Curriculum

Our Curriculum

Vision Statement

Confident and curious to create our future (at CHS) – The 4 C’s

Hyderus a chwilfrydig i greu ein dyfodol

Motto

Achievement By Caring

Mission Statement

Our curriculum provides a foundation for students to acquire the knowledge, skills and experiences to become inquiring lifelong learners and global citizens of the 21st century.

Our curriculum continuum is broad and balanced and allows learners to progress at a rate of readiness from the age of 3 to 16 while developing cross curricular skills of literacy, numeracy and digital competence with our six areas of learning experience. The 27 what matters statements of learning for each area of learning have been carefully studied and utilised to support curriculum planning and progression. Teaching and learning opportunities will support the statutory requirements and developments of relationships and sex education, religion, values and ethics and careers and work related experiences throughout all areas of learning across the school. All students will also continue to study Welsh and English as part of their provision each week.  

Four Core Purposes

Our learning experiences are designed to allow learners to develop characteristics as outlined in the four core purposes:

  • Ambitious, capable learners who are ready to learn throughout their lives
  • Enterprising, creative contributors who are ready to play a full part in life and work
  • Ethical, informed citizens who are ready to be citizens of Wales and the world
  • Healthy, confident individuals who are ready to lead fulfilling lives as valued members of society

 

We expect the learner characteristics we have identified as essential to developing the four core purposes to form the basis of learning across the whole school:

Our Ambitious, capable learners are:

  • Inquiring, knowledgeable, thinkers, reflectors, good communicators and are aspirational.

To be ambitious, capable learners need to:

  • Set themselves high standards and seek and enjoy challenge
  • Are building up a body of knowledge and have the skills to connect and apply knowledge in different contexts of knowledge
  • Identify questions to answer and problems to resolve
  • Can communicate effectively in different forms and settings in both Welsh and English
  • Can explain ideas and concepts they are learning about
  • Can use number effectively in different contexts
  • Understand how to interpret data and understand mathematical concepts
  • Use digital technologies creatively to communicate find and analyse information
  • Plan and carry out research, appreciating the consequences of decisions
  • Analyse and evaluate information, judging its relevance and value
  • Support conclusions, using reasoned arguments and evidence.
  • Ask questions to extend their thinking
  • Question their own and others’ assumptions
  • Undertake research and evaluate critically what they find

Enterprising, creative contributors are:

  • Creative and artistic learners, risk takers, team members and good collaborators who can express ideas and emotions clearly

To become an enterprising and creative contributor learners need to:

  • Set themselves high standards and seek and enjoy challenge
  • Are building up a body of knowledge and have the skills to connect and apply knowledge in different contexts of knowledge
  • identify questions to answer and problems to resolve
  • Can communicate effectively in different forms and settings in both Welsh and English
  • Can explain ideas and concepts they are learning about
  • Can use number effectively in different contexts
  • Understand how to interpret data and understand mathematical concepts
  • Use digital technologies creatively to communicate find and analyse information
  • Plan and carry out research, appreciating the consequences of decisions
  • Analyse and evaluate information, judging its relevance and value
  • Support conclusions, using reasoned arguments and evidence.
  • Ask questions to extend their thinking
  • Question their own and others’ assumptions
  • Undertake research and evaluate critically what they find

 

Ethical, informed citizens are:

  • Open minded, principled, caring, rights respecting people who can express individual views of culture and identity of others.

To become an ethical and informed citizen learners need to:

  • Explore issues, events or problems from different perspectives
  • Consider the influence of circumstances, beliefs and feelings on decisions and events
  • Analyse and evaluate information, judging its relevance and value
  • Question their own and others’ assumptions
  • Find, evaluate and use evidence in forming views
  • Engage with contemporary issues based upon their knowledge and values
  • Understand and exercise their human and democratic responsibilities and rights
  • Understand and consider the impact of their actions when making choices and acting
  • Are knowledgeable about their culture, community, society and the world, now and in the past
  • Respect the needs and rights of others, as a member of a diverse society
  • Show their commitment to the sustainability of the planet

 

Healthy, confident individuals are:

  • Resilient, Independent, happy, hardworking, active and empathetic citizens who can manage emotions and foster positive relationships.

To develop as a healthy, confident individuals learners need to:

  • Have secure values and are establishing their spiritual and ethical beliefs
  • Are building their mental and emotional well-being by developing confidence, resilience and empathy
  • Apply knowledge about the impact of diet and exercise on physical and mental health in their daily lives
  • Know how to find the information and support to keep safe and well
  • Take part in physical activity
  • Take measured decisions about lifestyle and manage risk
  • Have the confidence to participate in performance
  • Form positive relationships based upon trust and mutual respect
  • Face and overcome challenge
  • Have the skills and knowledge to manage everyday life as independently as they can

 

Developing independent enquirers at Cyfarthfa High School

Focus

Students process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes.

