Our core curriculum are the compulsory subjects that all of our Key Stage 3 students are required to study each week. These subjects are complemented by our extended curriculum, giving our students the flexibility to follow some of their own interests from an early stage.
English is taught with a strong emphasis on literature; full novels, plays and poetry collections are at the heart of our English curriculum as teachers and students use these as springboards into wider English writing and language skills. Mathematics and Science are based around practical, real world, scenarios with new concepts always linked to their place in wider society and the world of work. Science teaching involves at least one full practical lesson each week with the emphasis on students learning through experience and independent investigation. Our Modern Languages (Spanish and Mandarin) lessons focus heavily upon the ability to understand and speak a second, or third, language with confidence and fluency.
Geography and History focus upon independent investigative research with students encouraged to test and question established thinking so that they take full ownership of their learning. EPC is part of our core curriculum as we believe that the Spiritual, Moral, Social and Cultural education of our young people is a core to how they will develop to become successful learners, confident individuals and responsible citizens.
As a school we offer a broad traditional curriculum. Students gain access to a full range of academic and creative subjects across their five years in school. We offer an options pathway that allows high uptake of MFL} EBacc as well as a range of vocational subjects. We know that our learners travel a range of paths when they leave, some vocational and some academic, and we strive to prepare them for their next steps, whatever they may be.
It is also our responsibility to prepare students for the years ahead by developing what we call the ‘untaught curriculum’ -the skills, knowledge, capital culture and habits of mind that will allow them to succeed in the society that awaits them when they leave. We do this through our Wider Curriculum.
At Ingleby Manor we operate on a 28-period-per-week model which allows us to maintain a robust core curriculum and still commit time to Wider Curriculum lessons in Years 7-9.
In KS3, learners take part in two hours of Wider Curriculum experiences per week, plus one hour of EPC. By dedicating this time to Wider Curriculum learning, we aim to support students to leave at the end of Year 77 with the knowledge and understanding to positively contribute to their community as well as the qualifications they need to progress.
Graphic: “A successful school with a highly distinctive ethos that is promoting effectively the good academic, social and personal development of all pupils.” Ofsted, 2077.
Our Wider Curriculum is divided into five strands:
- Future Citizens
- Global Citizens
- Enterprise & Aspiration
- Environmental Responsibility
- Healthy Lifestyles
Powers of Mind
Through our Wider Curriculum, we aim to instil learners with the ‘Powers of Mind’ to be successful. Though we do not see these things as teachable, we aim to offer learners a range of opportunities to develop them. Powers of Mind are high profile throughout the school, with presence in core lessons as well as Wider Curriculum experiences.
|The Power of…||Explanation||Example|
|Pleasure||Being interested, intellectually stimulated, in awe and wonder.||Being immersed in a novel, piece of music, art, sport or historical period.|
|Transformation||The ability to reflect on yourself from outside your comfort zone by entering different worlds, be they historical, geographical, religious, etc.||Refining your own position/attitude after considering the impact of buying fast fashion on child workers.|
|Self-Help||The knowledge, skills or pathway provided to find your own solutions.||Learning where to access support for mental health.|
|Empathy||The capacity to understand and identify with those different to yourself.||Considering issues around abortion, refugees, fracking or cloning.|
|Confidence||The capacity to feel valued, confident, able to contribute on a personal lesson.||Presenting to an audience.|
|Making a Difference||Understanding processes and methods for making a difference.||Learning about campaign groups, charity groups, and the democratic process.|
|Reasoning & Solving Problems||The capacity to apply logic to find a method to solve a problem.||Solving a word problem using equations.|
|Inclusion||The ability to take part in discussions, debate and conversations as a result of access.||Being able to debate which countries you would like to see and why.|
|Investigation & Interrogation||The capacity to research views/established norms and to use methodologies to challenge, scrutinise and refine.||Seeking patterns and considering comparative and fair testing in science.|
|Interpretation||As above, with the added capacity to form one’s own reasoned viewpoint.||Giving an opinion on something widely debated using facts and the research of others.|
|Collaboration||Meeting goals as part of a wider team, refining roles and reflecting on performance.||Achieving a goal as part of a wider group, such as putting on a show.|
|Resilience||Learning from mistakes and persevering.||Using past learning to infer and then testing a theory and establishing what was wrong.|
Through the ‘Future Citizens’ strand of the Wider Curriculum, we aim to support the development of learners’ understanding of different faiths, governments and the processes of law and order.
