Additional Information – Key Stage 5 1 The Malling School
Key Stage 5 at The Malling School Being a Key Stage 5 student at the Malling School encompasses both academic and personal development. We offer a balanced curriculum aimed at achieving academic excellence and take our duty to enable the personal development of sixth form students very seriously. We encourage participation in extra-curricular activities and entrust students to positions of leadership and responsibility within the student body. We believe that the combination of academic and personal development prepares students to make their next steps in the world. Whilst the systems in place to support our students remain the same regardless of their year group, the pace at which students work and the way in which they approach their work will be significantly different to their experiences at GCSE. In addition to formal teaching periods, students will be expected to engage in private study in their own time, requiring independence and discipline. Key Stage 5 courses are demanding and students must be prepared to work beyond the formal written exercises set. Considerable extra study is required including additional reading. A successful student will need to spend additional hours each week working at home as well as in school. Our aim is to provide students with the skills required to be successful, not only in their chosen courses, but also as they move forward into higher education or employment. Your choice of Key Stage 5 study is an important one; the decision you make now is not just about the next few years, it is about the rest of your life. By choosing to study at The Malling School you choose the things that are important to your future: committed teaching staff, outstanding pastoral support, excellent facilities, and a strong academic and personal development programme.
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Ofsted 2015 Our most recent Ofsted inspection took place in May 2015 which is recent enough for you to get a good feeling for the school you are joining. Thankfully the vast majority of local secondary schools are now graded ‘good’ overall but what sets us apart is our outstanding features. When you read the report you will see the word ‘outstanding’, as well as other similarly positive words, used a number of times. We therefore see the outcome of our inspection as very much good with outstanding features. You will see that some of those outstanding features cited in the report are: • Conduct of students and behaviour around school • Pupil safety including bullying being extremely rare • Provision for students in the Tydeman Centre • Breadth and quality of students’ personal development • Provision for students’ spiritual, moral, social and cultural development • Senior leadership; governance; middle leadership in The Tydeman Centre; English; humanities; art and technology
“With a very competent senior leadership team, the Principal has successfully generated an atmosphere which fosters good relationships, behaviour and teaching.” Ofsted 2015
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STUDENT Support Our pastoral systems have been recognised time and again as a real strength of the school. The school is split into four houses, each headed by a Vice Principal who is supported by a non-teaching Guidance Manager. Each house contains seven tutor groups of about twenty students, each led by two tutors. The students meet their tutors for half an hour each day and have a weekly assembly with their Vice Principal. The house system is fundamental to most of what we do at TMS. In Years 7-9 students are in mixed age tutor groups with at least one Year 12 or 13 student attached. This means that younger students have older friends to look after them and older students develop a sense of responsibility towards younger students. This is how we develop the culture of support, which gives the school a family feel. In Years 10-13 students are in tutor groups with their own year group as they need to focus on things relevant to their age such as examinations. However, they still have house assemblies with the younger students and are expected to take leadership roles in the Key Stage 3 tutor groups. We also create lots of other opportunities for older students to support younger students throughout their school lives and the house system is instrumental in developing this. Routine day-to-day issues are sorted out first thing in the morning by the tutor. The tutor can be seen as similar to the classroom teacher at a primary school. For things that may take more time the Guidance Manager is on hand to provide support. Since the Guidance Manager does not have a teaching commitment she can spend more time during the day communicating with students and their families and is often the person parents go to for advice during the school day. For more serious issues, that could not be dealt with by the tutor, classroom teacher or Guidance Manager every student and parent has a named senior leader, the Vice Principal, to support them. Vice Principals are empowered to make decisions at the highest levels and are able to resolve even the most difficult problems.
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This structure means that every student and parent has a named team of people who are responsible for the student’s educational welfare. The team remains stable so that over time strong relationships can be developed between parents, staff and students. Families are usually kept together in houses so that parents deal with the same team for all of their children but this arrangement can be changed on request.
