In designing our curriculum, we believe we have ensured that every student has access to a curriculum that is coherently planned and sequenced which supports the cumulative acquisition of knowledge and skills to be successful in their chosen subjects. It provides equality of opportunity, particularly for the most disadvantaged, including those with special needs/disabilities, that enables them to develop the knowledge and cultural capital to succeed in life. Our aim is to ensure that every student leaves us with a love of learning. They have high aspirations and expectations of themselves which allows them to achieve their full potential academically.
We hold high value on students developing a sound moral compass as a result of the teaching we provide. Students understand, and actively demonstrate, the importance of showing care and respect for others, including our environment, whilst promoting strong British values which enable them to contribute positively to society and be fully prepared for life in modern Britain. Through our curriculum, students are encouraged to develop their character, confidence, resilience and independence which prepares them for future success
As a result of extensive research, taking views from all stakeholders, we manage our curriculum as detailed below. We feel that enabling students to choose their subjects later in their secondary education enables them to make more informed and better choices as to future curriculum studies, careers and aspirations.
In key stage 3, all students follow the same curriculum. For organisational purposes the timetable is divided into two equal ability bands (L/H). L stands for ‘Light’ and H for ‘Hall’. For some subjects, the band is split further into two sub-bands.
We adopt a belief in key stage 3 that students should not be defined too early in their secondary schooling by their key stage 2 results. Although, we use SATs scores (CAT tests in the absence of SATs this year) in a variety of ways, we aim to promote aspirations of students through a combined set and mixed ability approach to grouping. The exception is in maths, where experience and research demonstrates a model based on setting is more effective.
In Year 7, most subjects teach two equal top sets (using scaled scores from national curriculum ks2 tests) with the remainder of students taught in three mixed ability groups per band. At appropriate points in the year, generally after each main assessment week, student movement between groups can occur. This can be for both academic and pastoral reasons.
In Years 8/9, a similar model exists. However, maths, modern foreign languages and science begin to fully set on ability where timetabling allows.
| Key Stage 3 | Year 7 (Hours) | Year 8 (Hours) | Year 9 (Hours) | Total (Hours) |
|---|---|---|---|---|
| English | 8 | 8 | 8 | 24 |
| Maths | 7 | 7 | 7 | 21 |
| Science | 6 | 6 | 6 | 18 |
| History | 4 | 4 | 4 | 12 |
| Geography | 4 | 4 | 4 | 12 |
| Life/Morality | 3 | 3 | 3 | 9 |
| MFL | 4 | 4 | 4 | 12 |
| Music | 2 | 2 | 2 | 6 |
| PE | 4 | 4 | 4 | 12 |
| Drama | 2 | 2 | 2 | 6 |
| ICT | 2 | 2 | 2 | 6 |
| Art and Design | 2 | 2 | 2 | 6 |
| Design and Tech | 2 | 2 | 2 | 6 |
| Total | 50 | 50 | 50 | 150 |
