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.
Our curriculum is carefully constructed and sequenced to provide our learners with strong foundations on which to build robust mental models.
Through what we teach, we seek to engender empathy by breaking down barriers to understanding. We offer our learners windows into the lives of people from varied cultures and other eras, into differing ways of thinking and extraordinary experiences.
Our curriculum is diversified and inclusive. It provides mirrors in which our learners can see themselves in order to foster a sense of identity, both collective and individual, and to promote a sense of personal pride and dignity.
The knowledge we ensure our learners remember is chosen to open doors to aspirational futures. We engender ambition by challenging our learners and by providing numerical and reading fluency; digital proficiency; and cultural literacy.
Ultimately, our curriculum aims to build a lifelong love of learning and to inspire the citizens of the future in our care to espouse our historic motto, ‘Tant Que Je Puis,’ by being the very best that they can be.
Each department may mark and feedback the best way they think matches the need for the students to understand where they are at and what they need to do next in their learning and/or development of learning skills.
At EGS three areas are recognised:
- Book/folder checking (including online documents and folders) – ensure students are up to date with work and it is presented well.
- Marking (including online documents) – peer assessment, tests, lesson activities may be marked to give an overall attainment mark/grade for that section or area of work.
- Feedback (including comments feedback online) – informing the student what has gone well and what needs they need to do to improve or move forward next time.
These may include but are not exclusively listed as the following:
- An initial and date where books have been checked.
- A mark, percentage or grade against a given criteria set (depending on subject and level)
- WWW (What Went Well) and EBI (Even Better If) STYLE (star and wish; strengths and areas for development etc.) comment which the student acts on either immediately or the next time they use this skill or assessment area.
- Feedback may also involve some support questioning or extension material depending on the student’s learning.
- Evidence of SPAG (Spelling Punctuation And Grammar) marking using the criteria below (reminding students of CHIPS (Capitals, Hand Writing, Interesting Words, Punctuation and Spelling) where necessary).
In all cases any comment/feedback should be responded to by the student – even if it is a simple ‘OK’ (online for example) tick and initial to show it has been read. This should be done in a different colour, if on paper, (GREEN) where possible so it can be easily checked by the staff. ‘T.R.I.P.’ (Time for Reflection, Improvement and Progress) should be built into the lesson to do this.
Book scrutinies, observations and learning walks should include looking at books and folders to ensure marking and feedback is taking place. If there are any issues these should be fed through to first, the member of staff with a deadline of completion; in the knowledge of the HOD who should support their team.
Marking and feedback should appear on department meeting minutes so that it is standardised and good practice shared; as well as in Line Management (LM) meetings to ensure students do understand clearly where they are and what they need to do to move forward.
Evidence of marking and feedback from each department will also be requested by the Senior Leadership Team (SLT) members to share good practice across subjects and through joint meetings such as Head of Department (HOD) meetings and Raising Achievement and Progress (RAP) meetings.
The frequency of marking varies according to the number of times a student is in a subject, when in the 2 week timetable the subject falls and the type of learning the student is engaged in. That said no book should be unmarked and no book should only contain one type of marking or feedback (i.e. no book should only contain summative marking, or solely formative feedback). Marking should be varied to match the task, timely to guide improvement and concise to allow the learner to know what they need to do.
| Code | Meaning | Student Action |
| Sp | Spelling mistake | You must rewrite the correct spelling 3 times |
| P | Error in punctuation | You must add in or correct using the right piece of
punctuation |
| G | Error in grammar | Re-read this section and
correct by writing above or below |
| ^ | You are missing a word here | Add in the word/s you are missing to make your sentence make sense |
 |
This section doesn’t make sense | Re-read the section and
correct by writing above or below |
| RD | Please redraft this section | Rewrite this section in full underneath your work |
 | Nelson Mandela: “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:
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.
Professional Reading
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 |
 | Trivium 21c 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 |
 | Guerrilla Teaching 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
‘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
Exam Boards
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?
Assignments:
- 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
Year 10/11:
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
Year 12/13:
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.