The purpose of the Enfield Grammar School Curriculum is to allow our students to develop intellectually, socially and personally and allow them to find their place in our world. We aim to instil an enjoyment of life, embracing its challenges with resilience and purpose.
We will do this through high expectations, with support when needed, thoughtful experiences and good humour! Our students need to discover a desire to learn and take this with them through to adulthood.
Our curriculum is, therefore, carefully constructed with the intent of shaping the whole individual to help them become ‘the best they can be,’ honouring our motto to give ‘all that they can’. We are implementing our intentions with academic and skills based content using outstanding classroom pedagogy, as we also strive to ‘give all that we can’.
We also strive to equip our students with the emotional awareness of their own wellbeing using a structured form program and individual mentoring to support them as they grow into capable and successful young men. We have the pleasure of seeing the impact of our provision not only in academic outcomes but also as our students’ fulfil their potential; be that academic, social or moral.
“It is not beyond our power to create a world in which all children have access to a good education. Those who do not believe this have small imaginations"
We, at Enfield Grammar School, strongly believe that to effectively learn, students have to be engaged, challenged and independent when immersed in their daily personalised learning experiences.
We also believe that the most valuable asset in any classroom is the teacher at the front.
In addition, we think that learning collaboratively is key- teachers and students alike; “Learning from each other and learning from what works”. Those beliefs are really the driving force behind our CPD provision.
All our teachers have a passion to motivate, inspire and challenge our young people. They are always striving to become even better in and outside the classroom. It is that daily commitment to excellence that is the overriding tone of our CPD provision at EGS.
Our young colleagues engaging in a learning task called “The running dictation” during one of their professional development sessions:
CPD Schedules For Teachers
At EGS, colleagues are given opportunities to lead on CPD. They are known as our Drive to Fly Ambassadors; they are trained and deliver training sessions in curriculum groups.
In the academic year 2021-21, the focus has been on reflecting how to support best our students to access language across all subjects. “Speak it; write it” was the backbone of the sessions and the following aspects were:
- Literacy and its importance in the curriculum (related to outcomes)
- Improving Teacher Talk
- Talk as performance texts
- Improving Vocabulary acquisition
- Reading: active strategies to increase students’ engagement with written text
In the previous years, we focused on how to increase students’ engagement, raise challenge for all students, questioning techniques and live lessons.
Early Career Teachers
We, at EGS, take great pride in our Induction programme for our newly trained colleagues. We faithfully adhere to the new principles of the Early Career Framework by offering in the first year, a 10% reduced timetable compared to main scale colleagues and in the second year a 5%. We arrange for ECTs to observe on a regular basis more experienced colleagues across subject areas. ECTs benefit from regular developmental lessons observations followed by detailed and focused feedback sessions. They are also mentored by fully committed colleagues with a wealth of experience and wisdom, accompanying them on a weekly basis in their journey. ECTs have access to the Full Funded Programme with the Ambition Institute, engaging on a weekly basis with learning tasks based on carefully selected resources and academic reading and providing excellency in their professional learning development. The school supplements the Ambition Institute schedule with its own Induction programme covering various aspects of learning and teaching such as unleashing teacher power; taking control using metacognition; how to deliver a great lesson; managing the classroom by being present and taking control; what makes learning stick and grow; reflecting on the power of peer-coaching among many other aspects of what make great teachers. Our Appropriate Body is the LEA of Enfield who with we have been working for many years. We also offer a two-week summer induction in July prior to starting in September.
Testimony from Hannah Rhodes- our ECT in Geography starting in July 2021:
Overall, the induction process to Enfield Grammar School was inviting, informative and valuable. The day included a variety of helpful presentations and tasks including; a friendly welcome to the school and some of its history, the school’s behaviour management system and protocols and the different types of learning and teaching strategies that are successful at EGS. The presentations were delivered by Mr Lamb, the head teacher and a range of staff from the senior leadership team. The dedication to EGS and the pride each staff member takes in the school was evident from the first to the last speaker. New staff were also given the opportunity to meet with their head of department and given some time to get to know their new team.
We, at EGS, like to read and to enhance our understanding of leadership and learning and teaching. In the last ten years, a wealth of books has been published to support teachers have the greatest impact on student learning.
The following list provides us with a series of “best bets” on what might have the most impact. Happy reading!
|Why Don’t Students Like School?
By Daniel Willingham
|The Hidden Lives of Learners
By Graham Nuthall
By Martin Robinson
|Seven Myths About Education
By Daisy Christodoulou
|Embedded Formative Assessment
By Dylan William
|Make It Stick
By Peter Brown
|Urban Myths About Learning And Education
By P. De Bruyckere
|Why Knowledge Matters
By E.D Hirsch
|Teach Like A Champion
By D. Lemov
|Visible Learning And The Science Of How To Learn
By John Hattie
|365 Things To Make You Go Hmmm…
By Sparky Teaching
|How To Teach Reading For Pleasure
By Kenny Pieper
|Of Teaching, Learning And Sherbet Lemons
By Nina Jackson
By Jonathan Lear
|Independent Thinking On Emotional Literacy
By Richard Evans
|Teacher In The Cupboard
By Lisa Jane Ashes
Books on Leadership:
- The Unexpected Leader by Lesha Small
- Brave Heads by Dave Harris
- Leadership with a moral purpose by Will Ryan and Ian Gilbert
- The Working Class: Poverty, Education and Alternative Voices by Ian Gilbert and Crista Hazell
This section is still under construction
Below summarises some of the key areas that we are proud to be working on at our school;
|INTENT||Motto||'Tant Que Je Puis' - As Much As I Can|
|Aim||Our aim to prepare our boys for the world
To give them the skills, knowledge and morals to be of use, to serve and to positively affect those that they encounter along the way
We expect hard work, good manners and in turn provide learning opportunities where all can fulfil their potential be that academic, social or moral
|Curriculum Vision||All staff and students working to be the best that they can be.
