Fulford School seeks to develop the skills, values, talents, creativity and knowledge of all our community and we see the content, structure, organisation and coherence of the curriculum as the factor in developing our school ethos and the potential of all those involved with the school. Our curriculum, both within and outside the classroom, aims to provide high quality provision, enjoyable learning, excellence, opportunity and challenge for students of all abilities. It is also designed, along with our Careers Education and Information Advice and Guidance programme (CEIAG), to enable a broad range of progression routes and personalised support to meet the needs of our learners.
The assessment opportunities embedded in our curriculum design inform learners of their current progress, allow them to reflect on their learning and to identify what they need to do to improve. Our curriculum underpins all the work we do in school and is central to securing the highest standards of teaching and learning, student attainment and personal development. It aims to develop knowledge the knowledge, understanding, skills and personal qualities of our students so they are successful learners, confident individuals, tolerant and responsible citizens.
The structure of the curriculum is designed to ensure that all students are able to make excellent progress and aims to provide a range of personalised curricular pathways. We seek to develop a curriculum that meets the needs of our learners and that enhances student choice through partnership working, within the context of the efficient and effective use of the resources we have available. We place emphasis on developing literacy, numeracy and the key learning attributes of resilience, independence, team work, creativity and reflection in order to maximise the life chances of all our students. One of the key purposes of our support for students with special needs is to ensure accessibility to the curriculum for all students as far as is practicable.
Our curriculum reflects local and national need, promotes global awareness and sustainability, and seeks to raise aspirations by providing very strong and visible progression routes into higher education, further education, apprenticeship training and employment. In order to optimise our curriculum offer we work in partnership with other institutions and organisations seeking to further develop opportunities as appropriate.
Able and Talented Students
Within class approaches are central to the provision for able and talented students. Teachers at Fulford have been trained in and look to provide opportunities for:
- Challenge within their subject.
- Differentiation in their approach to planning and where attainment exceeds expected levels drawing on materials and strategies from later or higher levels of study.
- Differentiated homework for able and talented when applicable.
- All students to express their particular strength and talent.
- The use of multiple intelligences and learning styles in lessons.
The Virtual Learning Environment (VLE) is also used widely to develop students’ capacity to work independently across the curriculum.
We also provide a range of enrichment and extra-curricular activities for able and talented students within school.
Our curriculum is designed to ensure that students:
- Have access to a broad and balanced curriculum which supports the concept of equal value and opportunities and that promotes personal development and meets individual needs
- Experience enjoyment in learning and achieve a sense of purpose and fulfilment in the tasks and activities presented to them
- Enjoy a curriculum and learning environment which nurtures self-respect, self-confidence and the ability to respect other people’s points of view
- Experience school as a caring supportive community where there is equal opportunity for all, a real concern to develop individual potential and where the learning partnership of children, parents and teachers is developed and valued
- Experience a range of teaching and learning styles in a range of learning environments
- Have access to individual personal, social, careers and vocational guidance to ensure that education is seen to develop the ‘whole person’
- Are involved in the assessment and review of their own work, progress and resulting target setting
- Understand their role in society and the economy and can act as active citizens in the local, national and global community
Structure and Organisation of the Curriculum
Key Stage Three (Years 7 and 8)
The Key Stage 3 curriculum comprises the following subjects:
English; Maths; Science: PE; History; Geography; Computing; Music; Drama; Modern Foreign Languages (French and Spanish); Personal Development; Art; Design Technology.
Key Stage Four (Years 9, 10 and 11)
The core curriculum comprises:
English; Maths; Science; PE; RE; Personal Development.
In addition to this, students are offered a choice of a range of level 1 and 2 courses including GCSEs and other work related learning options. Full details are in the annually updated Key Stage Four options booklet. All students are entered for either short or full course GCSE RE.
