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Beechwood Curriculum

As our young people enter school with such a broad range of skills and achievements, we organise teaching groups in ability sets for a number of subjects. We want all to have the challenge and support they need to learn at an accelerated rate. We also ensure that the most able and talented young people have a special programme. This leads on to participation in the national ‘Brilliant Club’ for a number of students. Details of what this opportunity entails can be found on our website. Our students who need specialist learning support have the highest quality support and study support is available for all. Personal Progress Plans (Learning Checklists) for each child are the reality and therefore all will be enabled to know what needs to be done to progress and excel.

In order to accelerate the learning and achievement of Key Stage 4 students there exists an additional period each day. This complements the seminars, workshops and tutorials that take place after school, at weekends and during the holidays. Learning at Beechwood is not a 9.00am to 3.00pm activity. We are a community school open for learning for many more hours a week than is the norm. This is an example of how we aim to ensure we fulfil our goal of being the best!

At Key Stage 4 we have a range of different pathways. Academic and applied routes exist. Some students also engage in vocational learning in partnership with local training providers. The support for learning and achievement at Key Stage 4 is second to none.

For further detail about what students study at each Key Stage, please click on the relevant tab.

Beechwood Learning Charter

Behaviour for Learning Policy

Useful Links

Additional Learning / Homework

To ensure outstanding and good progress – what all our students should be securing – it is essential that additional learning / homework is set and completed.  Homework complements the learning in class.  It is not simply repetition / more of the same although, on occasion, consolidation is required.  Homework must be engaging and stimulating.  Homework must require thought and intellectual engagement and response.  Homework tasks can be varied.  They do not need to be exclusively written tasks but they should be substantive pieces of work which show evidence of learning.