or local business, would like to get involved with the delivery of our Careers Education and Work Related Learning curriculum, get in contact with the Careers Lead or Enquiries.


Careers Policy

Careers Action Plan


Our Careers Lead is Beth Preddy who can be contacted on This email address is being protected from spambots. You need JavaScript enabled to view it. or by telephone on 01380 812352

 

At Lavington School we value the importance of PSHE and Citizenship education and the key role it plays in helping develop the whole child. 

The key intent of our PSHE and Citizenship curriculum is that our Year 11 leavers will have the skills, knowledge and attributes to live Happy, Healthy, Safe and Informed lives. 

The programme is currently delivered through discreet PSHE lessons, taught by a dedicated PSHE team. Aspects of the curriculum are delivered through the Tutor programme and supported by other areas of school such as the Themed terms.

What are we studying?

The curriculum has been designed and based around recommendations from the PSHE association. The aim of the curriculum is that students develop and explore the following themes and follow a spiral theme, building and developing each theme each year.

-Relationships

-Health and Wellbeing

-Living in the Wider World

-Citizenship

As students’ progress through the curriculum they will revisit the themes but explore in more detail at an age appropriate level as well as developing the skills and attributes linked to each topic.

Please see the attached curriculum map.

How are we assessed?

Assessment in PSHE and Citizenship is unique to other subjects. Part of PSHE and Citizenship is developing the knowledge of our students, this can be assessed though plenaries in lessons and other tasks. The harder part to assess in PSHE and Citizenship is the skills and attributes that student’s gain. Some of these skills won’t be used or tested until their adult life.  There are no national curriculum levels or grades in PSHE.

At Lavington School, we do however, aid students in assessing and monitoring their own progress in PSHE and Citizenship. At the beginning of each topic students will complete a task/ monitoring and assessment sheet that acts as a baseline, a chance for students to assess their own levels. At the end of the topic the students will then RAG rate themselves against the outcomes and write a response about what they have learnt. They will also complete a STAR analysis in which students will be asked to consider:

  • Skills and knowledge learnt- consider the knowledge they have gained throughout this topic. To ensure they are
  • Thoughtful reflection on their work for the topic- AFL skills
  • Advice and top tips- to assess the key points they have taken away and could be used in adult life to ensure they are happy, healthy, safe
  • Risks and warnings- to reflect on any safety aspects of the course and ensure they can live safe lives

Students will also be assessed in lessons through:

-Questioning

-Quizzes

-Mini- plenary

-Extended writing

How are we grouped?

Students are in mixed ability groups

How do we provide for SEND and most able?

The aim of our lessons is to both support and stretch our students. Lessons are differentiated to allow access to all, we often have access to a TA to support lessons. ELSA sessions may also be available for any SEND student who requires more support with topics studied.

Our most able students will be stretched through use of differentiated tasks and extension tasks.

What homework are we expected to do?

Students may be set homework in PSHE if the class teacher feels this is relevant and useful. Students might be asked to complete a research task, complete an extended piece of writing or complete their Monitoring and Assessment sheet for this term.

What can parents do to help?

PSHE and Citizenship education is a collaboration between school and home. We encourage you to discuss with your child what they are learning in PSHE and Citizenship. Please contact the PSHE Lead if you would like signposting to relevant resources to support your child.

pdf iconPSHE and Citizenship Curriculum Map

pdf iconRelationships and Sex Education policy 

pdf iconLavington School PSHE and Citizenship helpful links

 

All students are expected to work at home, and parents are asked to ensure their child completes the required home learning since it forms an integral part of the learning experience.

Home learning can involve different sorts of activities. You might be asked to:

  • research a topic and find new information.
  • complete a task which gives you the opportunity to practise skills you learnt in your lesson
  • present your learning in a different form
  • learn or rehearse new ideas or words
  • revise for a test.

Read more ...

At Lavington School we believe that all students should have access to a broad and balanced curriculum. We believe equally that not everybody thrives on an identical diet.

Consequently, at Key Stage Three (Years 7, 8 and 9), we offer our students the same subject framework. The detail of what is taught, at what levels and the approach used differs according to the ability and achievement levels of the individual students.

Whatever the subject, the work presented to and demanded of our students is planned so that all can be challenged and supported as required.

What parents can do to help

The most important thing you can do as a parent is simply to take an interest in your child’s work. With this thought in mind this booklet has been produced to give you, as parents, a broad outline of the programmes of study your child will follow in the current school year.

Additionally, in each subject profile you will find a section headed ‘parental contribution’. The purpose of this is to provide positive suggestions of the ways in which you can become more actively involved in your child’s learning.

