| The School Curriculum | ||||||||||||||||||||
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Our curriculum aims to provide a broad and balanced experience for pupils and to ensure that all achieve their maximum potential by following a programme relevant to their needs. Teaching methods are lively and varied and encourage pupils to learn through direct experience and activity. Classes are organised according to the needs of the pupils in a particular subject at any time. Consequently the time-table is arranged to accommodate mixed ability groups, groups 'setted' by ability, and interest based groups. The Individual Needs department ensures that pupils receive the help they need either by withdrawal or by offering support in mainstream classes. While the secondary school curriculum is expressed in subject terms, the encouragement of certain skills and attitudes is regarded as the responsibility of all staff. These include the development of pupils' skills in language and number, of their ability to study effectively and to solve problems. In addition, all areas aim to promote the personal and social development of pupils, to encourage an awareness of and respect for the environment, to promote understanding of the local community, and to foster those attitudes which contribute to a healthy lifestyle. Since life is not lived in separate subjects, departments sometimes collaborate in planning their programmes of study. On occasions, we also arrange special cross-curricular projects to demonstrate to pupils the links between subjects, e.g. the Arts Festival and the Science and Mathematics Fair. Click on the links to the above to discover about the wide curriculum offered at Langley School.
The English Department seeks to develop each learner's capacity to use successfully the four modes of language, namely writing, reading, speaking and listening. In all years, pupils are encouraged to write accurately, creatively and purposefully; to read critically, efficiently and for pleasure; to talk spontaneously, fluently and effectively; and to listen with perception and attention. In Key Stage 3 progress is monitored closely through formative assessment and a series of key assessments. Although Literature, including the study of pre-twentieth century drama, poetry, and prose, and the perspective it offers on life and experience, provides the main stimulus of the subject, the techniques involved in producing and interpreting skilfully constructed pieces of writing, and other types of non-fiction text and media are also studied. The English department is currently involved in the National Literacy Strategy at Key Stage 3 which is delivered through the 5 areas of study. These are writing to: imagine/explore/entertain, inform/explain/describe/persuade/argue/advise/analyse/review/comment, and plan/draft/present. A heavy emphasis is placed on the technical structure of English. At Key Stage 4 pupils follow the N.E.A.B. syllabi in English Language and English Literature. Pupils are expected to complete 5 written pieces of coursework in Original Writing, Shakespeare, Twentieth Century Drama, Media and close study of a pre-1914 prose text, as well as 3 pieces of oral coursework. There are also two terminal examination papers for English Language and one for Literature.
Mathematics in Years 7, 8 and 9 follows the National Numeracy Strategy. It contains not only traditional material but also practical exercises, investigations and relevant use of computers. The Mathematics course in Years 10 and 11 follows the EdExcel Modular Mathematics programme of study to GCSE. Pupils who display an aptitude in Mathematics will have the opportunity to take the UK Mathematics Challenge at Junior and Intermediate levels, and at Key Stage 4 will have the opportunity to take an additional GCSE in Statistics and early entry for GCSE Mathematics. Whilst attention is paid to consolidating basic number work, we believe that our aim should be to couple enjoyment of Mathematics with laying a broad and secure foundation for meeting the National Curriculum Assessment Targets, and for the examination course that follows in Years 10 and 11. A subject like Mathematics inevitably identifies the extremes of ability. On the one hand, we aim to provide the able mathematician with the necessary stimulus to develop his or her potential, and on the other, specialist help is available for those pupils who experience particular difficulties with Mathematics.
Throughout their five years in school pupils follow a broadly-based and balanced course. All pupils study an equal amount of Physics, Chemistry and Biology. In Years 7, 8 and 9 the course is essentially practical, with the stimulation of interest a high priority. Knowledge and understanding of scientific processes are extended, and the experimental skills of planning, carrying out and evaluation of results are developed, all in accordance with the requirements of the National Curriculum. Pupils will be improving their thinking skills through the CASE project. This project is designed to improve thinking not only in Science but also in English, Maths and other areas of the curriculum. In Years 10 and 11 most pupils study for a “Double Award” in Science. This includes modules from Biology, Chemistry and Physics and leads to 2 equivalent Science grades, e.g. CC or A*A*, etc. Where appropriate pupils may have the opportunity to study “Triple Award” where each Science is taught separately and leads to 3 individual grades. We have six well-equipped laboratories each with access to computer technology. Use of CD Roms and datalogging during experiments is an aspect of lessons which is constantly being developed. Our Department has an excellent record of success in external examinations.
