Prospectus 2012-2013
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Public Examination Results - 2011 (provisional) Key Stage 4 - GCSE (or equivalent) Results
5 or more A* - C Grades (inc. English and Maths)
79%
5 or more A* - C Grades
89%
Contents Prospectus | 2012-2013
Key Stage 5 - A Level Results A*/B Grades
46%
Welcome from the Chief Executive Principal and Academy Principal
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A* - C Grades
72%
Curriculum and Achievement
5
Overall Points Score per student
839
Participation and Partnership
7
Consultation and Community
9
Average Points Score per entry
216
Prospectus | Years 7-11
Key Stage 5 - IB Results Pass Rate (24+ Diploma Points)
100%
International Pass Rate
78%
A unique feature of the Winterbourne International Academy is its combination of IB and A Level Post-16 courses. 24 points at IB is the equivalent of more than three A grades at A Level. All IB students exceeded 24 points in 2011.
Aims 10 Expectations
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Curriculum Statement
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International Learning - The Global Dimension
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Organisation of Teaching Groups
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Careers Education Information, Advice and Guidance 20 Global Citizenship
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Transition 23
“Students at the Winterbourne International Academy will benefit from a unique educational experience with a clear focus of raising and sustaining standards. Students will leave the Academy qualified and well prepared to compete at the highest level.� Dr R S Gibson | Chief Executive Principal
Tutorial Programme
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Support and Guidance
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Dear Parents/Carers and Students Welcome to The Ridings’ Federation Winterbourne International Academy, an 11-18 co-educational Academy set in the rural surrounds of Winterbourne. The Academy has an excellent local and regional reputation for the quality of its educational provision and facilities. Although we have grown in size in recent years, we ensure that all our students receive the very best professional support and guidance. A primary aim of our staff is to know each child as an individual, in order to ensure student fulfilment and happiness. Winterbourne International Academy demands high standards in all that it does, reinforcing our belief in the traditional values of hard work, discipline, courtesy and dress. The Academy is served by very motivated and highly qualified staff, all dedicated to ensuring every student achieves success through motivation, knowledge and skills. The most vital ingredient in the success of our Academy is the quality of human relationships. We take great pride in the flourishing partnership between home and Academy in which all concerned work together in the best interests of the students.
Winterbourne International Academy’s status, as an International School and International Baccalaureate Designated School has enabled us to develop our community ethos with strong links with our partner primary schools and a range of local and national businesses and organisations. We are proud of our International Academy, strong in the belief that confidence in an Academy comes from knowing and understanding what is happening within it. We hope you will extend your knowledge through contact and discussion with the staff. It is important that mutual trust should be the basis of our shared responsibility. We have no doubt that you will be impressed when you visit us and assure you of a very warm welcome.
“Students are polite, articulate and prepared to share their views” Ofsted, June 2011
Yours sincerely
Yours sincerely
Dr R S Gibson Chief Executive Principal
Mr R C Evans Academy Principal
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Curriculum and Achievement Winterbourne International Academy has a range of excellent facilities, providing students of all abilities with a substantial range of educational opportunities. From September 2012, we are anticipating introducing the IB Middle Years programme into Year 7 which will provide our students with an opportunity unique to this Academy within the local area. Our Modern Foreign Language and Mathematics Specialisms, along with our International School Status, offers a broad and balanced programme for all students. Personalised learning also plays a very important role in encouraging all our students to become accomplished independent learners. The positive achievements of all our students are enhanced by our Rewards System based on graded bronze, silver, gold and platinum awards for Key Stage 3 and by letters of commendation and individual Academy and subject awards for significant achievements at Key Stage 4. The annual Federation Presentation Evening and other Awards Ceremonies are celebrations of the successes of our students.
“In mathematics, the percentage of students gaining a higher level grade was significantly above the national average...There is a similarly strong profile for modern foreign languages.� Ofsted, June 2011
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Participation and Partnership Winterbourne International Academy offers all students the opportunity to participate in the life of the Academy. The Academy is committed to excellence in sport, encompassing all traditional team and individual activities. Our new Sports Hall, All Weather Pitch and refurbished swimming pool form an integral part of our excellent Sports Village facilities. All students belong to one of five ‘Houses’, reflecting the Academy’s international ethos. The Arts Centre is an exceptional venue providing artists with an opportunity to introduce a range of dramatic and musical activities. Students benefit by attendance at, and participation in, the performances and accompanying workshops. The life and work of the Academy is also wonderfully supported by our parents/carers through ‘The Friends of Winterbourne International Academy.’ Their work enhances the quality of educational opportunity for all our students.