YEAR 7 – World Religions
In Year 7, learners:
Will explore various religions, including Christianity, Sikhism and Islam.
Will learn about important celebrations in these faiths.
Will visit places of worship and speak with faith leaders.
YEAR 8 – A Brave New World
In Year 8, learners:
Will study various forms of government.
Will learn about life in a dictatorship and life in a democracy.
Will devise their own ‘Brave New World’, their manifesto for utopia.
Will campaign for the ‘Brave New World’ to be endorsed.
YEAR 9 – Justice
In Year 9, learners:
Will study the processes of law and order in Britian.
Will analyse a case presenting material for the prosecution and for the defence.
Will decide guilt or innocence as a jury.
The Future Citizens strand of the Wider Curriculum maps onto the following areas of the EPC curriculum:
- British Values
- Prejudice & Discrimination
- How does the law treat young offenders?
- How does knife crime impact our lives?
- Human rights
Through the ‘Global Citizens’ strand of the Wider Curriculum, we aim to support the development of learners’ cultural capital through an appreciation of art, traditions, festivals, music and language.
YEAR 7 – World cultures and traditions
In Year 7, learners:
Will explore various cultures, including Chinese, African and Aztec, amongst others through art, festivals, language and music
Will discover traditions and customs from all over the world.
YEAR 8 – Festivals
In Year 8, learners:
Will create their own festival based on research
Will discover festivals and carnivals from all over the world
Year 9 – World cinema
In Year 9, learners:
Will study movies that explore different cultures and their traditions
Will analyse the key messages contained in the storyline
Will engage in debates to discuss the different cultures and ways of life around the world
Enterprise & Aspiration
The aim of the ‘Enterprise & Aspiration’ strand of the Wider Curriculum is to promote an understanding of the importance of responsible and sustainable business as well as to prepare learners for the world of work.
In Year 7, learners look at :
· Ethical business and fairtrade
· Start Profile for Careers
· Creating your own business
In Year 8, learners look at:
· Start Profile
· Work place skills
· The Reading Festival
In Year 9, learners look at :
- University Start Profile
- Global Business
Throughout the course learners will be able to have access to local business, outside agencies, business people and careers information
The Enterprise & Aspiration strand of the Wider Curriculum maps onto the following areas of the EPC curriculum:
- How can we shop ethically?
- Employability: Applying and preparing
- Workplace skills
- Enterprising qualities and personality
The ‘Environmental Responsibility’ strand of the Wider Curriculum aims to instil our learners with an understanding of environmental issues such as climate change and equip them with the tools needed to live sustainably.
- Study the ‘big issues’ such as plastic pollution and global warming
- Do an in-depth study on Tuvalu
- Look at COP26 and why it is so important
- Focus on sustainability, how could we use a school garden and how can we make Ingleby green?
- Create an eco-village
- Conservation of the tropical rainforest
- What is individual sustainability?
- Case Studies: Curitiba, BedZed and Singapore
- Sustainability lecture
Healthy Active Lifestyles focuses on developing students’ knowledge and practical skills relating to physical, mental and social well-being. The aim is that, by the time students complete year 9, they will have developed an understanding of how to be safe, healthy and look after their bodies and minds. This will contribute to leading a long, healthy and happy life.
- Students learn first aid including
- DR ABC
- Learning the recovery position / Role play how to deal with an emergency
- Cuts and grazes
- How to treat minor injuries such as strains and sprains (RICE).
- Students learn what ‘well-being’ is, physical, social and emotional factors
- Understand what ‘fitness’ is and the government recommendations for physical activity
- Explore lifestyle choices and how they affect well-being and physical fitness
- Look at sedentary lifestyles and the risk factors associated
- Healthy eating – what are different food groups and their importance
- Calorie counting and exercise – explore the intensities required to use calories
- Students learn how to use maps and plan safe walking routes
- Orienteering on school grounds and at external venues
- Using stoves to cook expedition food
- How to build a shelter in the wild
- Plan and take part in a self-led mini expedition
The Health Lifestyles strand of the Wider Curriculum maps onto the following areas of the EPC curriculum:
- Emotional Literacy & Self Awareness
- Self Confidence and goals
- Managing behaviour to achieve
- Personal development and target settings
- Vaping, nicotine and addiction
- Cancer awareness
- Personal safety and first aid