Pupils study either French or German in Key Stage 3. Those pupils who display particular aptitude and interest in Modern Languages have the opportunity to study a second language from Year 8 if it is felt they would benefit from the experience. Many pupils will have the opportunity to participate in conversation classes with our German and/or French language assistants. Our courses aim to develop practical communication skills in the situations which pupils may encounter in both their young and their adult lives. The expansion of the European Union and the growing trade-links with Europe make competence in a foreign language at any level potentially valuable. In addition, knowledge of a language can greatly enhance visits to the country concerned and personal contacts with its people. In Key Stage 4, pupils follow topic-based courses at the level appropriate to their developing competence, and will take GCSE examinations in Year 11.
Design and Technology During Key Stage 3 all students work in a range of specialist design and technology areas including Resistant Materials, Graphics, Textiles, Food, Electronics, Structures and Systems and Control. At the beginning of the key stage the programme is teacher led to impart the basic knowledge and skills required for pupils to become creative, innovative practitioners of Technology. As they develop their skills the students are presented with design and make activities. These involve designing and making a product to solve a particular problem. Both design and making skills are expected to be of good quality and demonstrate analytical and innovative thinking. In Key Stage 4, the pupils can choose one or more Design and Technology areas in which to specialise that ultimately leads to a GCSE qualification. Business Education Langley School Bank, a branch of the HSBC Bank, is also organised and run in the department and opens twice a week at break times for students and staff to deposit and withdraw money. Child Development This subject is offered as an option at GCSE level and gives students the opportunity to undertake practical work within the pre-school setting. Information and Communication Technology Here at Langley School we are very conscious of the growing impact of Information and Communication Technology on the lives of our pupils, and its increasing importance to them in the world beyond school. We seek to ensure that pupils are computer literate and experienced in the use of a wide variety of software applications by the end of Year 11. The school is fortunate in being able to offer access to a large number of computers, both in the computer suites and in subject areas. The school’s Local Area Network is connected via Solihull Borough to the Internet, and every workstation has the capacity to access this great resource. In addition to the option of studying ICT Nationals at Key Stage 4, all pupils receive a discrete lesson of ICT each week in both Key Stage 3 and Key Stage 4, where Short Course ICT and Functional Skills are taught. The aim of the school is to give the children confidence and competence in the use of the new technology enabling them to use it as a tool in supporting their work across the curriculum.
Through the Creative Arts young people develop confidence, resourcefulness, self discipline and a strong sense of worth, together with many specialist skills. In lower school all pupils follow Creative Arts courses in Music, Art, Drama and Dance. These subjects, with their own style and content, are closely linked and capable of influencing, developing and stimulating students during and beyond their school years. Langley School created an award, the Young Arts Leader Award, to recognise achievement in the Arts and the Government Department for Culture, Media and Sport is developing the scheme as the Young Peoples Arts Award. Mr. David Bell, HM Chief Inspector of Schools, wrote to us about the Young Arts Leader Award (YALA): “I was very impressed to read about the Award. It looks as if an impressive amount of work has gone into the project and so I was pleased to read that it is now being used more widely. Certainly, the approach being adopted sits comfortably with my view that schools need to recognise achievement in its broadest sense and not just focus on attainment, crucial though that is. I also believe that the Arts also play a crucial rôle in developing a whole raft of personal skills and attributes, although I suspect that you will need no persuading on that point! I happen to believe that a broad and balanced curriculum brings about all sorts of benefits, not least in pupil performance however that is measured. So, I congratulate you on the work on the Award that you have developed at Langley School.” Music at Langley provides a powerful focus for creative energy. The department boasts a purpose built suite including 7 practice rooms, together with excellent facilities for music technology. Through a practical approach we aim to foster pupils' sensitivity, understanding and enjoyment of music through composing, performing and listening. There is a strong take up of Music at GCSE with quite outstanding results. The department offers a lot of extra curricular activities, leading to public performances which bring together pupils of different ages and stages of musical development in activities which extend and challenge their skills. These include:- Rock Band, Choir, Orchestra, Saxophone/Clarinet Ensemble, and Key Stage 3 Band. Art courses are followed by all pupils in lower school where they are encouraged to build confidence in their creativity through developing skills in a wide variety of materials and processes. Art and design skills are useful to most careers and essential to many, and the acquisition of these skills builds confidence and leads to a sense of achievement. The sense of exploration and discovery experienced by pupils in the Art Department leads many to follow a course at GCSE when they