Extra-Curricular Activities We encourage all students to get involved with extra-curricular activities as we recognise the important part they play in a rounded education. The extra-curricular programme is extensive and if a group of students want something that isn’t currently available you can bet there will be a member of staff willing to run it. The extracurricular timetable for the current term can be obtained from the school office.
Homework Each subject sets homework regularly and sufficient time is always given to complete it as we recognise that students have lives outside of school too. We use an online tool called Show My Homework to help you keep track of homework. Parents have their own login details to see what homework has been set as well as when it is due. Automated reminders can be set for parents and students and Apps are available for mobile devices so there is no longer any reason for homework to be forgotten.
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Timings of the School Day School starts promptly at 8.50am and students are expected to be on site by 8.45am to allow them time to get to their classroom in time. At TMS we have 75 minute lessons which allows us to reduce the travelling time around the school as well as enabling teachers to plan deeper learning activities which would be difficult in shorter lessons.
Period 1 (tutor time)
8.50am – 9.20am
Period 2
9.20am – 10.35am
Break
10.35am – 10.55am
Period 3
10.55am – 12.10pm
Period 4
12.10pm – 1.25pm
Lunch
1.25pm – 2.05pm
Period 5
2.05pm – 3.20pm
We have no bells for the end of a lesson as the teacher, not a bell, decides when the lesson ends. Warning pips sound five minutes before school starts and before the end of break and lunch. After the warning pips, students are expected to be at their lessons by the time the next pips sound signalling the start of the lesson. In this way, no learning time is lost.
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The Dining Hall Our catering service is provided by Chartwells who are a well established catering company for schools and colleges. Their menus, which are updated regularly, are published on our website and on our screens throughout the school. The dining hall is open before school for breakfast club as well as at break and lunch. Hot and cold food is available at all times. We have a cashless payment system that allows parents to pay in advance for purchases from the dining hall. Students are able to pay for their meals using a fingerprint or a PIN. Students are also able to pre-order food in the morning for quick pick up later in the day.
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Communication Communication with parents and students is essential in order to ensure students are fully supported and we try to communicate through as many media channels as we can to make it as easy as possible to stay in touch. At the start of the year students and parents are given the contact details of key people in the school (tutor, Guidance Manager and Vice Principal). We encourage communication directly by email or telephone to speed up responses although we still like a good old fashioned letter! We communicate with you via letter, email, text, Facebook, Twitter and the website so we hope that one of those formats works for you.
Reporting to Parents We report to parents regularly so that they can speak with us promptly if they have any concerns about progress. The timings of reports and parents’ evenings are aligned with other key events so that when parents attend a consultation or information evening they do so fully informed. For this reason the timings of reports and parents’ evenings are different for each year group. Year Group
Full Report
Progress Report
Parents’ Evening
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12/04/17
16/12/16
29/06/17
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16/12/16
16/06/17
27/04/17
9
09/06/17
03/03/17
19/01/17
10
16/06/17
10/03/17
26/01/17
11
03/03/17
21/04/17
20/10/16
12 & 13
24/02/17
31/03/17
10/11/16
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student destinations In 2016 every pupil finishing Year 11 went on to either Year 12 at TMS or further education at another provider or a recognised training programme with an employer. The same was true in 2015 and 2014 and there is no reason why this shouldn’t be the case every year in the future. After Year 13 around 70% of pupils each year go to university with the others securing employment or employment based training.
Uniform In Key Stage 5 students do not have to wear a school uniform. They are, however, expected to dress smartly, in business wear. Our Key Stage 5 students act as role models for younger students therefore the way they dress is very important. Male students are expected to wear tailored trousers and a shirt and tie. A blazer is optional but many of our students choose to wear a two or three piece suit. Female students are expected to wear; tailored trousers, a skirt and blouse or a dress, a blazer is optional. Students are asked to refrain from wearing low cut, strappy or sheer tops or very short skirts. Students are permitted to wear discreet makeup. Smart shoes should be worn by all students. Baseball caps and hooded tops are not allowed.
