THE COKETHORPE DIPLOMA
THE COKETHORPE DIPLOMA LOWER SCHOOL CURRICULUM The curriculum in the First and Second Form at Cokethorpe has been designed to capture the sense of excitement that accompanies the discovery of new knowledge and skills. We have the freedom to teach pupils outside the requirements of an exam-led syllabus and the Government, so our curriculum not only delivers the key skills necessary to each subject specialism, giving students the knowledge and aptitudes necessary for public exams later, but also enables our students to make exciting and innovative links between subjects through cross-curricular themes. This is a way of learning that better reflects life and the workplace; we want our pupils to be identify connections between subjects rather than treating them as discrete entities. The Lower School curriculum is designed to provide challenge and intellectual stimulation, promoting enquiry and the application of knowledge. It is an ambitious curriculum, aiming to prepare pupils for the challenges that lie ahead, both within school and without.
CURRICULUM OBJECTIVES We want all pupils to develop the skills that enable them to: 1. 2. 3. 4. 5.
communicate clearly in written, oral, visual and musical form. approach challenging situations with a robust and open mindset. analyse ideas, arguments, texts, images and trends purposefully. identify problems and create reasoned responses. utilise a range of skills to access and understand information independently.
THE COKETHORPE DIPLOMA PROGRAMME The Lower School curriculum is not driven by examination outcomes but there is a need to provide focus to pupils with a clear framework against which progress can be monitored. At the end of the Second Form, our hope is that all pupils will achieve the requirements necessary to be awarded the Cokethorpe Diploma. This award recognises the extent to which a pupil has engaged with the aims and ambitions of the Lower School Curriculum and is based upon:
FIRST FORM
SECOND FORM
Attitude to Learning Grades: Responsibility and Ambition – taken over six reporting cycles, three in the First Form and three in the Second Form Summer Examination Results Information Technology Audit: Pupils collate a folder of evidence of skills developed Recommendations: Total number earned over two years Accelerated Reader Programme: Total number of words read over two years Attitude to AOB and Games Independent Research Project
Pupils can achieve a Distinction, Merit or Pass, depending upon their success in these criteria.
ATTITUDE TO LEARNING GRADES
Details of these are outlined in the Reporting and Progress section below.
SUMMER EXAMINATION RESULTS
In the second half of the Summer Term, in both First and Second Form, pupils will sit an internal examination for each subject. The results of these will be compared with a pupil’s expected results, measured through MIDYIS baseline tests taken at the start of First Form. The better a pupil performs compared with expectation, the more credit they will gain towards their Diploma.
INFORMATION TECHNOLOGY AUDIT
Over the two years, pupils will be expected to gather evidence of the development of their IT skills. This will include evidence from a range of subjects and they will be asked to demonstrate their aptitude in various areas, including Microsoft Word, Excel and Power Point, among others.
RECOMMENDATIONS Pupils are awarded these by staff for various notable achievements, all of which relate to the Leadership in Learning attributes detailed below.
ACCELERATED READER PROGRAMME
In order to encourage reading for work and pleasure within our pupil body, we introduce First Form pupils to this online programme. When a pupil has read a book at home or in school, they can record this on a database which then states the number of words read. They will also take a comprehension quiz relating to the book. As they read more and more, they will gain credits which contribute towards their Diploma.
ATTITUDE TO AOB AND GAMES
Pupils will gain credits for engaging positively in our AOB and Games programmes.
THE EXTENDED PROJECT
Details of this are outlined in the Extended Project section.
LEADERSHIP IN LEARNING As a School we want to encourage all pupils to develop the traits that will make them effective leaders. This means that the academic programme seeks to promote the following attributes:
AMBITION We want our pupils to have high expectations of themselves. We want them to be appreciate the reality that settling for the path of least resistance is not appropriate. We want them to aim high, and to persevere in ensuring that they achieve great things.
EMPATHY We want our pupils to be able to understand how their actions affect those around them. We want them to work collegiately and supportively, developing communication skills that enable them to engage positively with one another.
COURAGE We want our pupils to recognise that making mistakes and failing is part of the learning process. We want them to appreciate that their response to such outcomes is what matters most of all. We want them to be secure in thinking creatively and unafraid to question the status quo.
INTEGRITY We want our pupils to be true to themselves and to appreciate their ownership of the learning process. We want them to be honest about their strengths and weaknesses, recognising that ignoring areas of difficulty will not make them go away and that complacency in areas of strength will lead to weakness.
RESPONSIBILITY We want our pupils to take ownership of their learning, accepting accountability when things do not go to plan and responding constructively to guidance. We want them to be organised in their approach to learning, appreciating the importance of being prepared for their next challenge.
JUDGEMENT We want our pupils to feel able to make their own choices – to understand that the easy option is often not the best one. We want them to develop the ability to reason for their choices, and to be able to reflect on the decisions they make with a critical eye.