Sport Academy The Sport Academy seeks to combine long standing academic excellence with renowned sporting success. It is also our aim to provide a link for those students who are not only exceptional sportsmen/women but are also good academically. The Sport Academy is designed to support all participants (whatever their ability) with the knowledge and skills required to maximise their sporting and academic potential.
“My favourite subject is PE because it enables me to stay active and socialise with people around me.” James Bracey, 10.4
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Consultation and Community At Winterbourne International Academy we believe that a partnership between home and the Academy, in which all work together, is in the best interests of all our students. Early communication and involvement of parents/carers are viewed as essential features of a successful partnership. The Academy has an active parent/carer focus group and an annual survey of the views of all parent/careers is undertaken as part of the Academy’s self-evaluation process. All our students join a mixed ability tutor group upon entry to the Academy, based on primary school recommendations and parental requests. As far as possible, tutors remain with their tutor group so that continuity, confidence and trusting relationships can be continually developed throughout our students’ compulsory years of education (see section on Support and Guidance p26). There is a static tutor team for Year 7. At the end of Year 7 students will remain in the same Tutor Group but will have a new tutor who will as far as possible remain with their tutor group for the remaining four years.
“Inspectors observed good and exemplary behaviour in lessons and around the Academy.” Ofsted, June 2011
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Aims Staff, Trustees, Local Governing Body Members and Parents/Carers in partnership will seek: to enable all students to realise their individual talents to the full by: • encouraging curiosity, the desire to learn and the development of skills for independent study; • developing the qualities of self-reliance and initiative; • improving language, numeracy, life and social skills, including the ability to communicate effectively and confidently; • promoting clear thinking, problem-solving and making rational decisions and judgements; • creating opportunities for high achievement in all areas of the curriculum; • raising expectations and self esteem.
to prepare all students for the changing demands of future adult life by: • e ncouraging an awareness of both the problems that face the world today, and the responsibilities associated with being a member of that society; • contributing to spiritual development by a heightened awareness of others; • developing reliability, trustworthiness, unselfishness and a willingness to co-operate with others; • recognising the importance of international citizenship; • increasing aesthetic appreciation by respect and responsible action in relation to the environment in which we live; • promoting a responsible attitude towards a healthy lifestyle.
to encourage a view of education as an enjoyable, lifelong process by: • developing the ability to use leisure time in a valuable and enjoyable way; • recognising the importance of education and training beyond the age of compulsory education; • promoting an insight into industry and commerce, an understanding of the structure of society and the environment.
“My favourite subject is Art – It is fun, creative and imaginative for our minds.” Amelia Hendy, 8.3
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“Attendance is consistently high and has improved over the last two years for Years 7 to 11.” Ofsted, June 2011
Expectations Parents/carers are expected to accept responsibility: • t o ensure that their children attend punctually and regularly, in conformity with the rules on appearance/Academy uniform, and prepared for work; • to show, by example, their support of the Academy and its staff; • to take an active interest in the progress of their children; • to uphold the authority of the Academy, thus enabling their children to achieve maturity and self discipline; • to control their children’s use of leisure time.
The Academy staff accepts responsibility: • to care for each individual student; • to foster every student’s potential and talents; • to help each student prepare for adult life; • to promote regular communication between home and Academy; • to teach effectively and to establish high standards in behaviour and work.
Students, too, are required to accept responsibility: • to aim for the highest standards in every aspect of Academy life; • to attend the Academy punctually and regularly and to participate in its varied activities; • to care for the books, buildings, equipment, furniture, grounds and surrounds of the Academy; • to co-operate with staff and to accept the authority and rules of the Academy; • to share in the projection of a good Academy image, including dress and appearance.
Summary Our expectations are fourfold: • t o enable students to realise their individual talents to the full, providing, within the framework of the National Curriculum, broad, balanced, differentiated and relevant teaching, which includes academic, aesthetic, athletic, practical, personal as well as moral and spiritual development; • t o encourage all students to develop a view of education as an enjoyable, lifelong process which will be enhanced by their ability to form and maintain well balanced relationships with others, and by their contribution to the life of the community; • t o prepare all students for the rapidly changing demands of future adult life, both in work and in leisure, by fostering a flexible attitude and a positive approach, so as to obtain the greatest benefit from every situation. • to develop our students as international role model students, who will recognise the common humanity and shared guardionship of the planet, helping to create a better and more peaceful world. Our learners will be: Inquirers
Open-minded
Knowledgeable
Caring
Thinkers
Risk-takers
Communicators
Balanced
Principled
Reflective
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Curriculum Statement Present Position The Academy provides a broad, balanced and engaging curriculum which mirrors the International Baccalaureate Middle Years Programme Model. In addition to subject specific lessons, Year 7 students attend regular skills-based sessions which enable them to develop their natural curiosity, explore concepts and problem solve independently as well as express their ideas confidently and creatively. From Years 9-11, students will undertake courses leading to external qualifications. Each student will follow one of three learning pathways, which enables clear progression into Post-16 education and provides them with an appropriate range of courses matching their own learning styles and aspirations.