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THE CURRICULUM In Years 12 and 13 there are currently two main educational pathways: The International Baccalaureate Careers Programme (level 3) and the Vocational Programme (level 2). The International Baccalaureate Careers Programme (IBCP) combines careers related study with academic study to create a qualification that is well regarded by both universities and employers. It is aimed at young people who would like to progress to university or to the higher levels of employment (e.g. higher level apprenticeships or internships with larger companies). The vocational course is a bespoke course aimed at young people who are working towards level 2 and would like to ultimately progress to a level 3 course or work based training. It combines work experience with vocational qualifications along with functional mathematics and English and is tailored to the individual aspirations or educational needs. Entry requirements for these post sixteen courses are: • International Baccalaureate Careers Programme: at least five GCSEs (or equivalent) at grade C or above including grade C or above in both English and mathematics. • Vocational Programme: at least three GCSEs (or equivalent) in any subject at grade G or above.
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THE VOCATIONAL PROGRAMME The Vocational pathway is designed to offer as personalised a programme of study as we are able to provide. Currently students are taking a variety of pathways. Choices this year include BTEC PE, Hair and Beauty, Art and Hospitality. These choices are combined with a work skills programme which currently includes a Level 1 qualification in Personal and Social Development and a Level 2 qualification in Employability Skills. Students will be offered the chance to develop their employability skills with a programme of work experience and/or Land Based Studies which they will attend one or two days a week. The course this year includes a First Aid qualification and a chance to develop leadership skills through the Drive to Ensure programme. Students are actively encouraged to take part in the Tydeman Centre buddying scheme, developing their social and communication skills. Students will also take part in a number of extra-curricular activities designed to complement the work skills programme. For those students who do not obtain grade C’s in English and Mathematics a level 2 qualification will be taken in functional Mathematics and English skills. The vocational programme is popular with many students from the Tydeman Centre but it is not exclusively for those students. A student does not need to have an Educational Health Care Plan (EHCP) to access this course.
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THE INTERNATIONAL BACCAULAUREATE CAREERS PROGRAMME (IBCP) The IBCP aims to provide a curriculum which will equip students for further education and also the workplace. This is a package of qualifications that combines academic rigour, well-established vocational qualifications and the IB principles of confidence, selfawareness, international mindedness and a passion for learning. The aim of the programme is to remove the distinction that exists in many educational systems between knowledge skills and practical skills to develop well-rounded, lifelong learners. The IBCP comprises three sections; a vocational BTEC course, two IB diploma subjects and the Core. In order to gain the qualification, students must complete and pass all aspects. Information on the BTEC and diploma subjects available to our students can be found overleaf. The Core is compulsory and it is this that sets the IBCP apart from other Key Stage 5 qualifications available. It consists of four elements; approaches to learning, the reflective project, community and service and basic language skills. Each element helps students to gain and develop key skills including, communication, presentation, project management, critical thinking, reflection and research. It is these skills that employers and universities are looking for in students which are often lacking in those who undertake more traditional routes at Key Stage 5.
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VOCATIONAL BTECs Students must choose one of the following options: Level 3 National Diploma in Applied Science This is a two year, full time programme for students who want to study Applied Sciences. The course will appeal to those who have a keen interest in all aspects of science and enjoy studying a subject that is relevant to their own lives and experiences. Students will learn through personal investigations and have opportunities to carry out practical work as well as written work. This course is suitable for students wishing to move on to a related career or higher education course. The course consists of eight units, two of which are written exams and one which is a controlled assessment. Level 3 National Diploma in Art and Design The BTEC Art and Design has a vocational context that offers students a wider perspective and essential experience of working within the creative industry. It gives learners the knowledge, understanding and skills that they need to prepare for employment. On successful completion of the course a student can progress onto employment within the vocational area or move onto higher education. The course consists of nine units of work, three of which are controlled assessments.