BECOMING A BETTER LEARNING Learning ‘how’ is just as important as learning ‘what’ or ‘why’. At Cokethorpe, we want to encourage our pupils to be independent in their approach to their studies, drawing upon their teachers for support, guidance and expertise but not relying on them as a crutch. All lessons will focus on the development of what might be referred to as ‘learning skills’, but the Lower School curriculum includes a fortnightly lesson dedicated solely to this pursuit. This means pupils learn different approaches to note-making, different methods of organising ideas and different strategies to help them commit content to memory. All this is tied in with the rest of the curriculum, so that subject teachers apply the skill to their specific context.
THE INDEPENDENT RESEARCH PROJECT We want to provide pupils with the time and space to pursue an area of interest to them within the confines of an independent research project. This will be completed over the course of the Second Form, and submitted immediately after the Easter holiday. Pupils are given support in forming their question and planning the direction of their subsequent research. However, they are free to present their research in any way – whether that is the creation of a short film, an essay, a poster or a podcast. This provides an excellent opportunity for pupils to develop their time management skills as well as the ability to conduct meaningful research which can be synthesised into a meaningful response.
REPORTING AND PROGRESS Over the course of the first two years of your child’s education you will receive regular feedback from
FIRST FORM
SECOND FORM
Michaelmas 1
Grade Card
Grade Card
Michaelmas 2
Progress Review Evening
Written Report
Lent 1
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Lent 2
Written Report
Progress Review Evening
Summer 1
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Summer2
Written Report
Diploma Award and Summative Report
The reports will include an emphasis on a pupil’s attitude to learning, measured according to the following descriptors:
DISENGAGEED
COASTING
POSITIVE
EXCEPTIONAL
RESPONSIBILITY FOR LEARNING
AMBITION FOR LEARNING
Consistently excellent organisation demonstrated by always having the correct books, equipment or kit without the need for reminders. Classwork and Homework is always completed to the best of this pupil’s ability and is always handed in on time. This pupil shows great maturity in taking responsibility for their learning by actively seeking feedback and using it to enhance the quality of their knowledge and understanding.
Excellent use of class time with thoughtful contributions in lessons and an enhanced level of curiosity. Views may show evidence of wider reading and independent study. This pupil is always open-minded, reflective and is respectful of the opinions of others. Can lead a group well and does not dominate. This pupil is highly motivated, setting very high standards and working hard to meet them, displays exemplary behaviour in lessons and shows real determination to succeed.
Positive organisation demonstrated by nearly always having the correct books, equipment or kit. This pupil is ready to learn and seeks help and guidance when necessary. Classwork and Homework is completed to a good standard and is submitted according to the deadlines provided.
Uses class time productively, contributes to class discussion and engages with tasks set. This pupil has a positive work ethic, collaborates effectively and is able to work well independently. This pupil is interested in their learning, displays positive behaviour in lessons and is keen to make progress.
Is inconsistent in taking responsibility for their learning. This pupil depends upon prompts from the teacher and/or peers to ensure that they have the right books, equipment or kit. Feedback is used when directed to do so as part of the lesson. This pupil is inclined to look for excuses rather than take responsibility for their own progress. Classwork and Homework can be completed to a good standard but is not always handed in on time. This pupil needs to take more responsibility for their own learning to make consistent progress.
Is inconsistent with their use of lesson time and in their attitude to learning. Still requires guidance and support to work independently and can rely on the teacher to provide the answers. Can collaborate effectively but sometimes wants to dominate the group or take a passive role. This pupil demonstrates a wish to do well but currently lacks the discipline to identify the steps required to ensure that this wish is realised.
Organisation for learning is inconsistent and this pupil requires reminders to come to the lesson with the correct books, equipment or kit. This pupil may have been late to lessons, may need reminders to complete any work set and their general lack of organisation is having an impact on their ability to make progress.
Rarely engages during lesson time and displays a negative attitude to their learning. This pupil requires external motivation to work independently and can easily disregard the opinions of others. Struggles with meeting teachers’ expectations and rarely collaborates positively. This pupil rarely shows an interest in learning and lacks the motivation to make sustained progress.
In addition, at four points over the two-year programme, you will receive an indication of your child’s current level of attainment. This is based on your child’s performance in relation to what might be seen as the ‘norm’ for a pupil of their age.
EXCELLENT
Consistently performing at an exceptionally high standard for this level; showing insight, creativity, flair and talent. Has a deep understanding of the knowledge and skills associated with the subject and can apply these analyti-
STRONG
Consistently performing at a high standard for this level. Has a strong understanding of the knowledge and skills associated with this subject and can apply these confidently in a variety of tasks.
GOOD
Working at a good standard for this level, gaining many of the skills associated with this subject and applying some of them to a variety of tasks, showing sound understanding.
FAIR
Working at a fair standard for this level. Gaining some of the knowledge and skills associated with this subject. Can carry out tasks satisfactorily, making reasonable progress.
EXPERIENCING DIFFICULTY
Is currently experiencing difficult in mastering some of the core skills and understanding associated with the subject at this level. Can carry out tasks, but progress is limited.
Cokethorpe School, Witney, Oxon OX29 7PU admissions@cokethorpe.org 01993 703921 Registered Charity: 309 650 www.cokethorpe.org