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Curriculum: Setting Structure

The primary aim of any curriculum is to enable every child to succeed beyond their expectations.

In some subjects setting may support accelerated progress, whilst others achieve greater success when students are grouped in mixed ability classes.

The following information explains the setting structure for our core departments in Key Stages 3 & 4.

When writing the timetable there is often a necessity within a year group to schedule different subjects to be taught at the same time. This is most common in Year 7 where, for example, maths drives the setting for science, computing and PD this year; whilst English drives the setting for French, Spanish, humanities, and the creative arts.

All departments assess students at various points throughout the school year. Although we try to keep set changes to a minimum, we may feel that we need to move your child up or down a set to extend or support their progress further.  

 

Maths - Head of Department: Mr Duncan Moulder

Years 7 – 9 (Key Stage 3)

As in previous years, the class name will consist of the year group and the side of the year that your child is placed in (L or R). All students in key stage 3 year groups will work on the same topic at the same time. But the depth into which they will go will vary. Our most able students will be in the ‘D’ sets as they are covering work to a greater depth. Students in the ‘C’ sets will cover the Core concepts and students in the ‘S’ sets will be supported in accessing the mainstream curriculum.

Eg. 7LD1, 7LD2 are both year 7 classes that will study the scheme of work at greater depth. Students in 7LD1 are slightly more able.

The table below shows what scheme of work each key stage 3 class will be studying:

 

Set name

Scheme of work

9LD1, 9RD1, 9LD2, 9RD2

Students will study to a greater depth in each unit of work

9LC1, 9RC1, 9LC2, 9RC2

Students will study core concepts in each unit of work

9LS1, 9RS1, 9LS2, 9RS2

Students will work on basic concepts in each unit of work

8LD1, 8RD1, 8LD2, 8RD2

Students will study to a greater depth in each unit of work

8LC1, 8RC1, 8LC2, 8RC2, 8LC3, 8RC3

Students will study core concepts in each unit of work

8LS1, 8RS1

Students will work on basic concepts in each unit of work

7LD1, 7RD1, 7LD2, 7RD2

Students will study to a greater depth in each unit of work

7LC1, 7RC1, 7LC2, 7RC2, 7LC3, 7RC3

Students will study core concepts in each unit of work

7LS1, 7RS1

Students will work on basic concepts in each unit of work


Years 10 & 11 (Key stage 4)

The decision of which tier of entry a student should be entered for at the end of year 11 is only finally decided in March of year 11. Until that time, we work on the following assumptions. Students in sets 1 to 3 will be learning higher tier work appropriate to their ability and students in sets 5 to 7 will be learning foundation tier work appropriate to their ability. Students in set 4 will learn primarily, the topics that are assessed in both the higher and foundation exams. Whilst historically the vast majority of set 4 students take the foundation tier, students will get the opportunity to take the higher tier if they have both the motivation and ability. We will identify this through our termly assessments.

The table below shows what scheme of work each key stage 4 class will be studying:

 

Set name

Tier of entry

10P1, 10Q1, 10P2, 10Q2, 10P3, 10Q3

Higher

10P4, 10Q4

Most Likely Foundation

10P5, 10Q5, 10P6, 10Q6, 10P6P

Foundation

11P1, 11Q1, 11P2, 11Q2, 11P3, 11Q3

Higher

11P4, 11Q4

Most Likely Foundation

11P5, 11Q5, 11P6, 11Q6, 11P6P

Foundation



English - Head of Department: Ms Amanda Hughes

Years 7 – 9 (Key Stage 3)

Years 7, 8 and 9 are broadly banded into three ability levels. Students follow centralised schemes of work which are differentiated to match their ability level. 