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CISI Level 3 Diploma in Finance, Risk & Investment The CISI Level 3 Diploma in Finance, Risk & Investment is an Applied General Qualification within the area of financial services (Accounting & Finance). It has been specifically designed to be taught in schools and colleges to equip learners with a broad range of transferable knowledge and skills gained through applied learning to enable progression into Higher Education or employment. The qualification will give candidates an understanding of the key characteristics, mechanisms and influences on financial markets and institutions, and includes a grounding in data analysis, investment appraisal, accounting and the role and responsibility of financial services in society as a whole. It supports progression to a range of finance and business related higher education courses when combined with other qualifications in the IBCP. The qualification is assessed through four different units, two of which are externally assessed exams. Students will need a minimum of a grade B in Mathematics and English GCSE to study this course.
Level 3 National Diploma in Performing Arts Students follow the Performing Arts pathway, which incorporates aspects from all areas of Performing Arts including acting, movement, vocal skills, devising and creating pieces of performance. All students will need to complete work outside of lesson time, which includes taking an active role in all school performances such as the Christmas concert and annual school production. There are opportunities for visits to see professional performances and to work with external practitioners such as pantomime and circus workshops. Students study eight units, six are mandatory and two are chosen based on the strengths of the cohort. Three of mandatory units are controlled assessments.
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Level 3 National Diploma in Sports Performance and Excellence The BTEC Level 3 National Diploma in Sports Performance and Excellence is a two-year programme, aimed at students aspiring to a professional career in the sports industry. Careers of interest may include a professional sports performer, a sports coach or a support officer in a high performance environment. The BTEC Level 3 National Diploma in Sports Performance and Excellence provides the knowledge, understanding and skills that underpin job roles in the sport industry. The course also provides opportunities for those wishing to progress to university. Students will study ten units, including one written exam and one controlled assessment.
IB DIPLOMA SUBJECTS Students must choose two of the following options: Biology Biologists investigate the living world at all levels using many different approaches and techniques. The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions to mirror the way in which scientific research is conducted in the wider community. Assessment: Internal assessment (individual investigation): 20% External assessment: 80%
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English Language and Literature The English Language and Literature diploma course for the International Baccalaureate is an integrated course in which students study the power of language in both literary and non-literary texts, and spoken language. Texts range from Shakespeare to controversial adverts, so really do encompass a huge range of forms of communication across the English speaking world. Students will analyse the language and structure of texts as well as consider how texts can be understood through their social, historical and cultural contexts. The study of literature texts will enable students to develop an understanding of literary criticism and promote the ability to form independent literary judgements. Assessment: External Assessments: 70%
Paper 1: Textual analysis of an unseen text
Paper 2: Essay style response to a literature text which has been studied in class Three written tasks based on material studied over the course; one of these is submitted for external assessment Internal Assessments: 30% Individual Oral Commentary – a spoken analysis of an assigned extract from a text studied in class. Two further oral activities based on material studied over the course
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Film Studies From the outset, you will quickly move from film fan to film scholar. Throughout the course, you will study filming techniques, critical theories, national and international cinema. Each week there is a feature length ‘Film of the Week’, illuminating the topic being studied. The course fits perfectly within the International Baccalaureate; disciplines required reach through to every aspect of the diploma, requiring you to develop a range of skills transferable to work and higher education. Assessment: Independent Study (25%) Production Portfolio (50%) Oral Presentation (25%)
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Global politics The global politics course explores fundamental political concepts such as power, liberty and equality, in a range of contexts and at a variety of levels. The course allows students to develop an understanding of the local, national, international and global dimensions of political activity, as well as allowing them the opportunity to explore political issues affecting their own lives. Global politics draws on a variety of disciplines in the social sciences and humanities. It helps students to understand abstract political concepts by grounding them in real world examples and case studies, and also invites comparison between such examples and case studies to ensure a transnational perspective. Developing international mindedness and an awareness of multiple perspectives is at the heart of this course. It encourages dialogue and debate, nurturing the capacity to interpret competing and contestable claims. Assessment: Internal assessment: 25% External assessment: 75%
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History History is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present. The course aims to promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations. It also helps students to gain a better understanding of the present through critical reflection upon the past. It is hoped that many students who follow the course will become fascinated with the discipline, developing a lasting interest in it whether or not they continue to study it formally. The course provides both structure and flexibility, fostering an understanding of major historical events in a global context. It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between, but not judgments of, different cultures, political systems and national traditions. Assessment: Internal assessment: 25% External assessment: 75%
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Mathematical Studies Mathematical studies is the practical application of maths. It endeavours to illustrate to students the relevance of the maths which they learn in the classroom and the impact it has on everyday life and the workplace. The course gives the students the opportunity to extend the maths they learn at GCSE to a higher level and to develop their research and problem solving skills by tackling investigations rather than purely question based work. Assessment: During the two year course students have to undertake a research project of a mathematical nature. The project should be on something that interests them, invariably it will be based upon statistics. This is an internal assessment and contributes to their overall grade. The remainder of the assessment is completed externally and comprises of two written exams, one non-calculator and one allowing the use of a graphical calculator.