Learning Areas: English:
includes Language, Literature, Library Skills
Mathematics:
includes Mathematics
Science:
includes Double Science, Physics, Chemistry, Biology, BTEC Science, Single Science
Languages:
includes French, German, Spanish
Technology:
includes Electronic Control, Food Technology, Product Design and Resistant Materials, Systems and Control, Textiles, Engineering, ICT, Hospitality, Childcare, Workskills
Arts:
Media, Art, Music, Music Technology, Drama, Photography
Humanities:
History, Geography, Religious Studies, Business, Public Services, Core RE, Sociology
PE:
Core PE, GCSE PE, BTEC Sport
“The good quality teaching, which was a feature of the predecessor school, has been maintained and improved.� Ofsted, June 2011
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International Learning - The Global Dimension The Ridings’ Federation of Academies is committed to providing learners with the skills required to live and work successfully in a global community. The challenges of global issues such as the economy, sustainability and climate change are relevant to all of us within a global community. In order to meet the challenges of life, we need to understand different values and beliefs, challenge prejudices and work in partnership with each other on a local, national and international level. We aim to encourage the development of independent enquirers and responsible global citizens through the provision of a personalised learning experience and active involvement in the community. Working in partnership with schools and organisations is an excellent advantage to all learners. The sharing of best practice enhances learning and enables us to provide a first class educational experience appropriate for the 21st Century. Through the formation of The Ridings’ Federation of Academies, strong partnerships have been forged with local universities and businesses which offer a whole host of opportunities for our students to learn and develop outside of the classroom. Examples include the use of the library facilities for International Baccalaureate Students, work placements with Airbus and CISCO and involvement in outreach programmes. We have extensive links across the World including South America, Europe, India, Africa, and Far East Asia. On the strength of our reputation in international education, we have provided and continue to provide support for other schools and organisations within South Gloucestershire, the South West and further afield. The Academy is one of a small number of educational institutions across the UK to achieve the International School Award ‘Ambassador’ status which recognises the extensive work and support provided. We work with agencies such as the British Council, SSAT, QCA, GLEAN, IBSCA; IBO and Global Leap, promoting learning and leadership networks to develop effective, sustainable and meaningful international education. Both staff and students have benefited from our established links and technology which have facilitated visits to other countries, joint collaborative projects with schools outside of the UK, video-conference lessons, debates and discussions including those on genocide with holocaust survivors, a comparison of global footprints with India, communication with students in Afghanistan and the chance to meet a NASA astronaut. These experiences have opened the eyes of the students and enabled them to fully appreciate their place within a global community, reflect on their actions with a greater sense of responsibility, critically analyse and become empowered and excited by the future. To communicate effectively in a global society requires the development of language and communication skills, confidence and effective use of ICT. We recognise the importance of the development of languages in our multi-lingual society and global business networks. We therefore harness these skills through a unique programme of study which encourages independent learning, debating and presentation skills, reflection and respect for others. Our aims reflect the core elements of the DfE international strategy which states: Goal 1:
Goal 2:
Goal 3:
Equipping our children, young people and adults for life in a global society and work in a global economy
Engaging with our international partners to achieve mutual goals
Maximising the contribution of our education, training sector and university research to overseas trade and inward investment
International activities are celebrated within the Academy through a wide range of events across the year, including International Days’ to raise awareness and share experiences building relationships across the age range. The global dimension is embedded throughout the Learning Areas and within the tutorial programme, which reflect the eight key concepts of the global dimension as outlined by DfE.
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8 Key Concepts of Global Dimension Global Citizenship
Interdependence
Conflict Resolution
Social Justice
Diversity
Sustainable Development
Human Rights
Values and Perceptions
Healthy lifestyles are promoted across the Academy and with the opening of the new sports facilities, together with the Academy’s ‘Food For Life project’ we are committed to the Olympic ideals which celebrates different countries and cultures as well as promotes the values of sports such as fair play and community cohesion. Innovative projects are taking place in all Learning Areas such as collaborative theatre productions with our partner school in Singapore and an ICT three year project based around a fictional Non-Governmental Organisation (NGO) which travels to Africa, Asia and Afghanistan. As an IB World School offering the IB Internationally-recognised Diploma Programme, we encourage our learners to develop the following qualities, outlined within the IB Learner Profile: Inquirers
Open-minded
Knowledgeable
Caring
Thinkers
Risk-takers
Communicators
Balanced
Principled
Reflective
Our curriculum offers multi-dimensional learning by creating opportunities independent of age, geographical location, field of study and time. This provides a holistic and personalised learning experience which is flexible to the needs of our learners and enables them to be a success in the future global community in which we live.
