GCSEPod

GCSEPod has curriculum content across the KS3 and GCSE/IGCSE curricula. Learning is delivered to pupils in the form of ‘Pods’. Each ‘Pod’ is a micro byte of 3-5 minutes of high-quality audio-visual learning. Using two senses (sight and sound) in tandem (dual coding) is proven to help learners absorb, retain, and recall subject knowledge, and keeping the Pods short allows us to engage students without overwhelming them with too much information too quickly. Pupils can either work through the content independently or their learning journey can be dictated by their teacher who can set assignments, recommend content, and mark summative assessments online.

 

To access the login page, click on the link below

https://members.gcsepod.com/login/

All students are High Performance Learners at Ewell Castle Senior School, in every classroom, every lesson. We believe 'Everyone Can', and as such, adaptive teaching for all is prominent. 

High Performance Learning (HPL) is based on extensive research in the classroom for over 20 years by Professor Deborah Eyre who found the key to high performance in every student, not just those deemed more able, was a growth mindset.  Children's brains are always growing and this neural plasticity coupled with the key features of the '7 Pillars' such as Feedback and Practice and Training plus the shared vocabulary of the Advanced Cognitive Performance Characteristics (ACPs) and the Values, Attitudes and Attributes (AAPs) means our students are ready to be global citizens and enterprising learners. 

The ACPs give us direction in how to think in the most effective ways in school and beyond, whereas the VAAs are examples of which behaviours make an impact on our learning. The philosophy of HPL is that it is achievable, holistic and a lifelong learning practice preparing children for their future studies and employment.

More information can be found here: https://www.highperformancelearning.co.uk/ and in regular newsletters. 

Those on the High Performance Register such as Scholars and the top performing students in MidYIS, YELLIS and ALIS (adaptive computerised testing) are especially encouraged to undertake extension and challenge tasks to enrich their learning. Some subjects are in sets to ensure all students continually strive to make good progress.

In addition to this, Scholars attend clubs in their specialism and have regular meetings with their relevant Heads of Department who set targets and support their performance. 
Creative Scholars should take their scholarship subject at GCSE and all Sixth Form Scholars are expected to take their scholarship subject at A-level. Scholars in particular act as role models in their subjects and represent the Department and School proudly - their work is showcased as an achievable exemplar. 

We believe all pupils have the potential to be high performers, so specialist year group assemblies are presented on High Performance Learning on a regular basis which includes an array of supportive teaching & learning strategies.

Every half term there are after school guest speaker events. These have included areas such as law, chemical engineering, media entrepreneurship and astronomy. All pupils are invited although all Scholars are expected to attend. These opportunities are aimed at broadening pupils’ intellectual experiences and, as such, particularly appeal to our high performing pupils.

Academic Scholars are invited for a Scholar's Lunch in the Principal's Office with each year group meeting to discuss current affairs and engage in higher order thinking debates. 

All Scholars are required to represent their subject such as at open mornings and other events such as sports fixtures, art exhibitions, academic competitions, music concerts and drama performances. Co-curricular clubs are designed to extend learning for all, including Scholars, such as sports training, Drama Club, DT Club, Chapel Choir and a multitude of bands for all Music Scholars and Art & Photography Club which is also co-facilitated by the Sixth Form Art and Photography Scholars.

The curriculum at Ewell Castle Senior School, whilst broadly based on the National Curriculum for England and Wales, embeds opportunities for challenge at every Key Stage. At Key Stage 4, for example, high performing mathematicians are offered the opportunity to study Further Mathematics as an additional subject and high performing scientists study towards the Separate Science course. Similarly, A-level Further Mathematics is available to our high performing Key Stage 5 mathematicians.

There are also opportunities for high performance outside of the curriculum and outside of the classroom. We offer Bronze Duke of Edinburgh training and certification to all of Year 9 students, the Silver Award for Key Stage 4 students and a select cohort of Key Stage 5 students are offered the exciting opportunity to embark on the Gold Duke of Edinburgh Award.  

