Our Educational Aim, Mission and Approach

Aim and Mission

In keeping with the school’s mission ‘...to prepare the young people of today for the unknown occupations of tomorrow’, we expect all students in key stages 3 and 4 at Park Lane to be: responsible, respectful, resourceful, resilient and risk-takers.

These are the Park Lane 5 ‘R’s, and the concept of the 5Rs feeds into the IB Learner Profile which reflects the holistic approach to teaching and learning at KS5 - the IB Diploma Programme of study. The 5 Rs and IB Learner Profile underpin all we do at Park Lane to ensure our students leave us as well-rounded adults, ready for an independent life beyond school.

Achieving success by learning well and living well

Our aim is to support our students to become well rounded individuals and citizens of tomorrow, who are well prepared for a complex world. We believe that academic excellence is key to this, and that this is supported through a focus on wellbeing, metacognition and the development of skills and dispositions that support great learning. Our approach is built around several core elements:

Developing Character and Values… placing a high importance on character, values, and dispositions

Learning by Creating & Experiencing… founded on the importance of creativity and the opportunity to learn through different experiences.

Thinking Differently… fostering innovative and entrepreneurial thinking, embracing and promoting new ideas and new ways of thinking…. recognising that an agile mind/skillset is vital for success in the modern world.

Taking Individual Responsibility & Collective action… encouraging students to take individual and collective responsibility… working in groups to take action, ‘make things happen’ and create positive change.

Listening, Understanding & Collaborating… developing open mindedness, the ability to think through issues from multiple perspective, come to reasoned decisions, be able to work with other people even if their thinking is different.

Internationally minded, locally and globally engaged… embracing diversity and intercultural learning, grappling with global issues. Recognising that being ‘internationally minded’ means engaging with local issues as well.Our aim is to support our students to become well rounded individuals and citizens of tomorrow, who are well prepared for a complex world. We believe that academic excellence is key to this, and that this is supported through a focus on wellbeing, metacognition and the development of skills and dispositions that support great learning. Our approach is built around several core elements:

Teaching and Learning

Our Programmes

In the secondary school, we offer a broad and balanced curriculum, aimed at stretching and supporting students to meet their potential. At key stage 3, the National Curriculum for England and Wales, modified for our context, forms the basis for learning and it is excellent preparation for both the Cambridge IGCSE programme at key stage 4 and the IB Diploma programme at key stage 5. These externally examined qualifications are internationally recognised and are considered to be the gold standard for university preparation.

In Years 7, 8 and 9 (Key Stage 3) students follow a broad curriculum of Maths, English, Science, Foreign Languages, Geography, History, Computer Science, Music, Physical Education (PE) and Personal, Social, Health and Economic education (PSHEE). In addition, to comply with Czech laws, Czech students continue learning Czech Language as well as Czech Geography and History.

In Years 10 and 11 (Key Stage 4) students study towards International General Certificates of Secondary Education (IGCSEs) in the core subjects of Maths, English and Science and have the opportunity to specialise in a range of chosen option subjects.

In Years 12 and 13 (Key Stage 5), students study the International Baccalaureate (IB) Diploma Programme, recognised around the world as a leading international qualification. Students choose six subjects in the fields of the Languages, Maths, Sciences, Humanities and optionally the Arts. They also complete an Extended Essay, the Theory of Knowledge course and a non-academic programme of Creativity, Action and Service (CAS). Examinations are externally assessed or moderated to ensure academic rigour.

Assessment

Park Lane students are monitored continuously by their teachers to promote learning and progress. This is achieved through both summative classroom activities and more formal end-of-unit and end-of-term tests. Progress is shared through verbal and written feedback with students and with families via the end-of-term reports. Families are also contacted and invited in for individual consultations throughout the school year.

Assessment calendars for the year groups in Key Stage 3 are shared with parents on an ongoing basis. For Key Stage 4 and Key Stage 5 students, the timings of assessments are shared via Google Classroom and ManageBac respectively (as well as via email).

Assessment outcomes are shared with the Challenge and Potential (C&P) Coordinator, the Special Educational Needs and Disability Coordinator (SENCO) and compared to baseline tests of ability to ensure students of every ability are challenged to promote learning and progress.

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