are able to choose from Fine Art - including Painting, Drawing, Printmaking, Ceramics and 3D Modelling, Textiles or Graphics Design. The GCSE results are outstanding. Langley celebrates the success of its pupils' creativity by displaying their art works throughout the school and, as success breeds success, progressively higher standards are established. Pupils are also encouraged to take part in extra curricular activities and after school it is common to find pupils engaged in creative tasks in the Art rooms - Art and Textile Club, scenery painting and costume making. Drama is a very popular subject with an average of 130 students in the upper school studying to GCSE level and GNVQ Performing Arts, and achieving excellent results. The department has a 160 seater studio theatre equipped with the latest computerised lighting and sound equipment, a drama workshop, green room, and an arts foyer, as well as a brand new Dance Studio and an IT suite incorporating TV and Audio recording facilities. With many opportunities to perform their work, pupils learn the importance of the individual, whether in supporting friends in a classroom presentations or as a member of a cast of 100 in a full school production. All drama work facilitates the ability to work together using co-operative skills which are vital for effective communication. Pupils learn about themselves, and their environment, practising social behaviour and organising their thoughts into language. The most memorable and significant aspect of the Creative Arts is the work produced together. During the past year all pupils have had the exciting opportunity to participate in a variety of school productions. Dance at Langley enables students to develop their self-confidence, creativity and imagination.Through choreography, performance and appreciation all students have opportunities to express their feelings and achieve on a personal level.There are extra-curricular Dance Clubs for all years which have resulted in many performances and shows.GCSE Dance grows stronger by the year with the outstanding talent of our students.
History is a popular subject at both Key Stage 3 and Key Stage 4 and pupils are encouraged to develop a high standard of knowledge skills and enquiry. The curriculum enables pupils to become aware of their heritage and to develop an understanding of how events in the past have shaped the present so that they can become active and informed citizens of the future. Through a study of British, European and World History, pupils learn about the cause and consequence of historical events, the rôle of individuals and the features of different periods. They study a wide range of sources including artefacts, archive film diaries and political cartoons and learn how to organise and communicate their knowledge. The Department makes great use of the community to extend the study of History beyond the classroom. Visits to Baddesley Clinton, Warwick Castle, the Imperial War Museum and the First World War battlefields have been organised for Key Stage 3. In the Upper School pupils have the opportunity to take part in a foreign visit linked to the Modern World GCSE syllabus. The most recent visit was to New York and Washington to enhance pupils’ understanding of the history of the U.S.A.
In Geography all pupils follow the National Curriculum at Key Stage 3. Topics include transport, UK National Parks, volcanoes, farming, country studies of Italy, Brazil and Japan, industry and population. The Department offers courses for all abilities in Key Stage 4. Each year many students regularly choose to study the subject at GCSE level. A variety of places and physical and human topics are covered during the upper school courses. In all age groups the Department aims to:- 1. Develop knowledge and understanding of places. 2. Develop an awareness of important environmental issues. 3. Raise pupil awareness and understanding of both global and local events as they happen. 4. Develop important life skills such as map reading, graphical analysis, research and investigation skills and Global Citizenship. Pupils are encouraged to use ICT skills, such as the Internet, CD Roms, word processing, databases and spreadsheets and E-mail links. Fieldwork is an important part of Key Stage 3 Geography and pupils are encouraged through regular homework and school visits each year to conduct personal research. In Key Stage 4:- Year 10 and Year 11 GCSE groups make visits to various locations to conduct coursework Pupils also have the opportunity to spend a week in North Wales, usually in Year 10. The Department also supports the work done on the Duke of Edinburgh's Award courses. The Department uses a variety of learning styles to ensure pupils’ interest and enthusiasm is maintained. Pupils are encouraged to use their thinking and practical skills through problem solving exercises and research activities.
In the Physical Education Department at Langley we aim to:- Enhance the physical development of each child and to promote an active awareness of the relationship between physical fitness and health. Provide scope for self expression and the development of social sporting attitudes through a wide and varied programme. Develop personal levels of skill. Enable each child, through physical activity, to experience a sense of achievement, enjoyment and satisfaction. Teams and clubs are run in all major sports, e.g. Cross Country, Netball, Hockey, Football, Rugby, Swimming, Athletics, Tennis, Rounders, Cricket, Badminton and Dance. We encourage participation in Sport and our clubs are open to all pupils regardless of ability. Fixtures are held in all major sports and we enter Borough competitions. In the Upper School pupils are able to take a GCSE examination in the Theory and Practice of Physical Education. Pupils also have the opportunity to gain a Junior Sports Leader Award in the Upper School The option of Dance GCSE is now also available in Years 10 and 11.