Sports Scholarships and the ECSports Academy encourage those that are high performing to join the sports teams for a multitude of fixtures. The Geography Department are proud to announce a recent acquisition of the Eco-Schools accreditation and host the Eco Club. The Maths Department organise and enter their high performing pupils into the Maths Challenge competitions (both individual and group) run by the UK Mathematics Trust. The Science Department offer the C3L6 Cambridge Chemistry Challenge in Year 12, the Royal Society of Chemistry Olympiad, the Schools Analyst Chemistry competition, the Biology Olympiad and the Physics Olympiad to the more able pupils. We also take pupils to lectures by well-known Scientists and offer university visits.

Ms D Carrick - Head of High Performance Learning

Learning Support - 'It's a huge strength here' (Good Schools Guide)

Ewell Castle School provides a modified curriculum which, by its very nature, pays close attention to the needs of the individual, facilitated by small class sizes. We are inclusive in our approach and those pupils, who the school believes would benefit from the education that Ewell Castle is able to provide, will not be denied access because of a special educational need or disability (SEND) (See Admissions Policy).

We are currently a team of ten Learning Support Teachers (LSTs) (including the Head of Learning Support), eight Learning Support Assistants (LSAs), a mentor who specialises in the Autistic Spectrum Condition (ASC) and Attention Deficit Hyperactivity Disorder (ADHD) and an Emotional Literacy Support Assistant (ELSA)

We have access to a peripatetic Speech and Language Therapist (S&LT) and an Occupational Therapist (OT)

Learning support is provided to pupils in the following ways:

Identifying and assessing individual pupils’ needs through screening and/or assessments by specialist teachers. Referrals to the department are encouraged from staff and parents.

Monitoring of individual pupil progress and planning of interventions at relevant stages.

Individual or small group tuition led by specialist teachers to support academic progress.

Social Skills and Executive Functioning Skills to support communication, working memory, organisation, and cognitive flexibility.

Bespoke training for all teachers to promote knowledge and develop strategies regarding the range of barriers both academic and social pupils' encounter.  Teachers will have the skills to respond to the needs of the pupil and adapt teaching and resources appropriately.

Identified in class support, where resources allow, from Learning Support Assistants (LSAs) who have a range of skills and training to support pupils directly and indirectly whilst also assisting staff and liaising with parents.

 

Individual/ Small Group Tuition

These are bespoke sessions delivered in response to initial assessment and in liaison with subject teachers.

To facilitate this, in the lower school, a pupil is withdrawn from an agreed subject, usually a creative subject or by opting to take one rather than two modern languages.

In the upper school, the pupils can choose to take Learning Support as one of their options, securing at least one session with a specialist teacher.  These latter sessions are useful for extension work in Literacy or Maths or to meet the rigorous demands of coursework during the GCSE years. 

Individual/Group Tuition sessions are charged at an extra cost, excepting those led by Learning Support Assistants.

Miss S Kuti 

BA, QTS, PGCert NASENCO 

Head of Learning Support (Senior School)

Most EAL students will be taught English out of mainstream English classes in small groups or individually, by specialist EAL teachers when other pupils take an additional language class.  EAL lessons are timetabled in place of a language lesson. There will be a charge for this provision (see Fees). There will be a small number of EAL students who arrive at Ewell Castle with excellent English and they are able to fit immediately into mainstream English classes preparing for Key Stage 3 – KS3 (age 14) or GCSE – KS4 (age 16) assessments. The school will determine the need for EAL extra English.

The provision made ensures that the majority of EAL students will be working towards the International GCSE (IGCSE) at the end of Year 11 (Some students may be in mainstream classes by this stage and will take the ordinary GCSE English qualification exam) IGCSE is an entry qualification accepted by most colleges and universities. Students in the Sixth Form (Year 12 & 13) can be prepared for International English Language Testing System (IELTS).

In Years 7 & 8 EAL students are tutored individually or in small groups. Progress of the students is monitored closely by the EAL teacher and the Head of the English Department. In Year 7 EAL students do not follow an exam course. This is considered to be a bridging year of consolidation in the subject to foster confidence. 

In Years 10 & 11EAL students who do not qualify for the mainstream (GCSE) classes follow the IGCSE English (English as an additional language option) course in a group specifically focused upon the IGCSE exam. There is no literature aspect in this course and there is an emphasis upon the practical use of English. In Years 12 & 13the individual or small group work continues and the course(s) are tailored to the individual needs and aptitude. Particular courses will be either IGCSE or IELTS – both recognised by universities and colleges.