Curriculum Policy Statement
This policy recognises the significant contribution made to the school aims of the Curriculum for Excellence and outline how we put the guidelines into practice.
We, at the Berwickshire High School, are fully committed to enabling young people to become Successful Learners, Confident Individuals, Responsible Citizens and Effective Contributors. We are also committed to working towards a de-cluttering of the curriculum and the relaxation of the age and stage regulations. We are also committed to the eventual integration of vocational courses into the curriculum to provide opportunity and choice to students of all abilities.
The design of the curriculum as outlined in A Curriculum for Excellence encapsulates the principles of:
- Challenge and enjoyment
- Breadth
- Progression
- Depth
- Personalisation and choice
- Coherence
- Relevance
In our school the concept of curricular modes or areas this provided the means of grouping. Subjects into distinctive categories of knowledge and ideas. Each of these incorporated concepts, methodology activities and enquiry. All are designed to enable students to access, understand and interpret the human experience. Study within each area provides breadth and balance in the curriculum.
A Curriculum for Excellence incorporates the design principles: challenge and enjoyment, breadth, progression, depth, personalisation and choice, coherence and relevance in the conflict of Standard Grade courses. Intermediate courses, Higher courses, vocational courses, short courses and college courses, within the context if a flexible curriculum structure which is responsive to the needs of the student.
AREAS OF STUDY/CURRICULAR MODES
All students should systematically and actively study:
- Language
- Mathematics
- Environmental Studies: Society, Science and Technology
- Expressive Arts and Physical Education
- Religious and Moral Education
As students progress in their education, the curriculum should expand their horizons and encompass the following:
- Language and Communication
- Mathematical Studies and Applications
- Scientific Studies and Applications
- Social and Environmental Studies
- Technological Activities and Applications
- Vocational Courses
- Col lege Courses
- Creative and Aesthetic Activities
- Physical Education
- Religious and Moral Education
The flexibility of the curriculum as outlined in A Curriculum for Excellence and the relaxation of the age and stage regulations will allow access to the areas of study, as the student requires and not by age or year group.
DEVELOPING THE CURRICULUM
Subject departments deliver the formal curriculum. Some of the curriculum will be delivered by people outwith the school who have specialist skills and knowledge applicable to specific courses of study, vocational and business.
As subject departments develop into facilities, then subject boundaries will become less clear and cross curricular permeation will begin to develop the links between subjects.
MONITORING
Ensuring the delivery of key skills will be checked by the individual tracking and monitoring of each pupil. Those who are falling behind will be picked up by the system and helped appropriately. Each teacher is responsible for entering the appropriate data on the monitoring and tracking system
