Curriculum

Years 7, 8 and 9 follow a similar curriculum.  In year 8 German is introduced to able linguists.  Pupils studying two languages in years 8 and 9 have 6 periods per week whilst other pupils have an extra period of English. 

The school operates the timetable over two weeks.  Each lesson is one hour long.

2 Week Timetable for Key stage 3 

2 Week Timetable for Key stage 4

At key stage 4 all pupils study a compulsory programme that includes English, mathematics, science (double award balanced science or three separate sciences, biology, chemistry and physics), physical education and religious education.  In additional pupils choose five options.  These arrangements allow pupils the possibility of 9 GCSEs.

Pupils of all abilities who have shown the necessary commitment in their upper school course are encouraged to enter external examinations.

2 Week Timetable

Options - Years 10 and 11

(4 periods each per subject per fortnight)

Options currently on offer are:

More details are available on the KS4 Options page. Further information about upper school courses will be provided to parents and students in Year 9.  Some upper school students are also offered a programme which includes 1 day per week in SCAT (Shrewsbury College of Arts and Technology) and 1 option to follow a Course run by the Youth Service.

Class Groups

As pupils move up through the school they are increasingly taught in sets according to levels of achievement.  As external examinations approach, the setting becomes finer but we maintain at all times the possibility of movement between sets in the best interests of the pupil.  The most important factor determining a pupil's set is the level of achievement.

Teaching and Learning

The range and quality of learning activities must reflect the curricular aims given above.  They should:

• involve experiences which promote active and purposeful learning;

• enable understanding and skills to be applied to issues, problems, and practical skills;

• raise students' expectations, encourage participation and increase self-confidence and independence;

• allow individual students to progress at a pace which provides both challenge and support;

• give opportunities for students to work together;

• be well-managed and supported by appropriate resources.

Teaching activities are varied.  They include whole class teaching with an emphasis on interaction with pupils by questions and answers.  On other occasions pupils might be divided into groups working on an activity with several other pupils or in pairs.  In many subjects practical activities take place under the supervision of the teacher.  Testing takes place in a regular informal way as well as sometimes more formally in preparation ultimately for external examinations.

Courses available - external qualifications - school policy on examination entry

The school offers a wide range of subjects to GCSE level or similar.  Full details are sent to parents with children in Year 9 before options are chosen.  For any interested parents further information is available from school and in addition the results given at the end of this booklet show the range of recent courses successfully completed in external examinations. 

We are proud of the grades achieved in recent years in GCSEs.  Success at the highest possible level for each pupil in external examinations is an important target. 

For most pupils the school offers a maximum of 10  GCSE subjects per pupil.  The core subjects in the upper school as followed by all pupils ensure a broad balanced education whilst individual pupils can pursue their own particular strengths and interests through the 'options choices'. 

Pupils of all abilities who have shown the necessary commitment in their upper school courses are encouraged to enter external examinations.  If pupils fail to complete their coursework requirements by given deadlines they are not entitled to examination entry.

Learning Support/Additional Educational Needs

Meole Brace School has a well established Learning Support Department.  It caters at different levels for those children who need some additional help.

Any parents who feel that their children may have an undiagnosed learning difficulty are invited to contact the Head of Department.  Students are identified as having a learning difficulty if they:

• have a significantly greater difficulty in learning than the majority of children of the same age, or
• have a disability which hinders them from making use of educational facilities of a kind generally provided for children of the same age in school.