Enjoying the challenge and preparing them for the next stage of their development – whatever that is
|IMPLEMENTATION||Broad and ambitious Curriculum||Literacy / Core Citizenship / British Values / Physical development / Communication choices / Careers / Wellbeing / Broad KS3 / Cultural Capital / EBACC Curriculum at KS4 / Vocational & Academic Post 16|
|Excellent Teaching||Continued Focus on Staff CPD
Planned sequenced learning based on a spiral, balanced (knowledge and skills) curriculum
Providing timely, relevant feedback
Challenge for all with scaffolding where needed
Aspirations for all – to do all that they can
|Experiences||Day trips and Residentials / Sporting Fixtures / Creativity / Musical Performances / Presenting & Debating (Speak Out)|
|Safeguarding||Online Safety / Drugs Education / Knife Crime / Gangs & County Lines Awareness / First Aid / Anti-Racism / Anti-Bullying / Peer Mentoring / Social Media Awareness / Personal Safety|
|IMPACT||Outcomes||Pupils develop detailed knowledge and skills across the curriculum and, as a result, achieve well
Pupils are ready for the next stage of education, employment or training
Pupils with SEND
|Evidence||Positive progress score, ISDR, Internal data
Destinations, retention, vocational routes, Russell Group, Apprenticeships
Systems, monitoring and tracking
‘To create a Vocational curriculum which provides an individualised programme of study for all learners’
What is Vocational Education?
- Vocational education offers an additional set of qualifications alongside GCSEs and A Levels
- Educational training that provides practical experience in a particular occupational field or industry
Why Choose A BTEC?
BTECs are high quality, career focused qualifications grounded in the real world of work
With a BTEC qualification, you will learn and develop key skills such as:
- Organisation and working to deadlines
- Ability to learn and adapt
- Teamwork, communication and leadership
- Initiative and problem solving
How Are They Assessed?
- Set and marked by the teacher or tutor, assignments involve a series of tasks designed around a work-related, real-life scenario
- They give students the chance to build knowledge and skills over time and deliver a complete, integrated project using a combination of knowledge, skills and behaviours.
Set Tasks, performances or written tests:
- For selected units students also take practical assessments set and marked by Pearson.
- These tests are either based around a real-life task completed in a specified time or practically focused written tests.
You’ll get a grade for each unit – Pass, Merit or Distinction – so you can see how you’re progressing throughout the course.
Studying BTEC With GCSEs
When choosing your subjects for Years 10 and 11, it’s good to keep your options open.
Studying BTECs alongside your GCSEs opens up new subject areas, and starts building the skills you need after you leave school.
- You can study BTEC Tech Awards or BTEC Firsts alongside your GCSEs to explore different subject areas that really interest you.
- You will also learn by doing, equipping yourself with skills that you will use throughout your future education and career.
Studying BTEC At Sixth Form
- Choosing a BTEC course can open doors to university, an apprenticeship or the first step in your chosen career.
- You might want to start with a Level 2 BTEC course, that’s the same level as your GCSEs.
- If you’re going to study a career-focused qualification as your main course, a BTEC Level 3 National offers the combination of skills and knowledge you’ll need.
At this stage, you can choose from:
- BTEC Level 1/Level 2 Firsts – A balanced combination of hands-on and knowledge-based learning in a wide range of subject areas.
- BTEC Level 2 Technicals – Practical, hands-on learning in a specific career-focused subject area.
- BTEC Level 3 Nationals – Study as your main course or alongside your A levels to prepare for your next step.
BTECs And Progression To University?
- If you want to continue into higher education, you’ll need to achieve enough UCAS points to qualify for entry into your preferred university.
- You can secure these with your BTEC Level 3 Nationals, or a combination of A levels and BTEC Level 3 Nationals.
- More and more students are applying to universities with BTECs which is a clear sign that institutions have recognised the value of a BTEC qualification.
Starting In The World Of Work?
- Today’s employers are looking for confident, work-ready candidates who have the practical knowledge, experience and skills that BTECs provide.
- Pearson BTEC has worked closely with employers, professional bodies and Higher Education experts to develop BTEC qualifications. That means BTEC-qualified students are valued by a wide range of industries.
Vocational Courses at Enfield Grammar School
BTEC Level 1/Level 2 Tech Award in Enterprise
Cambridge Nationals – Information Technologies Level 1/2 Certificate
Cambridge Nationals – Creative iMedia Level 1/2 Award/Certificate
Pearson BTEC Level 3 National Extended Certificate in Applied Science
Pearson BTEC Level 3 National Extended Certificate in Business
Pearson BTEC Level 3 National Diploma in Business
BTEC Level 2 Technical Certificate in Business Administration
BTEC Level 2 Technical Certificate in Business Enterprise
Pearson BTEC Level 3 National Extended Certificate in Information Technology
Pearson BTEC Level 3 National Extended Certificate in Sport
Level 3 Certificate in Financial Studies (CeFS)
Level 3 Diploma in Financial Studies (DipFS)
Youtube Video Playlist
Enfield Grammar School provides relevant, effective and responsible sex and relationship education (SRE) to all of its pupils. It is delivered officially as part of the scheme of work for Citizenship and PSHE and through other avenues such as assemblies and outside agency presentations/workshops. The school wants parents and pupils to feel assured that sex education will be delivered at a level appropriate to both the age and development of pupils.
Please click here to view our Sex and Relationships Policy