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The distinctive Humanities College ethos will mean: • The promotion of good practice in teaching and learning, using History as a lead subject. Reasons for this choice are the high achievement of boys in the subject, just above girls, the popularity of the subject and the strength of the History team. • Enrichment within the specialist subjects and by these subjects for other schools and the community and in doing so impact positively on antisocial behaviour and promote harmony in the community and pride in Kent’s heritage and culture. • Maintaining RE as a high status subject in the school leading to the promotion of values of respect for self and others and the recognition of the effect one’s own attitudes and behaviour has on the attainment of others. Extend work within the school on behaviour and attitudes into the community. • A distinctive presentation of the environment celebrating our Humanities College Status. Innovation and training: • Innovation leading to an improvement in learning across the whole of the school led by the specialist subjects in 5 strands: Literacy, ICT, Assessment for Learning, Citizenship and Student Voice. These strands will be visible in subject and school plans. • Training both within the specialist subjects and by these departments for the whole school, other schools and the community. • The appointment of a training and innovation manager, supported by ASTs to lead innovation teams composed of lead practitioners in all subjects. This team will work on the innovation strands. Raising achievement of underperforming groups: • Raising achievement of under-performing students with low aspirations through effective teaching and learning strategies which develop the competence and confidence of every learner by actively engaging and stretching them. Use the Positive Futures Project to aid student engagement, encourage civic responsibility and independence of learning. • Raising achievement of EAL students through closer monitoring and intervention strategies. • The raising of boys’ achievement in English and literacy which will benefit their achievement across subjects. School organisation and curriculum design: • The start of GCSE options in year 8 to improve engagement in year 9 and progression in years 7 and 8. The development of individual learning plans which plot progress and plan a relevant curriculum for each student taking account of choice and different paces of learning. • The introduction of laptops, funded collaboratively by parents and school, for all year 7 students in 2006-07 and progressively in the following years to aid the development of student autonomy. • School organisation that supports high quality teaching and learning and strong quality assurance. • School organisation that ensures student performance and student welfare are mutually supportive. Work force remodelling to be fully in place with effective use of associate staff. Partnerships: • Strong partnerships beyond the school with parents, carers and other agencies so they support learning, behaviour and attendance. • Working to offer a service to the community in terms of raising literacy and promoting civic responsibility. Working with partners to promote respect and tolerance between the different racial groups in our community and raise literacy. Working with partner schools to foster inclusive attitudes and to raise attainment in Humanities subjects, including literacy. Working on joint learning activities between young and old in the context of history in Church and ethnic minorities groups, thus promoting greater harmony in the community. • Working to develop international curriculum projects with schools abroad. • Key Stage 5 History is delivered to students of all the schools in Gravesham via a common timetable block. More Humanities subjects will be made available to all students in the cluster. Some schools in the cluster currently have no provision for GCSE RE at KS4. This will be offered to all students via the community programme. • We are working on a joint vision for education in the cluster as part of the Building Schools for the Future programme. All schools are due to be rebuilt with first completion for 2010.
The system works as follows: Students on track (Green students) receive half an hour free time per week at the end of the day subject to parental permission. Amber students with difficulties in one or two subjects receive an individual learning plan and have to meet targets. Red students will receive personalised support from a learning mentor/tutor. Support for red students will be recorded on an Individual Learning Plan or Pastoral Support Plan. Times of the day will continue as for this year. However on Wednesday the following day structure will apply: 8.40 to 9.00 am Assemblies and tutorial work 9.00 am to 9.55 am Period 1 9.55 to 10.50 am Period 2 10.50 am to 11.10 am Break 11.10 am to 12.05 pm Period 3 12.05 pm to 1.00 pm Period 4 1.00 pm to 1.40 pm Lunch 1.40 pm to 2.35 pm Period 5 2.35 pm to 2.40 pm Registration and end of school for green students 2.40 pm to 3.10 pm Mentoring for amber and red students Students who are not able to get home will be able to relax in the restaurant which will be open from 2.40 pm until 3.10 pm. They may also complete Own Learning in the library and other designated areas including ICT suites. Year 7 and 8 students will have a learning to learn programme during this time and will continue to finish school at 3.10 pm. If you allow your child to go home, please complete the attached slip and return to the school as soon as possible. No child will be allowed to leave unless permission from parents has been received. You will be notified by your child’s tutor whether your child is on track on not. Please look in your child’s planner for regular updates.
In the "Careers DIY" section you can download or order publications relating to all aspects of careers. Connect to this website through the "Links" section in the Students page.
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