“The curriculum has developed well since the Academy was established, with a clear focus on the international dimension and broadening provision to meet a wider range of abilities and interests.” Ofsted, June 2011
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Year 7: Africa Title of Module
What’s included
Purpose and Aims
Citizenship/International Education
International partnerships with GAFSIP and African initiatives
To develop global awareness through relationships between individuals, local, national and global communities. To develop SEAL outcomes and PLaTs.
DFID-funded ‘Global Eyes’ project
Year 7 will explore the culture and customs of African countries. Students will consider the way we see the world through the African initiatives DFID funded ‘Global Eyes’ project entailing a series of workshops and student-led activities.
Year 8: East Asia Title of Module
What’s included
Purpose and Aims
Citizenship/International Education
British Council Connecting Classrooms East Asia
To build trust and understanding between countries and promote intercultural dialogue. To develop an understanding of being a responsible global citizen as well as strengthening ICT and critical thinking skills.
Partnerships with Singapore and a cluster of schools in Thailand and Indonesia
Year 8 will form part of a cluster of primary and secondary schools, led by Winterbourne International Academy, linked to a cluster of schools in Thailand and Indonesia. The British Council Connecting Classrooms East Asia project offers students a range of exciting and interactive activities to explore the culture and customs of our partners in South East Asia and form new friendships.
Year 9: Middle East Title of Module
What’s included
Purpose and Aims
Global Learning
Students will learn about life in Afghanistan through personal contact with students at our partner school in a rural location of Afghanistan. The partnership is supported by the charity Afghan Connection
To develop global awareness of social and political issues worldwide. They will learn how to overcome communication difficulties and barriers caused by the war situation. Students will be given opportunities to address extremist views and express their opinions and feelings in accordance with the “Every Child Matters” agenda and PLaTS
Year 9 will explore the culture and customs of the Middle East. Citizenship lessons will include opportunities to consider human rights, girls in education and the Millennium Development Goals. The programme will include visits and assemblies from Dr. Sarah Fane from Afghan Connection who will facilitate the exchange of letters between students. The G-Nation Citizenship and enterprise project will also work alongside the programme which aims to improve learning about social enterprise and individual giving within the context of raising funds for Afghan Connection
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Year 10: South America Title of Module
What’s included
Purpose and Aims
Global Learning
A UNICEF Global Citizenship Scheme of work centred around Sao Paulo and supported by our link with St. Nicholas School in Sao Paulo
Reflect on social justice issues and differing values and perceptions. Students are encouraged to develop a sense of responsibility as a global citizen and promote positive attitudes towards diversity in society.
Year 10 will explore human rights and social justice focusing on communities in Sao Paulo. This will include considering the fairness of the distribution of wealth, opportunities for women in education and business and what it means to be a global citizen. We aim to support their linking through video-conferences with our partner school in Sao Paulo, Brazil.
Year 11: India Title of Module
What’s included
Purpose and Aims
Global Learning
Letter and craft exchange with our partner school in the rural location of West Bengal, India
Promote positive attitudes by challenging preconceived ideas.
Video-conferences with our partner school in Orissa, India
Students will develop critical thinking and decision making skills throughout the programme as well as gain a better sense of their own and others’ communities and values.
Year 11 students will engage in intercultural dialogue with students from various and diverse areas of India. These range from letter-writing and craft-making with a small rural community in West Bengal and in-depth debates and presentations via video-conference with large secondary schools in Orissa. Other projects include web-based activities supported by eLanguages exploring national games and traditions and art competitions.
SEAL - Social and Emotional Aspects of Learning PLaTS - Personal Learning and Thinking Skills GAFSIP - Gambia Avon Fire Service International Project SSAT - Specialist Schools and Academies Trust IBO - International Baccalaureate Organisation IBSCA - International Baccalaureate Schools and Colleges Association
“At Winterbourne International Academy I know I have someone to talk to, student or teacher, if I ever have any problems.” Holly Trembeth, 10.9
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Organisation of Teaching Groups
Careers Education, Information, Advice and Guidance
Mixed-ability groups, banding and setting are used to teach the curriculum. ‘Banding’ is where students are placed in a number of broad ability groups with parallel classes within each band. ‘Setting’ is a more precise method of grouping students in individual classes strictly according to ability within each subject area. This organisation varies according to Years and subject areas. Group sizes range from 15 in learning support groups to 30 in the mainstream.