Sex and Relationship Education is an important part of the PSHE (personal skills and health education)  programme and the Science curriculum.  Parents should inform their child’s tutor if they do not wish them to take part in the Sex and Relationship Education part of the PSHE programme.

If you have any queries concerning the information provided here, do not hesitate to contact the appropriate Head of Department.

The importance of personal study time

Critical to success at school is the development of regular and effective personal study habits. Long before students reach the end of Year 9 they should have built up to two hours  of private study, Sunday to Thursday during term time (more for Years 10 and 11). Students should never say "I have no homework" - they always have work to do during their private study that will support their learning. There is a checklist in the student planner to help you support your son or daughter with this. Please encourage your son or daughter to take personal responsibility for their study time and help them to grow into effective, independant learners. All students would benefit from a designated study space at home - this need not be a desk - if space is at a premium perhaps all equipment and books could be stored in a box that can be easily brought out at the beginning of study time, and work completed on any table top that is in a warm and quiet place.  

 

Subject Leader: Mrs Hermione Best

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What are we studying?

Students will complete a nineteen week course in Art and Design comprising of one double lesson a week. Throughout their studies in Art in Year 7 students will develop their investigation of ideas inspired by the work of other artists, and their exploration of media and processes within the structured learning of key formal elements. Topics covered are;

 ‘Taking a line for a walk’– Line and shape, recording using line in a range of media

3D on a 2D page’ – Tone and form, recording light and shade  

‘Making your Mark’ – Texture and mark making, exploring marks on paper and with ceramic work

Colour, Emotion and Culture’ – Investigations into colour theory and colour associations

Practical artistic activities including; drawing from imagination and observation using a range of media, painting and printing including block and stencil printing, ICT animation, pencil and charcoal drawing and ceramics.

How are we assessed?

Classwork (practical and theory work) and homework is assessed throughout the course.  Students will be given success criteria and grading step descriptors linked to the work.  Work will be given grading step, which enables their progress to be monitored.  The assessments may be carried out in lessons or set as homework. 

How are we grouped?

Students are in mixed ability groups in Art, Design and Technology, and are timetabled for two double lessons a week in this subject area.  The maximum class size is 23. 

What homework are we expected to do?

There will usually be one homework task set every other week, which should take around 30 minutes to complete.  All the homework assignments will relate to classwork activities either in the form of design preparation e.g. ideas; observational drawings, planning and research (books and internet) or completing a unit of work by evaluating what has been learnt.  All homework will be available on the school computer database under Student Resources. Students will be given an Art Sketchbook to complete both class and homework into; it is their responsibility to follow given guidelines for the presentation of work and to keep their work safe as they transport their classwork and homework to and from school.

What can parents do to help?

  • Encourage your child to discuss what they have learnt each week as they are looking through their Art sketchbook.
  • Provide opportunities for art work at home, to include a space to work and objects to record.
  • Encourage gallery visits. Look out for articles in newspapers or television and discuss them with your child.
  • Useful resources and equipment:
    • A 2B Sketching pencil,
    • A good metal pencil sharpener,
    • A large white rubber
    • A set of colouring pencils.
  • Access to the internet for research tasks

 Other relevant information: There will be a small charge to cover the cost of materials for any 3D projects that the student wishes to take home.

pdf iconMore information on levels

Subject Leader: Miss Lucy Burgess

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We are a vibrant, caring, exciting and innovative department where students are challenged, achieve highly and enjoy a wide range of ‘creative’ experiences. Our primary aim for drama is to enable our students to develop their creative minds, become sensitive to the needs of others as well as communicate effectively.

What are we studying?

In Drama at Lavington School, we aim to build confidence, form great relationships and promote excellent teamwork. Students will participate in performance, creating and responding to work they have seen both professionally and in lesson. They have a broad program of study which enhances both their knowledge of drama and dramatic skill and also gives them perspective of the wider world.

Year 7

Terms 1 and Term 2
The Twits
Darkwood Manor

Term 3 and Term 4
Private Peaceful
Puppets and Bullying

Term 5  and Term 6
Story Telling
Super Heroes

How are we assessed?

Each topic lasts for approximately one term. At the end of the topic students’ knowledge, skills and understanding of drama is assessed by curriculum levels.

This will be compared to their target level to measure progress and performance.

How we provide for SEN and Most able students?

SEN and most able students are catered for in individual lessons based upon need. This may be in the form of placement in group work to enable an appropriate mix of ability that stretches both the lower and higher end of abilities. There is a group work mark as part of assessment that allows students who are less able performers to be recognised for their input. The most able students are challenged by a more demanding role in performance work. All students are supported appropriately by the class teacher. At KS3, there is the Lavington Youth theatre that offers further challenge to al abilities.

How are we grouped?

Students are always taught in mixed ability classes. During lesson time, students work in pairs, small groups and mixed gender groupings. 

