Courses and Class Organisation

It is bound to be the case that the shape and scope of our courses will alter from year to year, in line with new developments, so it must not be assumed that the courses offered in years to come will be the same as those outlined here;

First and Second Years

In arranging the first year classes, we try to arrange that each class has a balance of boys and girls, an even spread of social, cultural and ethnic background, and a complete range of ability. Pupils follow a common course in all the usual subjects, and both Design Technology and Home Economics are studied by boys and girls. All classes are co-educational.

We accord a high priority to trying to ensure continuity of teacher, and in almost every case we have managed to avoid ‘sharing' of classes by more than one teacher.

In the major subjects of Maths, English and Modern Languages we try to ‘block' the school timetable so that pupils in S1 and S2 come to these subjects at the same times. This allows these departments to ‘set' the classes in progress groups for all pr [art pf the week should they think that this is educationally desirable. Maths classes are now set from the start of S1, and French and English from June.

The subjects on the S1/S2 curriculum are; English, mathematics, science, French or German, classical studies (including some Latin), history, geography, modern studies, home economics, design technology, religious education, physical education, art, music and social education. All pupils also have courses on Information Technology (IT), with an emphasis on ‘hands-on' computer work.

Our three learning support specialists give additional support to pupils in a number of subject areas and two English as an Additional Language (EAL) teachers staff our Bilingual Unit to support around 60 children from Asylum Seeker families.

During the early part of S2, pupils receive a course of guidance geared to assist them to make choices for their courses in S3 and S4. Parents are invited to the school to take part in this decision-making process.

Third and Fourth Years

Decisions taken by successive governments have led to a set of guidelines which effectively amounts to a national curriculum. Everyone has to study subjects from eight ‘modes' of learning – language, mathematical studies and its applications, science, social subjects, technology, creative and aesthetic, religious and moral, and physical education.

Within the modes, there will of course still be considerable choice of actual subjects. In third and fourth years, pupils are in different classes or sets for each subject that they have chosen. At this stage, the sets are usually formed on the basis of ability.

All pupils now include a technology subject in their courses, all can access work experience in S4 or S5, and all have individual records of achievement. Some pupils at this stage take ‘prevocational courses' in building trades or hospitality or leisure. They do these courses ‘off site' at college or training school and stand to gain qualifications which will give them a head start in modern apprenticeships.

In November of fourth year, pupils and parents are given information about the nature and scope of the choices available for fifth year and beyond.

Fifth and Sixth Years

All fifth and sixth year students at Cleveden study courses which are part of the Higher Still programme. In fifth year, each student is expected to take five main subjects – at Higher level (relatively unchanged from the old Higher as far as content is concerned), at Intermediate 2 or at Intermediate 1. In sixth year, students will be able to take further courses from this extensive and coordinated portfolio and those who have done well at higher level will also be able to take Advanced Highers.

The course that a student will study at this stage has to be a matter of negotiation between the school, the student and the parents. The Higher Still programme is complex, but students will receive extensive input from Pastoral Care Guidance staff, and will also have interviews with staff from the Careers Service. An induction programme is planned which will start in December and continue at intervals through to June.

In sixth year, the nature and scope of the student's timetable is even more a matter of negotiation, but students who are in receipt of an education maintenance allowance will have to have a course of a least 21 hours a week duration. We like to have each student doing at least four major courses.