Careers Education and Guidance is an important element of the tutorial programme which provides students with information and skills to enable them to make realistic decisions about their future.
• I n Year 7 students are generally taught in mixed ability tutor groups, with support groups for literacy and numeracy. However, in Mathematics, a banding system operates for the start of Term 2. • I n Year 8 students are set for Mathematics, Languages and PE, with banding in Humanities subjects. For other subjects students are taught in mixed ability groups. • I n Year 9 students continue on the same basis as Year 8, apart from English, which places them in two broad ability bands. • I n Years 10 and 11 students are taught in mixed ability groups within Arts subjects, Technology and some option subjects. English has two gifted and talented groups with the remainder on a mixed ability basis. Mathematics and Languages continue to set their students and Humanities subjects introduce setting where possible. In Science there are normally four groups of higher ability students taking three separate Sciences. The remaining groups are broadly banded and do Core Science in Year 10, leading to Additional Science in Year 11 or BTEC Science. One group will do Core Science only.
In Years 7-9, students consider work roles in the community and the effect of work on lifestyle, through activities such as ‘Real Game’. Self-assessment and decision-making exercises through the IT program JED, which can also be accessed by students at home, help prepare them for their GCSE subject choices. In Years 10 and 11 students are made aware of the various routes possible at 16+ and undertake activities such as Enterprise Day and Mock Interviews, which promote an understanding of the importance of the key skills employers are looking for. Many local businesses and organisations participate in these sessions and also attend the annual Careers Evening held during the Autumn Term. Throughout the tutorial programme, the use of resources such as computer-based information and guidance programs like JED and HIGHERIDEAS is encouraged. Work Experience is available to students in Year 10 and above. Each student is briefed and debriefed and they are given the opportunity to reflect on their placement by producing an oral assignment for GCSE English coursework. In addition to being able to obtain advice from the Academy’s careers staff, students from Years 9 -13, and parents/carers, have the opportunity to meet with a Personal Adviser from Connexions West to discuss their plans.
• L earning Support groups operate in Key Stage 3 in most Faculty/subject areas and are designed to meet the particular special educational needs of a smaller number of students. Students in these groups have full access to the National Curriculum, unless it has been formally disapplied in individual cases. In Key Stage 4, students with special educational needs are integrated as much as possible within the setting arrangements, unless the National Curriculum has been disapplied as for Key Stage 3.
“Students feel that the Academy helps them to be well prepared for the next stage of their education or the world of work” Ofsted, June 2011
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Global Citizenship There are three main strands to Global Citizenship education: • Knowledge and understanding about becoming informed citizens; • Developing skills of enquiry and communication; • Developing skills of participation and responsible action. At Winterbourne International Academy we have adopted a multi-faceted approach – in Years 7-9, Citizenship is delivered as a cross-curricular strand, augmented by discrete lessons in Years 7, 8 and 9. This foundation is built on in Years 10 and 11 through the pastoral system, and on into Sixth Form, where students become actively involved with Academy events. All Year Groups have a Year Council, which are in turn represented at whole Student voice. There are many areas of the curriculum, as well as the wider Academy community, which encompass the elements and ethos of Citizenship education. Active Citizenship is also promoted through Academy and Year Councils, which give particular emphasis to students participating in activities such as elections and national events, local Government initiatives and complementing the Academy’s international focus by engaging students in work with Schools/Academies from around the world. There have also been a wide range of opportunities for students to meet outside speakers such as: the Army, peace keeping and team work; BBC journalists, on the role of the media and society. Students are encouraged to research, discuss, and empathise with a variety of issues relevant to the world today, and the role we play in it. Citizenship is also an integral part of the wider Academy educational experience which includes vocational projects, work experience, special events such as Arts Days, Enterprise Day and participation in extra-curricular activities such as sports teams, drama and music productions. Additionally, students are offered numerous further opportunities to make positive contributions to the Academy community such as undertaking monitor duties, acting as guides on Open Evenings and becoming student mentors. Citizenship at Winterbourne International Academy seeks to engage students in their world at local, national and global levels, and provide a learning experience that will help them become active citizens in the future.
