Students join Denmark Road Sixth Form in September of Year 12 from a range of different Year 11 settings. We dedicate a section of our Year 12 Term 1 curriculum in each subject area to our transition curriculum. This enables us to induct all students in our sixth form to the Denmark Road way of learning and working.
The aims of our transition curriculum are:
Students bridge the knowledge gap from GCSE to A Level with support from teachers
Subject areas promote independence and resilience in every student
Students are introduced to subject-specific skills and terminology
Subject leaders and teachers have an accurate picture of gaps in knowledge/skills from GCSE for every student
Subject teachers and leaders set clear academic expectations (e.g., pace, depth, classwork and homework expectations)
Our transition curricula outline a program of study built in to our curriculum plans in each subject area. These are designed to carefully guide students through what is expected of them, ensure they are able to work at the required standard, and provide targeted support in any areas that students require.
Our transition curriculum in each subject area is accompanied by a transition checklist. A copy of each checklist is shared with students at the start of their courses. The transition checklist supports students to understand what organisation, resources and study skills look like in each of their subjects.
Students in our sixth form have directed study sessions built into their timetables, run by our dedicated sixth form directed study supervisor. This provides students with a calm, quiet, and focused space where students can work without unnecessary distractions. Subject areas provide clear guidance and instructions of work that students are expected to complete in their directed study time. Subject teachers check engagement with this work regularly and support students to build the skills needed to become independent learners.
Students receive individual check-ins during this time and can access one-to-one targeted support with areas they wish to develop such as time management, workload organisation, study strategies, and revision planning.
Students work towards a Lifelong Independent Learner Award which encourages students to reflect on their study practices and build sustainable habits.
Students earn stamps towards their award by providing evidence such as:
Completed, marked, and corrected exam questions
Organised folders
Meeting deadlines
Creation of study and revision resources
Wider reading and independent research
