Somervale School offers a broad and balanced curriculum throughout Key Stage 3 (years 7 to 9) and Key Stage 4 (years 10 and 11).

KS3 Home Learning 

As part of our curriculum, students are required to complete weekly home learning tasks. We have divided the tasks into three groups which students will complete weekly and termly. 

Core Home Learning Activities 

Students are assigned weekly activities in core subjects, English, Maths, Science, Languages and Accelerate Reading. These are set by their class teacher weekly. 

Foundation Home Learning Activities 

Students are assigned home learning tasks in foundation subjects. These include Humanities (History, Geography and PB), Art, Design Technology and Music. 

Whole Year Group Home Learning Activities

Students are assigned as a whole group 'Pick n Mix' choice of activities which are set at the start of each term. These contribute towards student house points. Students will be rewarded 10 house points for completing any three activities/tasks per term and will receive an extra house point for each additional activity/task completed per term. These activities are to support students' wider curriculum opportunities and link to the school's academic calendar. This includes student participation at an out of school club or activity for example: swimming, football, music, dance, drama, scouts or an activity lead by an outside organisation which students attend weekly during the term learning new skills.  

The KS3 homework timetable is issued at the beginning of each term and is followed by staff to ensure the fair spread of homework across the week. Staff will set the homework on the Google Classroom for the class. This should be listed under a topic heading of ‘homework’. Parents / Carers are also invited to have access to the homework that is set. Students are encouraged to write homework in their diary to help them organise, but the Google Classroom will be the key resource for recording homework. Parents and guardians are invited to the Google classrooms so they can access and monitor the work set, they are aware of the basic needs for the task, and when it is due. 

KS4 Home Learning 

All subjects set tasks weekly to ensure students are securing knowledge which also includes revision skills. Throughout the year students are supported to revise for internal tests and assessments. This is embedded by subject staff and also during the school tutor programme to provide students with clear guidance about revision strategies and appropriate ways to practise knowledge retrieval. In preparing for students mock exams in Year 10 and Year 11 students are provided with a timetable which is published to students and parents. For students completing coursework based subjects this involves completing assignments by set deadlines which are published by subject teachers.  

Rewards and Sanctions 

Students are rewarded using our house point system when completing home learning tasks to the expected standard and within the deadline set by the subject teacher. These are added to Arbor and can also include positive recognition using a praise postcard or phone call/email home. Students who do not complete home learning tasks by the set deadline will receive a sanction either in school time, or after school, set by the discretion of the teacher. Failure to complete homework over a series of sessions will lead to a sanction after school, and contact home by the subject leader. 

At Somervale School we recognise that the personal development of students, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve. 

We therefore aim to provide an education that provides students with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour, a positive, caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of the cultures. 
 
The school will ensure that students’ SMSC development will take place across all curriculum areas, within activities that encourage students to recognise the spiritual dimension of their learning, reflect on the significance of what they are learning, and to recognise any challenges that there may be to their own attitude and lifestyle. 
 
This reflection will principally take place through PSHE, as well as tutor time and assemblies.

The spiritual development of students is shown by their:

• ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
• sense of enjoyment and fascination in learning about themselves, others and the world around them
• use of imagination and creativity in their learning
• willingness to reflect on their experiences

For example, year 7 students study about Rome and Christianity in History.

The moral development of students is shown by their:

• ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England
• understanding of the consequences of their behaviour and actions
• interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues

For example, year 10 students study ‘The use and abuse of drugs’ in Science

The social development of students is shown by their:

• use of a range of social skills in different contexts, including working and socialising with students from different religious, ethnic and socio-economic backgrounds
• willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
• acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the students develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain

For example, Sixth Form students hold a Christmas dinner for elderly members of the community each year.

The cultural development of students is shown by their:

• understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
• understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
• knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
• willingness to participate in and respond positively to artistic, sporting and cultural opportunities
• interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities

For example, year 9 students study about Buddhism, inspirational people, suffering and evil in Philosophy and Beliefs.

Reporting

• Students receive 2 progress reports and 1 full school report each year
• Parents also have the opportunity to attend a parents evening
• Subject teachers and pastoral staff are available throughout the year if issues or concerns arise

Assessments at KS3 & KS4

• Students are regularly assessed in both Key Stages.
• At Key Stage 3, this involved formal assessments as well as informal assessments through classwork, homework and regular low-stakes knowledge tests. The formal assessments lead to a Flightpath grade to help track progress and inform parents.
• At Key Stage 4, assessments follow the exam curriculum. More details about each subject can be found in the options section of the website.
• Students are also given ‘Target’ grades. At KS4, students are given aspirational targets which indicate what they should be aiming to achieve in each subject by the end of Year 11.
• At KS3, students’ targets are translated into Flightpaths which show whether students are Developing, Meeting or Exceeding age related expectations.
• More importantly, after each assessment, students are given a ‘challenge’ that they need to complete in order to make progress – such as using paragraphs to order an argument. They will use ‘purple pens’ to indicate where they have responded to the challenge.

Working with primary schools to develop better assessments

• We are presently working with local primary schools to ensure that the National Curriculum Levels we use are applied consistently between Y6 at Primary school, and Y7 at Secondary school. Also, we are reviewing the use of levels in order to develop more effective assessment methods to help students better understand how to make progress.