The School Curriculum is modelled on that of the United Kingdom and our National Curriculum is closely in line with that in force in England and Wales. All members of our teaching staff have qualified in British universities and colleges.
The curriculum of a comprehensive school has to be broad, balanced and relevant. It is intended to promote the spiritual, moral, cultural, mental and physical development of all pupils at the school and to prepare them for the opportunities, responsibilities and experiences of adult life. As such, the curriculum is subject to constant re-appraisal and development.
YEARS 8 AND 9
(National Curriculum Key Stage 3)
Students of the first two years in Bayside will follow a common course where learning is organised in either mixed ability groups or, in some subjects (e.g. English), in ability groups.
Art & Design
Personal, Social & Health Education
Design & Technology (which includes Graphics, Food and Resistant Materials)
YEARS 10 AND 11
(National Curriculum Key Stage 4)
The basic subjects in Years 10 and 11 are:
Personal, Social and Health Education
They can then choose three more subjects from the following subjects:
Art & Design
Certificate of Personal Effectiveness
YEARS 12 AND 13
Students who obtain good enough grades in the GCSE examinations will be encouraged to continue their studies into a fifth and sixth year in school in order to follow a two-year course leading to Advanced GCE examinations.
Entry to any particular course would normally require a C grade in that particular subject and a minimum of four A*-C passes overall in the GCSE examinations.
Subjects offered at Advanced GCE are:
Drama & Theatre Studies
SPECIAL EDUCATIONAL NEEDS
The school believes that all students should have equal access to the whole curriculum. It recognises that special educational needs provision plays an important role in ensuring that this curriculum is delivered to the best of the school’s ability. It is committed to meeting the needs of individual students by various means. These involve classroom support, individual attention and individual programmes of study.
Some students benefit from limited withdrawal for specific help and, following an assessment by the Educational Psychological Services, these students are encouraged to attend Specific Learning Difficulty Classes.
Care is taken to identify the specific needs of new students through an effective transition process from middle schools to Bayside. There are strong links between the SEN Coordinator at our school and SENCos in our Middle Schools.
Students whose needs are such that they are better served by working in our Learning Support Facility enjoy specialist facilities and resources. We believe that these students benefit from working with their peer group; for practical lessons, they join their form groups.
For those students who have social and/or emotional difficulties the facilities in the Alternative Learning Centre offer opportunities for addressing these needs with the aim of ensuring that students are quickly reintegrated into mainstream classes.
The school believes that parental involvement in making provision for these students is imperative. Parents are key in ensuring the success of Individual Education Plans, Individual Behaviour Plans and/or Pastoral Education Plans.
We work closely with the Behaviour Education Support Team (BEST) in the belief that an inter-agency approach to helping students improve benefits all.
Should you wish further advice or information on the school’s special educational needs provision please contact our SENCo, Mr Julian Guilliano, through the school secretary.