Curriculum Overview

Curriculum Overview

We aim to develop confident and self-disciplined learners who follow a curriculum which embraces the shared values of the school encapsulated in our ethos and values statement.  Our curriculum:

  • supports our ethos and values, including fundamental British Values including democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.
  • support students’ spiritual, moral, social and cultural development
  • support students’ physical development and responsibility for their own health and well-being
  • promotes respect for other people irrespective of sex, race, religion, ability, disability, sexual orientation, socio-economic group, or age
  • develops students’ independent learning, resilience, and the other soft skills needed to equip them for further/higher education and employment
  • provides students, through the careers programme, with an understanding of the opportunities available to them in later life.

 Our curriculum is constructed so that:

  • account is taken of prior learning at each key stage and students build on previously acquired knowledge.
  • it is ambitious, broad and balanced, and designed to give all students the knowledge and cultural capital they need to succeed in life.
  • it is coherently planned and carefully sequenced to provide students with the subject (domain) specific knowledge and vocabulary they need
  • lessons offer sufficient opportunities to recall and retrieve prior learning so that it can be embedded into students’ long-term memory, and the knowledge can be applied with increasing confidence
  • students are able to practise and apply what they have learnt
  • SMSC is embedded into pastoral (STEP) and curriculum programmes, and students experience a careers education based on the Gatsby benchmarks
  • a three-year Key Stage 4 (with one early entry open bucket subject) is a deliberate action aimed at providing students with the time and space to study their chosen subjects in more depth, and to cover non-examined curriculum material. The early entry option has been designed with student well-being in mind, so that there is slightly less pressure of revision at the end of Year 11
  • the majority of students are entered for the English Baccalaureate at the end of Year 11, as part of their academically broad and balanced curriculum
  • PSHE and STEP (Study; Tutoring; Extended Learning; Preparation) lessons are integral to developing students who are not only “ambitious, kind, resilient and hardworking”, but who understand the world around them (through democracy & citizenship, and philosophy & ethics), are ready to learn (through planning and study skills), and who are prepared for the wider world (through careers and Sex & Relationships Education)

Please click here to access  our Curriculum Policy.

Please click on the following link to view the school’s approach to assessment

Please click here for advice on how to use Knowledge Organisers