Key Stage Five (Years 12 and 13)
We offer a wide range of A level and Level 3 courses. Provision is made to study GCSE Maths and English where students have not yet achieved a grade 5 in either subject. Full details are in the annually updated Sixth Form prospectus.
At Fulford School, we provide opportunities for students to:
- Reflect on values that are of a broadly Christian nature and on their own beliefs
- Develop a community spirit and shared set of values
- Consider moral and spiritual issues
We provide collective worship for registered students (apart from those withdrawn by parents) through assemblies and through reflection during tutor time. Alternative provision is arranged for those students who are withdrawn from these planned activities.
Collective worship, whether in assembly or tutor time will:
- Be designed to promote moral values, social awareness and personal reflection
- Be part of a planned tutorial programme
- Reinforce the values of the whole community
- Involve students and the wider community
- Cover a range of elements and issues
- Celebrate success Monitoring, evaluation and review
The quality and effectiveness of the curriculum is monitored and evaluated through regular reports to the Governors’ Learning and Achievement Committee and through a rigorous programme of whole school self-evaluation.
Key Stage 3 Learning Programme
|Year 7||Year 8
|Combined Science||Combined Science|
|Design Technology||Design Technology|
|Physical Education||Physical Education|
|Personal Development||Personal Development|
|Religious Studies||Religious Studies|
Assessment at Key Stage 3
The abolition of levels as the mode of assessment in secondary schools from September 2014 onwards has offered an opportunity to adopt a system of assessment which is consistent across the course of Key Stages 3 and 4.
Within the assessment framework at Fulford from September 2014 onwards, we assess Key Stage 3 students in terms of GCSE-style grades rather than the historic National Curriculum levels. These are fine-tuned through +, = and – alongside the grade in order to allow a more regular and tangible sense of progress over the course of the Key Stage. From 2017/18 onwards, this continuity will be reflected at Key Stage 3 through the implementation of the new 9-1 GCSE grading scale.
Key Stage 4 Learning Programme
All students study the following subjects:
- Physical Education
- Personal Development
In addition students must study at least two of the following English Baccalaureate subjects:
Up to two additional choices are made from the following subjects:
|Art & Design||Drama|
|GCSE/BTEC Level 2 Applied Business||GCSE Physical Education|
|Business Studies||Interactive Media (Cambridge National Level 2 Award)|
|Food Preparation and Nutrition||Music|
|D&T: Graphic Products||Workskills (BTEC Level 1 Award)|
|D&T: Resistant Materials|
|D&T: Textile Technology|
In addition to the option to study Computer Science or Interactive Media, all students are taught the compulsory elements of the Computing National Curriculum at key stage 4 through assemblies, the summer term Year 10 Alternative Curriculum Day and through skills which are developed across the curriculum.
Parents have the right to request that their children be exempted from attending assemblies of a religious nature and RE lessons on the grounds of religious belief. Parents also have a right to request the withdrawal of their child from aspects of Sex Education providing that they do not form part of the National Curriculum. Any comments or concerns parents may wish to raise relating to the implementation of the National Curriculum or the provision of Religious Education should be directed to the school in the first instance.
Key Stage 5 Learning Programme
|Applied Business||General Studies|
|Applied Business* (Level 3 BTEC)||Geography|
|Applied Law* (Level 3 BTEC)||Government & Politics|
|Applied Science* (Level 3 BTEC)||History|
|Art & Design||Health and Social Care* (Level 3 BTEC)
|Design Technology (3D Product Design)||Physics|
|Design Technology (Textiles)||Psychology|
|Drama & Theatre Studies||EPQ|
|Engineering* (Level 3 BTEC)||Sociology|
|English Literature||Sport (Level 3 BTEC)|
* Those subjects marked with an asterisk are delivered at Archbishop Holgate’s School.
All subjects are offered as A Level unless stated otherwise. Additionally, resit GCSE classes in English and Maths are run for those students who do not achieve grade 5 or above in either subject.
For further information on Key Stage 5 provision, please see the Sixth Form area of the website.