 

Name

Setting

7L1, 7R1, 7L1P, 7R1P

Parallel top groups

7L3, 7R3, 7L3P, 7R3P, 7L3Q, 7R3Q

Parallel middle groups

7L6, 7R6

Nurture groups

8L1, 8R1, 8L1P, 8R1P

Parallel top groups

8L3, 8R3, 8L3P, 8R3P, 8L3Q, 8R3Q

Parallel middle groups

8L6, 8R6

Nurture groups

9L1, 9R1, 9L1P, 9R1P

Parallel top groups

9L3, 9R3, 9L3P, 9R3P, 9L3Q, 9R3Q

Parallel middle groups

9L6, 9R6

Nurture groups


Years 10 & 11 (Key stage 4)
Students continue to be broadly banded but the numbering system changes slightly. All students access the centralised schemes of work and they will all sit the same papers because there is only one tier of entry for both English Language and English Literature. Year 10 and Year 11 groupings follow the pattern below for the academic year 2021/2022:

 

Name

Setting

10P1R, 10P1L, 10P1S, 10Q1R, 10Q1L

Parallel top groups

10P3R, 10P3L, 10P3S, 10Q3R, 10Q3L, 10Q3S

Parallel middle groups

10P7, 10Q6

Nurture groups

11P1R, 11P1L, 11P1s, 11Q1R, 11Q1L

Parallel top groups

11P3R, 11P3L, 11P3S, 11Q3R, 11Q3L, 11Q3S

Parallel middle groups

11P7, 11Q6

Nurture groups



Science - Head of Department: Miss Nicky Steen

Year 7 and Year 8

These sets are the same as the maths groups. 

Year 9

These sets are the same as the maths groups. Students in Year 9 will be studying the GCSE course. All students will study the same content (there are not separate courses for higher/foundation or core/triple science) 

Year 10

10PA, 10PB and 10QA and 10QB are higher tier Triple Science groups. 10PC is a foundation tier Triple Science group.  Foundation tier ranges from grade 1-5.

10P1-P4 are studying Combined Science (P1 is top set) Groups P3 and P4 will be taught foundation tier.

10Q1-4 are studying Combined Science (Q1 is top set) Groups Q3 and Q4 will be taught foundation tier.

Combined Science groups are set according to their Year 9 science assessment data, set changes may occur during the year. Tier of entry decisions are made during year 11.

Year 11

11PA, 11PB and 11QA are the Triple Science groups.

11P1-P5 are studying Combined Science (P1 is top set) Groups P4 and P5 will be taught foundation tier.

11Q1-Q5 are studying Combined Science (Q1 is top set) Groups Q4 and Q5 will be taught foundation tier.

Combined Science groups are set according to their Year 9 science assessment data, set changes may occur during the year. Tier of entry decisions are made during year 11.

 
 

MFL: French and Spanish - Head of Department: Ms Emma Bennett

Years 7-9 (Key Stage 3)

All Year 7 classes follow the same course books and teachers deliver appropriate material for the ability of the students. Students are taught in mixed ability classes and work is differentiated according to students’ needs.

French sets in Year 7 are 7L1, 7L3, 7L3Q, 7R1P, 7R3 and 7R6

Spanish sets in Year 7 are 7L1P, 7L3P, 7L6, 7R1, 7R3P and 7R3Q

From Year 8 onwards, the teachers will choose material from both the Higher and the Foundation versions of the course, as appropriate for the students. This allows plenty of choice to differentiate to meet individual needs, within a mixed ability group. This is especially important in Year 9, where we start delivering the GCSE course.
 
French sets in Year 8 are 8LL, 8LA, 8LN, 8RL, 8RA and 8RN
 
Spanish sets in Year 8 are 8LD, 8LE, 8LR, 8RD, 8RE and 8RR
 
In Year 9 L population study French and R population study Spanish
 

Years 10 & 11 - Students who have opted to study a language at GCSE.

Students are placed in classes according to which option block they have been allocated. In some option blocks there may be only one French or Spanish class; in others there may be more. 

Students are entered for Foundation or Higher tier in the Spring term of year 11 but will be taught in mixed ability classes for the majority of their time in Key Stage 4. This decision is based largely on in class performance and PPE results. Closer to exam time, we will regroup students according to their tier of entry, wherever possible. 

 
 
Richard Lander School