  • Identify questions to answer and problems to resolve
  • Plan and carry out research, appreciating the consequences of decisions
  • Explore issues, events or problems from different perspectives
  • Analysis and evaluate information, judging its relevance and value
  • Consider the influence of circumstances, beliefs and feelings on decisions and events
  • Support conclusions, using reasoned arguments and evidence

Curriculum Structure

We have six Areas of Learning Experiences:

  1. Maths and Numeracy
  2. Language, Literacy and Communication
  3. Science and Technology
  4. Health and Wellbeing
  5. Humanities
  6. Expressive Arts

Curriculum Design/structure

  • Overarching concept
  • Key concepts
  • Theme (if applicable)
  • Big enquiry question

 

Our five pillars of practice

  1. Coherence-Plan, plait and connect our curriculum to ensure its sensible and logical allowing our students to build their knowledge, understanding, skills and experiences.
  2. Credibility-What knowledge will we choose to teach, what do we want children to understand be able to do with that knowledge? Is it explicit and clear?
  3. Creativity-Our curriculum, offers students the right to experience, develop and practice creativity across the whole curriculum.
  4. Compassion-Provide a range of experiences to allow students to develop empathy developing into active compassion
  5. Community-A vital component of our curriculum, taking students beyond the school to work in partnership with local organisations to broaden their experience

Cyfarthfa High School Concept Map

Stage

Year 7

Year 8

Year 9

Year 10

Year 11

Overarching Concept

My Identify

My World

My Choices

My Rights

My Future

 

Key concepts

Values

Values

Values

Values

Values

Relationships

(e.g Family and friends-getting to know each other)

Culture

Passion

Reform

Citizenship (Sustainability, global/active citizenship)

Communication and collaboration

Innovation

Power

Consent

Strength and Weakness

Belonging

Fairness

Creativity

Relationships

(police, community, politics)

Virtue

Community

 

Globalisation

Loyalty

Consequences

Success

Rights and responsibilities

Peace

Sacrifice

Segregation

Influence

Diversity

Diversity

Resilience

Oppression

Choice

Equality

Prejudice

Bravery

Free will

Protest

Attitudes and actions (e.g Kindness, right from wrong, helping others, respect, resilience, empathy)

Justice

Pride

Stewardship

Faith

 

 

Conflict

Influence

Influence

Adversity

Discrimination

Leadership (laws, government)

Belief

Service

Rights and Responsibilities

Change

Spirituality

Duty

 

Care

Judgement

Rights and responsibilities

Rights and responsibilities

Rights and responsibilities (Human rights)

 

 

Equality and Diversity

Whole school Concepts

Concept: Community

 

 

Term: Faculty choice for term of delivery

 

Concept Global sustainability

 

Term: Faculty choice for term of delivery

 

 

 

 

Concept: This is me

 

Wellbeing based project-emotions, relationships

 

Term: Faculty choice for term of delivery

 

 

 

 

 

Concepts

Year 7: My Identity (Overarching concept)

Key concepts

  1. Values
  2. Relationships (e.g Family and friends-getting to know each other)
  3. Communication and collaboration
  4. Belonging
  5. Community
  6. Rights and responsibilities
  7. Diversity
  8. Equality
  9. Attitudes and actions (e.g Kindness, right from wrong, helping others, respect, resilience, empathy)

 

Whole school Thematic project one

Concept: Community, there is no place like home

Big Question: What makes a home a home?

Term: Faculty choice for term of delivery

 

Whole school thematic project two

Theme: This is me

Big Question: Who am I?

Wellbeing based project-emotions, relationships

Term: Faculty choice for term of delivery

 

Year 8: My world

  1. Values
  2. Culture
  3. Innovation
  4. Fairness
  5. Globalisation
  6. Peace
  7. Diversity
  8. Prejudice
  9. Justice
  10. Conflict
  11. Discrimination
  12. Rights and responsibilities

 

Whole school Thematic project one

Concept: Global Sustainability

Term: Faculty choice for term of delivery

 

Year 9: My choices

  1. Values
  2. Passion
  3. Power
  4. Creativity
  5. Loyalty
  6. Sacrifice
  7. Resilience
  8. Bravery
  9. Pride
  10. Influence
  11. Leadership (laws, government)
  12. Change
  13. Care
  14. Rights and responsibilities

 

Year 10: My rights

  1. Values
  2. Reform
  3. Consent
  4. Relationships (police, community, politics)
  5. Consequences
  6. Segregation
  7. Oppression
  8. Free will
  9. Stewardship
  10. Influence
  11. Belief
  12. Spirituality
  13. Judgement
  14. Rights and responsibilities (Human rights)
  15. Equality and Diversity

 

Year 11: My Future

  1. Values
  2. Citizenship (Sustainability, global/active citizenship)
  3. Strength and Weakness
  4. Virtue
  5. Success
  6. Influence
  7. Choice
  8. Protest
  9. Faith
  10. Adversity
  11. Service
  12. Duty
  13. Rights and responsibilities

 

We recognise that our journey towards full implementation of Curriculum for Wales will be under constant review and consultation with all stakeholders. Our student voice will be crucial in making amendments and improvements as well as feedback from staff and parents. Focus groups, consultation via surveys and regular feedback will be gained to inform future curriculum decisions and plans. Professional learning opportunities for all staff will be crucial in ensuring Cyfarthfa High School continues to offer a broad, balanced and engaging curriculum. All cluster schools will continue to meet each term to review our curriculum continuum and make refinements where necessary.