All students work and progress through a Religious Education course in line with the Solihull Local Agreed Syllabus for RE 2000. This includes the new non-statutory national framework for RE, published by the Qualifications and Curriculum Authority. The department is based in Room 8 and offers all students the opportunity to extend their knowledge, understanding and skills in learning about, and from, the many religions represented in Great Britain The Key Stage 3 (Years 7–9) course follows on from what has been taught at primary school. Areas such as Images of God, Signs and Symbols and Religious Identity are covered and students continue to make the connections between what people believe and how their beliefs affect how they believe. The Key Stage 4 (Years 10-11) course is entitled Religion and Society and all students follow this GCSE Short Course, which leads to external accreditation. Entry to the final examination is at the discretion of the Head of Department in full communication with parents. This course also covers many aspects of the Citizenship curriculum. Religious Education is used as a tool to help your child understand why people act in the way that they do and believe what they do. Religious Education promotes the spiritual, moral, cultural and social development of students by giving them the space to think about their rôle in an ever-increasing multi-cultural society.
Senior staff, Heads of Year and Form Tutors are closely involved in the guidance of pupils. In Years 7 and 8, pupils are helped to settle into the school, to form good habits of work, to develop an awareness of the position of the individual within the community and to realise the importance of a fulfilling ‘working life’. In Year 9, pupils begin a programme of vocational guidance which includes decision-making, self-analysis, vocational analysis and an Equal Opportunities Day. During this stage of their school career, they consider, with their parents and tutors, the subject options available for study in Years 10 and 11. The Year 10 programme is designed to encourage in pupils an understanding of an industrialised society and of their possible rôles within that society. During this part of the course, pupils may be involved in visits to firms and places of further and higher education. Some pupils may also be offered the opportunity to work with an industrial mentor. Pupils who have chosen a ‘vocational’ course may attend some sessions at a local further education college. Year 11 work is directly concerned with the situation facing pupils when they leave school. The programme includes such topics as further education courses, in particular those at the Solihull Sixth Form College and Solihull College, job and training prospects, job applications and interviewing techniques. There is further opportunity to talk to employment representatives at the annual Careers Convention, which is also available to Year 9 and 10 pupils. At the end of Year 10 all pupils are given either one week of ‘work experience’ or the opportunity to partake in ‘Industry Week’, a programme of talks, activities and visits.Both of these demonstrate to pupils links between the curriculum and the world of work. “Connexions” is closely involved in our programme of guidance. Representatives of the service advise on careers and are present for careers consultations at parents’ evenings in the upper school. They also offer individual interviews and group work as appropriate. A considerable amount of Careers literature and reference material is available for use by pupils and parents in the Careers Library. Computer programmes offer job suggestions to match pupil interests and abilities. The Kudos programme is networked throughout the school. Pupils are encouraged to undertake research in areas of interest to them and to discuss their future with parents, teachers and careers officers. We firmly believe that pupils should spend adequate time on planning and contemplating their future, and that all career decisions should be based on sound information and advice. We are particularly keen to encourage parents to use their own experiences and skills at work to motivate and help their children. LIAISON WITH INDUSTRY Our work in many courses is assisted by the strong links which exist with Industry and which enable joint planning of some work undertaken in the classroom. Industrialists act as advisers in our Year 10 Industry Week and act on occasions as mentors to pupils in Year 10 and Year 11. McDonald's have supported our Paired Reading Scheme in Years 7 and 8. Rover have been very generous in refurbishing our Technology suite. Our strong links with Industry have been recognised by the school gaining several awards. Our Careers Library and Work Experience scheme won prestigious local awards recently when we were commended for their quality. Our Careers Co-ordinator has sat on a panel set up by the local Education Business Partnership to look at the quality of local Work Experience. Our new vocational courses provide opportunities for appropriate “industry links”, and vocational pupils have given very successful presentations about their courses to local industrialists and parents. As a Specialist Performing Arts College, we are particularly keen to cultivate links with professionals in this vocational area.
Pupils are entered for a full range of GCSE examinations, and courses leading to certain GNVQ and Certificate of Achievement qualifications are also available. Langley has a very good record of examination success. On average about 85% of our pupils continue their education at either the Solihull Sixth Form College or Solihull College, with the remainder entering other colleges, employment or training schemes. At local colleges they build on the firm foundations gained at Langley and we are delighted that many of our former pupils are now either following University courses, including ‘Oxbridge’, or have already graduated. Even before they enter further education, we are keen to make our students aware of the benefits of the stage after that – higher education and its opportunities. It is our intention to make Langley pupils aware of the very wide range of vocational and academic opportunities available at 16 and beyond, by means of a comprehensive Careers Guidance process designed to heighten their awareness of an increasingly complex employment world. We feel that pupils who are well-motivated and have a clear vision of possible futures are more likely to extend themselves academically.