“The subject I most enjoy is German – It is an amazing language and will lead to better opportunities in life. I also get a sense of achievement when I get on to higher level work!” Georgie Bryant, 10.3
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Transition The transition from primary school to a large Academy like Winterbourne International Academy can be a demanding experience for the students. At Winterbourne International Academy we have systems in place to make this transition as smooth for the students as possible. There is a dedicated static Head of Year 7 who is responsible for the transition arrangements for your child. During the summer months, our Head of Year 7 will visit your son/daughter at their primary school to discuss the exciting opportunities that await them at Winterbourne International Academy and also to put their minds at rest about any concerns they may have about transferring from the primary phase into the secondary phase. Discussions and consultations are made with the primary schools in order that the best provision can be made for your son/daughter. We also welcome any concerns you may have to be brought to our attention so that we can make the transition from primary to secondary as stress free as possible for all concerned. In July, the students in Year 6 will spend a number of taster days at Winterbourne International Academy experiencing various activities, where they will get to meet their tutor and new classmates in preparation for the start of term in September. During the summer holidays, Winterbourne International Academy offers a summer school specifically for the new Year 7. The emphasis of this, although not compulsory, is to help the students further develop new friendships and to help them familiarise themselves with the layout of the Academy. Prior to starting in September, you will be able to make a choice of which language you would prefer your child to study and which friend would help them settle in at the Academy. We do our utmost to accommodate requests when placing your child in a Tutor Group.
Year 7 Year 7 is led by a highly experienced and dedicated team of tutors who have the knowledge and understanding to help students at this stage of their education. Your son/daughter will be placed in one of ten mixed ability groups for which their tutor will teach them for PSHE, Citizenship and learning skills. We believe that students need to be equipped for their own independent learning and during Year 7 they identify, along with their tutor, their own particular preferred learning style, work within a variety of groups to solve problems and work on small projects. This involves the students being able to do independent research and present their findings to others either in the classroom or during assemblies. In Mathematics, English and PE, students are placed into teaching groups based on ability. This takes place during Term 2 once the students have settled into the Academy. In Languages your son/daughter will have an opportunity to study French, German and Spanish, for each 2 terms before continuing with 1 language in year 8.
“We are given responsibility, freedom and independence that we haven’t had before. I really enjoyed showing parents around the Academy grounds.� Lois Aspinall, 8.3
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“I enjoy being part of a Federation because you feel part of something bigger than just a school.” Lois Aspinall, 8.3
Tutorial Programme The programme is designed to encompass aspects of the statutory requirements for Citizenship as well as the non-statutory guidelines for Personal, Social and Health Education. Throughout the five years many topics will be considered in increasing depth as the students gain in maturity and understanding. In Year 7, students have an additional tutor lesson which focuses on the importance of ‘learning skills’. The students will discuss their own personalised learning style and how to develop skills in other areas of learning in order to develop effective learning. In Years 12 and 13, a separate programme has been developed to meet the needs of the students.
Years 7-9 Year 7 One of the main objectives of the programme is to integrate the students within the Academy and to help make their transfer from primary school as easy and pleasant as possible. Topics studied are: A. Citizenship
All about me.
B. Health Education
What is a healthy lifestyle? Food and nutrition, safety and first aid, puberty and growing up.
C. Socialisation
Settling into a new environment, getting acquainted, understanding expectations and routines, bullying, leisure, the importance of family, dealing with family break-up, staying safe online.
D. Careers
Work in the community, parents/carers’ work.
E. Study Skills
Presentation, personalised learning, communication. Passport to Learning, covering four key areas of personal development. Review of Year 7 and looking ahead to Year 8.
Year 8 The programme builds on that for Year 7 and encompasses: A. Citizenship
Human Rights, the diversity of national, regional and ethnic identities in the UK, and the need for mutual respect and understanding.
B. Health Education
rugs, alcohol and smoking – facts about the effects of smoking and drinking, problem drinking D and how to deal with it, sources of help and advice. Sex Education – considering sexual relationships, sexually transmitted infections (STIs), relationships and sex education.
C. Socialisation
Friendship and social skills, dealing with loss.
D. Careers
Work and lifestyle, REAL GAME, hobbies and skills.
E. Study Skills
Setting targets for the year, personalised learning, organising time, choosing the right working environment. Review of the year and looking ahead to Year 9.
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Year 9 The major elements include: A. Citizenship
egal rights and responsibilities, the English legal system, democracy, the role of Parliament, L political parties, local and regional Government, the EU, elections in the UK, and a mock election across the whole Year, you and the law (anti-crime day).
B. Careers
Decision-making techniques, self-assessment, Academy subject choices for Key Stage 4, introduction to the Connexions Library, jobs, families, CID computer program and introduction to Students’ Progress Files.