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Psychology This course is the systematic study of behaviour and mental processes. It examines the interaction of biological, cognitive and sociocultural influences on human behaviour. Students undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied. This will allow them to have a greater understanding of themselves and appreciate the diversity of human behaviour. The holistic approach reflected in the curriculum, sees biological, cognitive and sociocultural analysis being taught in an integrated way to ensure that students are able to develop an understanding of what all humans share, as well as the immense diversity of influences on human behaviour and mental processes. The ethical concerns raised by the methodology and application of psychological research are also key considerations of the IB psychology course. Assessment: Written examination: 75% Students will complete two 1 ½ hour exams comprising of short answer and essay questions. Coursework: 25% Students will research conduct and analyse an investigation of their choice.
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Social and Cultural Anthropology The social and cultural anthropology course offers an opportunity for students to explore and understand humankind in all its diversity through the comparative study of culture and human societies. In studying this course students will come to appreciate how anthropology as a discipline contributes to an understanding of contemporary issues, such as war and conflict, the environment, poverty, injustice, inequality and human and cultural rights. The study of social and cultural anthropology offers critical insight into the continuities as well as dynamics of social change and the development of societies, and challenges cultural assumptions. Students at the Malling School study themes such as, Globalisation, Migration and Art, and within these themes students explore the various issues, views and concepts. It enables students to explore relationships, emphasizing the interdependence of social, economic and political institutions and processes, and their dynamic interrelations to beliefs, values and practices. Assessment: Internal assessment: 20% External assessment: 80%
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Term Dates Term 1
5th September – 21st October 2016
Term 2
31st October – 16th December 2016
Term 3
3rd January – 10th February 2017
Term 4
20th February – 31st March 2017
Term 5
18th April – 26th May 2017
Term 6
5th June – 21st July 2017
Inset Days (no pupils in school) 5th September 2016 19th December 2016 20th December 2016 21st December 2016 21st July 2017
Key Calendar Dates Event
Date
Year 7 and 12 Settling In
29/09/16
Year 11 Options Evening
03/11/16
Mock Examinations
7-18/11/16
Christmas Concert
15/12/16
Mock Examinations
09-20/01/17
Year 11 Information Evening
23/03/17
Year 9 Options Evening
16/03/17
Year 12 UCAS Evening
22/06/17
Rewards Evening
27/06/17
Year 6 Induction Day and Evening
06/07/17
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The Malling School Beech Road, East Malling, Kent, ME19 6DH Telephone: 01732 840995 Fax: 01732 840486 Facebook: Facebook.com/TheMallingSchool Twitter: Twitter.com/Mallingsch or @Mallingsch E-mail: office@themallingschool.kent.sch.uk Website: www.themallingschool.kent.sch.uk Principal: Carl Roberts
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