Visits are frequently offered to support pupils’ work in the classroom and to encourage their social and cultural development. In addition to day excursions, residential experience is often available to pupils, both in this country and abroad. Recent and proposed visits are as follows:- Modern Languages visits These visits give the pupils the opportunity to practise the language they have learned during the year and gain some insight into a typical French or German town. Boulogne Year 8 pupils who study French have the opportunity to take part in a day visit to Boulogne during July. The approximate cost is £55. Aachen Christmas Market This one day visit is aimed at Year 8 pupils who study German. The visit takes place in December at an approximate cost of £75. Geography Day Field visits cost approximately £15-£20 each. One is essential in order to meet GCSE coursework requirements. History visits Years 10 and 11 pupils have the opportunity to take part in a historical and cultural visit. The location varies but will have links with the GCSE Modern World history syllabus. In the past we have visited Moscow and St. Petersburg, Rome, London, Berling and Prague, and more recently Washington and New York. The cost has varied between approximately £200 and £500. There are also local visits for Years 7 to 9. These cost approximately £10 and do not involve an overnight stay. Art Trips Pupils studying GCSE Art are offered trips in both Year 10 and Year 11. In year 10 we currently visit the Botanical Gardens in Birmingham for half a day of drawing, followed by half a day at the Barber Institute for artist research. In Year 11, we usually visit London Galleries in order to sketch and research in preparation for the terminal examination. The cost of visits does not include spending money.
Langley School is most fortunate in having a Conservation Area consisting of a pond and adjacent woodland and grassland. This asset enables us to consider issues of ecology and conservation at first hand and is a valuable resource for many areas of the curriculum, including Science and Citizenship. A grant from the 'Barclays New Futures' scheme has enabled a group of students to be actively involved in developing and managing this area. We are grateful for the support of Solihull Green Scheme personnel with this project - their enthusiasm and commitment enabled every one of our Year 7 and Year 8 students to 'plant a tree' in the area last year. Our next door neighbour, Reynalds Cross School, has also been very supportive of the whole project. Pupils are encouraged to conserve valuable resources. In addition, at the present time there is a recycling scheme set up to collect Laser printer cartridges. The funds raised are used to develop further environmental work within the school.
Throughout your son/daughter's school life his/her work, effort and attitude will be continuously assessed. Assessment is based on a combination of classwork, homework, enquiry work and formal tests. Considerable emphasis is placed upon a pupil's effort and potential when assessing work. Pupils are involved in self-assessment and encouraged to set their own targets for progress. Progress reports are regularly issued to parents. These give parents information on the skills, knowledge and attitudes which each subject aims to teach, and provide a detailed analysis of a child's work and progress, taking into account National Curriculum and GCSE requirements. Parents are also invited to meet teachers and discuss their child's progress in an annual Parents' Evening.
Extra-curricular activities form an important part of a child’s life in school, and we hope that all pupils will take this opportunity to develop their leisure interests and pursuits. In any one week we have over 30 Clubs which offer a great variety of activities. The programme is published in the first few days of each term. Clubs usually run from 3.00 p.m.- 4.00 p.m. from Monday to Friday of most weeks. Some clubs run at certain times of the year. We list some of them here for you to see: Sports - Netball, Tennis, Cricket, Rounders, Athletics, Football, Rugby, Cross Country, Hockey, Badminton, Basketball. Music - Jazz Band, Orchestra, Choir, Rock Bands, Vocal Ensemble, String Group. Others - Drama, Art, Dance, Product Design, Duke of Edinburgh, Computer, Stage Lighting, ICT Club. There is a wide range of successful and frequent Drama productions with auditions and rehearsals after school. For more details please see Drama in the Academic Organisation section. The Library is available to the school and community for study each day of the week. Individual registers are usually kept of the attendance of children at clubs and societies. Children are encouraged to keep parents fully informed of their involvement in clubs and societies. Parents and children will probably be interested to know that Langley has gained three Education Extra Awards in recognition of its extensive after school programme and community links.
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English
Maths
Science
Languages
Technology
Creative Arts
History
Geography
Physical Education
Religious Education
Work Related
After Langley
Visits
Environment
Assessment