C. Health Education
Drugs education – legal and illegal drugs, risks/effects of drug misuse, reasons why people take drugs, dealing with peer pressure, sources of help and advice. Relationships and sex education: negotiating relationships and dealing with pressure. Where to go for help.
D. Socialisation
How to resolve conflict, how to speak to adults appropriately, appropriate behaviour in different situations.
E. Study Skills
Revision skills, study habits, making effective notes. Review of the year, and setting targets for Year 10.
Years 10-11 Year 10 The main themes are: A. Citizenship
Britain as a multicultural society, the European Union and its impact on Britain, the global environment.
B. Careers
Chiefly consists of four main elements: • Work Experience preparation, Health and Safety at work; • Self-assessment and Key Skills exercises linked to an Enterprise Day; • KUDOS computer program providing career information; • Awareness of opportunities at 16+, introduction to Connexions Advisory Service.
C. Health Education
Relationships and sex education – attitudes to relationships, moral dilemmas, sexual rights and responsibilities, contraception and STIs. Drugs education – risks of misuse, social and moral dilemmas, seeking advice, developing assertiveness skills to deal with peer pressure.
D. Study Skills
The demand of GCSEs, target setting, managing time. A day off timetable to reinforce the skills needed to develop Personalised Learning and effective methods of revision and retention. Review of the year.
“I like knowing that our Academy and Yate are working together to help with the students’ education.” Holly Trembeth, 10.9
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“Being part of a Federation allows me to choose from a wide-variety of courses for my GCSEs.” Phil Rawlinson, 9.3
Year 11 In Year 11, considerable emphasis is placed on careers education and increasing students’ awareness of the world of work. A. Citizenship
Local Government, the role of business, private and public finances, consumer rights and responsibilities, the role of the media.
B. Careers
Application skills – CV, letters and mock interviews, Careers Evening and Record of Achievement portfolios.
C. Health Education
Parenting, emotional health.
D. Study Skills
Continuation of Year 10 programme. A day off timetable to reinforce the skills needed to develop Personalised Learning and effective methods of revision and retention.
Post-16 Years 12 and 13 (The Ridings’ Federation Sixth Form) Winterbourne International Academy is part of a Federation Sixth Form in partnership with Yate International Academy. As a result, we are able to offer an extensive range of Level 3, 2 and 1 courses to suit the needs of the majority of students Post 16. In Years 12 and 13, the aim of the programme is to encourage self-reliance, flexibility and breadth. It is designed to complement other studies and is concerned with a large variety of skills, including analysing, communicating, debating, investigating, organising, time management, working in a team and studying. The content seeks to prepare the student for life beyond the classroom, providing for some of the real needs of young people in the wider world (see Federation Sixth Form Prospectus). Students also have the opportunity to develop their political literacy and take part in elections. The nature of the Tutorial Period varies but includes: Outside speakers
Lead assemblies
Panels of speakers
Empathy exercises
Debates
Seminars
Demonstrations
Inter-tutor group activities
Role play activities
Videos
Citizenship
Careers Events covering: Options at 17/18+
Preparation of UCAS applications
Finance
Higher Education and Employment opportunities
Mock Interviews
Seminars
In addition to these periods every student has monthly one-to-one mentoring sessions with their tutors to support their academic and personal development.
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Support and Guidance All our students join a mixed-ability tutor group upon entry to the Academy. Friendships are considered, based on primary school recommendations and parental requests. In Year 7 there is a designated team of tutors led by the Head of Year 7 and Deputy Head of Year 7. This team specialise in issues relating to the transition from Key Stage 2 to Key Stage 3. At the end of Year 7, each tutor group has a change of tutor, Head of Year and Deputy Head of Year and as far as possible tutors remain with their tutor group throughout Years 8-11 so that continuity, confidence and trusting relationships can be developed. The Head of Year has overall responsibility for the students in their Year Group and holds regular Year meetings and assemblies. Hence the Year Group can establish a corporate identity throughout the students’ years of statutory education. The Federation Sixth Form has a different academic and pastoral structure. (See Federation Sixth Form Prospectus.) Tutors get to know their tutees through meeting them at morning registrations. Additionally, they are responsible for delivering cross-curricular themes through a timetabled, weekly tutorial programme. Students are given regular opportunities to review their academic performance, and to set personal academic targets. The greater use of data enables diagnosis of student performance in order to intervene at an early stage in a student’s education, to ensure that all students maximise their potential. A designated senior member of staff arranges the general testing of students and the collation of data. The Academy organises student monitoring and mentoring programmes when applicable. Winterbourne International Academy is committed to the principle of inclusion, and seeks to provide a high quality education for all students, whatever their needs, in line with the Every Child Matters agenda. The Academy seeks to provide, through an inclusive curriculum, equal opportunities for all learners irrespective of age, gender, ethnicity, impairment, educational attainment and background. The Federation’s Inclusion Policy and Accessibility Plan addresses issues relating to the Special Educational Needs and Disability Act (SENDA) which seeks to reduce and eliminate any barriers of access to the curriculum, enabling full participation in the Academy community for students, and prospective students, with a disability. The Plan covers four key areas: • Education and related activities;
• Provision of information;
• The physical environment;
• Commercial influences.
