Curriculum Overview

Watch the video to see how our curriculum is designed:

 

We aim to offer a broad, balanced and bespoke curriculum. Students experience a broad range of subjects and opportunities where emphasise is placed on the development of knowledge balanced with skills. Our curriculum ensures students have a bespoke personalised pathway which allows all to flourish. We take into consideration starting points from the key stage 2 programme, challenging students as soon as they start in year 7.

Our curriculum aims to create resilient, open-minded, aspirational and reflective learners who will, not only be prepared for their terminal examinations, but be able to take on any challenge in later life.

Through our ROAR lessons, learners become:

Along with our curriculum ROAR lessons, we help enable students to ROAR via a range of initiatives including, but not limited to:

Deep Learning

‘Deep learning’ is part of our learning culture and permeates through the school. It encourages learners to use higher order thinking skills to become confident and reflective and truly enjoy learning.

Students are asked to apply their knowledge to different scenarios and contexts to gain a deeper understanding. Through analysis students can compare and categorise topics to ensure they become independent and assertive thinkers. Students are encouraged to take risks, answer questions and build resilience through trying even if they aren’t sure. We encourage students to justify and debate their thoughts and others’ to strengthen their evaluative skills. Innovation and creativity allow students to think outside the box and generate their own ideas. There is a real sense of project planning and implementation in lessons which encourages students to develop skills relevant for any future career

Wellbeing

The wellbeing of our students and staff is of upmost importance and plays a constant role in what we do on a day-to-day basis.

Our ROAR lessons explore mental health, the impact of social media and healthy body images amongst other aspects that impact student wellbeing.  We encourage students to be open-minded and build their empathy to a variety of different situations. The ‘Wave’ offers personal support to students out of lessons to ensure students feel supported whilst at school. Our connections with outside agencies ensure students have access to NHS nurses and counselling services if required.

Growing Aspirations

We aim to inspire student ambition. Our highly skilled and knowledgeable staff encourage students to strive for their best and have high aspirations for themselves.

The Brilliant Club and our STEM programme works to further heighten student aspirations. The brilliant club exposes students to university level education through project work with Russel Group university PHD students. Our STEM scheme invites companies in to speak to students on life in the world of work. The CREST award is run in the science department to enthuse scientific curiosity.

Our careers programme offers students support from a variety of different perspectives. We employ an independent careers service to offer students impartial advice in small groups and on a one-to-one basis. Our annual careers fair, trips to colleges and universities and PSHE programme increases student exposure to a variety of career options and opportunities.

Alternative Provision

We understand that a ‘traditional’ curriculum is not for all so in order for all our students to develop and achieve we have introduced an alternative provision programme. This programme allows students to build resilience practically as well as academically.

Our AP programme offers students the chance to develop in more vocational ways which are not necessarily seen in our everyday curriculum. Students gain alternative qualifications through the Princes Trust and develop skills in gardening, mechanics and cookery. Alongside, AP students also receive support in their academic studies to ensure they maximise their potential.

Leadership

Allowing students to have a voice and action their ideas not just in the classroom is why the Junior Leadership Team was introduced.  It allows students to harness vital skills which will be invaluable in later life.

Students action annual aims in four distinctive areas; learning, wellbeing, sport and community. Students work in school and with local charities, primary schools and organisations to effect change. JLT students develop leaderships qualities, raise their aspirations and support other students to ensure all are happy and enjoy school.

Key stage 3

This covers years 7, 8 and 9 with students choosing their options at the end of year 9 so that they are ready to embark on their GCSEs from year 10.

Subjects studied in key stage 3: Art, Catering, Computer Science, Dance, Drama, English, Geography, History, Mathematics, Modern Foreign Languages (French, German and Spanish), Music, Philosophy and Ethics, PE, ROAR, Science and Technology.

Students will experience all three languages during key stage 3.

Key stage 4

This covers years 10 and 11 with teachers ensuring the students have the time they need to take their GCSE's at a pace that is suited to their needs.

English (Language and Literature), Mathematics, Science, one of History or Geography, Physical Wellbeing (non examined), ROAR (non examined) and Philosophy & Ethics are compulsory subjects. Students can then choose a further three options from the following:

Art (Fine Art, Graphics or Textiles), Business, Catering, Computer Science, Dance, Drama, Geography, Health and Social Care, History, Media, a Modern Foreign Language (French, German or Spanish), Music, Product Design, Spanish.

Key stage 5

Subjects available for study in key stage 5

A levels: Art; Business; Biology, Chemistry, Computing, Dance, Drama, English, French, Geography, German, History, Law, Mathematics, Media, PE, Philosophy, Photography, Physics, Psychology, Sociology and Spanish.

BTECs: Sport, Travel and Tourism, Applied Science, and Health & Social Care.

The combinations of subjects available for study will depend on:

1. How subjects are blocked within the timetable (which changes every year).

2. The qualifications obtained by a student.