Curriculum and Assessment
The Lakes School’s Inclusive Curriculum
Our curriculum inspires, challenges and empowers students
We inspire young people to be ambitious, creative and to develop a lifelong love of learning.
We provide a curriculum that is engaging, relevant and rich with a diverse range of experiences.
We challenge young people to achieve the high standards we set for them and encourage them to be proud of their achievements.
We provide a curriculum that sets high standards, responds to the needs of our students and instills self belief.
We empower young people to become knowledgeable, skilled, independent and socially aware.
We provide a curriculum that ensures our students learn the knowledge, skills and qualities they need to make a positive contribution to their community.
Through our curriculum, you will see children…
Trying New Things
Making the most of Opportunities
Taking Pride in their Work
Struggling and Succeeding
Showing a Good Work Ethic
Revisiting Work and Improving
Going out of their Comfort Zone
Voicing their Opinions
Contributing to the Community
Understanding Links to the World
Our multicultural curriculum
|Subject||Subject Theme||Multicultural Theme|
|Key Stage 3|
|Art Y7||Animal Explorations|
|Asia, Africa, Oceania, South America
India: Taj Mahal
|Art Y8||Cubism||African Sculpture
Art from other cultures
|Art Y9||Distorted Portraits|
|Masks from Africa, Oceania, South America
Tourist keepsakes and immersion in a culture
|Computing||Computer Rocket Science: Hidden Figures||Diversity|
|Drama Y8||Terrible Old Man||Racism
Fear of 'other'
|Drama Y9||Blue Remembered Hills||Tolerance
|English Y7||Non Fiction Unit: Cultural Voices||Exploring other cultures|
|English Y8||Fiction Unit: Alienated Characters Non Fiction Unit - Prejudice & Perspective||Culture
|English Y9||Fiction Unit - Isolation & Loners in American Fiction Literature Unit - Poetry from Other Cultures||Culture|
|Geography Y9||Development |
|History Y7||The Crusades|
|History Y8||East India Company|
Trans-Atlantic Slave Trade
Scramble for Africa
Britain and her Empire
Local: Whitehaven Slave Trade
|History Y9||Minorities in Soviet Russia|
Minorities in Nazi Germany
Visit from Arek Hersh
|PE & Outdoor Education||History of Sport||Diversity
|Key Stage 4|
|Art||Thematic Enquiry||Cultural themes
Religion v State
Civil Rights Movement
Black Power Movement
Minority Rights Movement
|Religious Studies||British Values
Post Modern Art
|Western Art History
|Business Studies||Business Recruitment and Selection: Equality Act 2010 and Employment Act 2008||Discrimination
|Computing||Computer Rocket Science: Hidden Figures||Diversity|
|Extended Project Qualification||Ethics and Culture||Understanding views and behaviours of people from different cultures|
|Film Studies||Modern American Films Hollywood 1930-1960 Foreign Language Films||Contemporary Culture
Migration & Identity
Diversity, Colonialism, Racism
|History||Rise of Islam|
Abbasids, Seljuks and Fatimids
Western settlement in Near East
Diversity, Inclusion, Colonialism
|Outdoor Education||Legislation||Equality Act 2010|
|Technology||Product Design||Ethical Trade|
What grades will my child be awarded for their GCSE courses?
For BTEC courses, such as Business Studies and Sport, will keep the same system they have had for a number of years whereby students will be awarded a Level 2 Pass, Merit or Distinction. Students who do not quite meet the standards expected of a Level 2 Pass may be awarded a Level 1 Pass.
How do the new GCSE grades relate to the old system?
How does the school set targets for my child?
We have used national data to find out the average grade achieved by students of similar ability in each subject and we have then increased it by 1. This means that our targets have built-in challenge and encourage our students to be aspirational about the targets they think they can achieve. You will be pleased to know that, if a child has a particular talent in a subject area, then we will increase the target for that child to ensure that they receive a suitable level of challenge and set even higher aspirations for themselves.
Once we have used the national data to establish a suitably challenging GCSE target for every child, we then ‘map’ this back to provide end of year targets. Each child then has an imaginary ‘flight path’ which sets out what their progress journey might look like through each year group and from Year 7 all the way to their GCSEs in Year 11. Further information about flight paths can be found in the next section.
What is a flight path?
In the graph below, you can see that the green line represents the expectations we have at The Lakes School of a child who achieved an average Key Stage 2 standardised score of 100 across their English and Maths SATs. We want all children to aspire to achieve the best they can achieve and this is represented in the targets we set. You can see how the target compares to other targets that might expect less from your child over the five years of their journey from Year 7 to Year 11.
It is important to note that the numbers used on the flight path do not mean that a child would achieve a GCSE grade of a 3 if they were to take a GCSE exam in say English at the end of Year 8 as indicated by the green line. This information is used by teachers to indicate that a child is currently well placed and on track to continue making excellent progress so that they will achieve the grade 5 at the end of Year 11.
Where can I see an example of a flight path?
The three children are aiming for different but equally challenging targets which represent the excellent progress we expect from our students. These flight paths could apply to a range of subjects and illustrate the five year journey that a child will follow to help them achieve their final target grade at GCSE in Year 11.
How does the school report the progress made by my child?
Assessment points are scheduled for October, December, February, April and July each year. Following each assessment point, parents will receive a report which captures the progress being made by your child. Teachers in all subjects regularly assess your child’s achievement against assessment criteria, They do this by marking key assessment tasks which provide a Current Working at Grade which appears on your child’s report alongside their end of term target. This means that you can always see the level at which your child is performing compared to their targets in each subject.
Our reports are a great way of keeping parents informed and often lead to a really useful dialogue between teachers, students and parents.