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The Learning Support Co-ordinator, with the support of the Academy Principal, Local Governing Body and colleagues, seeks to develop effective ways of overcoming barriers to learning and raising the achievement of students across the Academy including those students recognised as Gifted and Talented (G&T), as having special educational needs (SEN) or as having English as a second language (EAL). The Learning Support Team includes the Learning Support Co-ordinator, the Deputy Learning Support Co-ordinator, the Gifted and Talented Co-ordinator, 3 subject teachers who represent Learning Support in the English, Mathematics and Science Faculties and a group of very experienced Teaching Assistants including a HTLA, who are able to offer a range of advice and support. A strong staff development and training programme has led to a range of specialisms offered by our TAs which now include delivering literacy and numeracy intervention courses, catch up/revision courses, special exam arrangements, supporting students where English is not the first language, counselling both individually and/or through the Nurture Groups, delivering ALAN, mentoring through sporting activities, supporting the Parent Group together with additional duties such as trip supervision and lunchtime clubs. The Learning Intervention programmes offered are extensive, varied and most importantly flexible to best offer our students the opportunity to make progress and to develop their skills both academically and socially. In addition, our Gifted and Talented Programme identifies a cohort of students on entry, using a range of student data together with teacher recommendations. These students are encouraged to achieve their full potential via a programme of extension/ enrichment activities in all curriculum areas together with access to a variety of extra-curricular activities. The Deputy Principal works with the Learning Support Co-ordinator to co-ordinate the work of all outside agencies such as the Educational Welfare Service, Educational Psychology Service, Behaviour Support Team, Social Inclusion Co-ordinators, Medical Personnel, Sensory Impaired Services, Connexions, Social Services etc. She works closely with the Directors of Studies and chairs the termly Student Support Group meetings. A trained Academy counsellor is also available to support students. In addition, the Academy has a range of specialist support staff who can provide individualised intervention.
“The Academy gives a high priority to providing personalised care for students and particularly those who are identified as vulnerable in some way.� Ofsted, June 2011
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Learntoday represents the way Lifelong Learning for all will be offered in the future.
Learntoday
Learntoday still offers some of the more popular “evening classes” and now offers additional courses at Yate International Academy.
A clean sail ahead of the rest! A range of RYA courses are available with Learntoday© at progressive levels from absolute beginner to expert. You can join any of our training schemes at the level which is most appropriate to your experience and ability. We extend a warm
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Learntoday Lifelong Learning Programmes includes the Cisco Networking Academy. We are one of only 40 regional academies in the UK. As an education establishment we are bound by Cisco to provide courses at affordable costs.
Still lots to offer, incorporating Arts and Crafts, Modern Foreign Languages, Health and Fitness, Maritime Courses and more. Ring for our latest prospectus or telephone FREE 0800 953 0056 www.trfa.org.uk
welcome to beginners and understand that you may be apprehensive about your first steps afloat. We conform to high standards for quality of instruction. Telephone FREE 0800 953 0056
For what’s on visit our website www.ridingsartscentre.co.uk Email info@ridingsartscentre.co.uk
We offer courses for interested students at very competitive prices. Book your course now by contacting us FREE on 0800 953 0056 Email philip.wightman@trfwia.org.uk
Dr R S Gibson Chief Executive Principal Federation House 17 High Street Winterbourne Bristol BS36 1JJ Telephone 01454 252041 Email federation@trfa.org.uk
www.trfa.org.uk
High Street Winterbourne Bristol BS36 1JL Telephone 01454 252000 Fax 01454 250404 Email office@trfwia.org.uk
www.trfwia.org.uk
INTERNATIONAL SCHOOL STATUS
The Ridings’ Federation of Academies Trust A limited company registered in England with company number: 6802948 Registered Office: The Ridings’ Federation of Academies Trust, High Street, Winterbourne, Bristol BS36 1JL.
“Achieving Success through Motivation, Knowledge and Skills”