What homework are we expected to do?

Drama is a practical subject but students will be asked to complete two home works per topic which might include research for a topic or some preparation for a performance such as learning lines or preparing a plot

What can parents do to help?

Ask your child what has happened in their drama lesson and encourage them to complete any homework tasks set. Please provide your child with a soft shoe for Drama, such as a trainer or a plimsoll/dap in order that they can use the staging in the Drama studio.

pdf iconMore information on levels

Subject Leader: Miss Hayley Syrett

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Deputy Subject Leader in charge of KS3: Mrs Charlotte Burrows

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What are we studying?

The Year 7 curriculum is organised into six units covering the requirements of the English National Curriculum and drawing on the advised learning objectives included within the Assessing Pupils’ Progress in English framework.

All Year 7 students will study: a non-fiction writing unit based around myths, legends and biblical allusions; a modern novel - this will be from the ‘Harry Potter’ series; a poetry unit; an introduction to Shakespeare's World; a creative writing unit within the quest and adventure genre, and a 19th Century novel. Within the normal English lesson timetable, we also visit the library once a week where students spend part of the lesson reading and part of the lesson completing activities to improve their grammar. Some students who require extra support with reading and comprehension will take part in the Accelerated Reader programme during the weekly library lesson.

We aim to offer a wide variety of teaching and learning activities in order to engage all learners. Just a few examples of activities your child may learn through are: close reading of texts, cloze exercises, role play, group discussion, oral presentations, hot seating, and storyboards. All classrooms are equipped with interactive whiteboards and we have our very own computer room which students will visit at least once a week.

Each core unit will offer a wide variety of activities to develop and improve students' Speaking and Listening, Reading and Writing skills. We hope to equip your son/daughter with an appreciation and enjoyment of the subject as well as skills appropriate to their GCSEs.

How do we assess?

There will be one main assessment focus each term – either reading or writing. Students will complete a practice assessment task (AP1) half way through the term in preparation for their final assessment (AP2) which will take place towards the end of a term. Detailed feedback will be given for AP1 which will be used to inform a range of ‘upgrade’ tasks designed to help students make further progress towards their target step. The level achieved by students will be awarded for each formally assessed task and at the end of each term.

How are we grouped?

Groupings in Year 7 are initially based on the KS2 SATs scores and students are placed into one of 2 bands accordingly to ability; each band having 3-4 groups. We do not finely set in English preferring to take a more banded approach, which is why there are no numerical identifications of groups; e.g. Set 1, on student timetables. Each of our classes are instead identified by author names, with Year 7’s theme being Harry Potter character names.  However, all classes are taught to the highest target grade, providing stretch, challenge and support for all students in order to meet or exceed their target grades.

These groups are regularly reviewed and adjusted, and anyone clearly mis-placed is moved as soon as possible. These movements will be based on assessments and work completed during the course of Year 7.

How we provide for SEN and Most able students?

We aim to deliver lessons that both support and challenge our students. Those identified as SEN will receive support through differentiated tasks in lessons, and will often have the support of a TA.

Our most able students also benefit from differentiated tasks both in classwork and homework. Extension activities are used during lessons allowing students who finish tasks quickly to access more challenging work, but in an independent manner.

What homework are we expected to do?

Each unit of work lasts approximately six weeks and, typically, students will be set one homework task per week which should be completed in their class exercise book and should take around 30 minutes to complete. Typical tasks will include: spelling tests, self-quizzing from knowledge organisers links to in-class study, ‘Pick and Mix’ activities, research, pre-reading for in class study, and creative expression of core knowledge; e.g. designing a theatre poster.

Pupils are also expected to read every day outside of lessons; we suggest for 20 minutes. We expect parents to play an active role in monitoring their child’s reading. All students should have a book in school every day.

What can parents do to help?

Your help is very much appreciated and here are a few ideas about how you can support your children with their homework:

  • Talk to your child about how to approach the task set.
  • Discuss his or her reading; listen to him/her read
  • Help your child to look up unfamiliar vocabulary and to learn it
  • Proof-read work with your child (please advise us of the help you have given)
  • Test on spellings etc
  • Encourage the meeting of deadlines
  • Encourage your children to take an active interest in current affairs and to feel comfortable discussing their opinions

Parents are encouraged to monitor students' homework and offer guidance wherever possible.  The presence of books in the home and adults/older children being seen to read cannot be under-estimated.

Please do not hesitate to make contact with your son's/daughter's teacher in the first instance, in the event of problems or queries.

Useful resources and equipment:

A good dictionary or thesaurus at home. Easy access to a variety of novels or texts – encouraging students to read a daily newspaper is helpful. Access to a computer is not a necessity.

pdf iconMore information on levels