Curriculum

CURRICULUM 2008 – 2009

All Year 7 pupils take the following subjects:

• Art

• Design Technology

• English

• Geography

• German

• History

• ICT

• Mathematics

• Music

• Physical Education

• PSHE

• Religious Education



On entry into the school, pupils are placed in two parallel bands and set as soon as possible in the core subjects. One group of learners, with specific needs, is set immediately in the S band. All pupils sit Cognitive Ability Tests which complement the KS2 SATs results and teacher recommendations that we have received from the primary schools to inform setting arrangements and ongoing pupil target setting.


Year 8 Curriculum

The most able linguists are identified, set accordingly and introduced to French in addition to German. Pupils experiencing significant learning difficulties are supported in a foundation set where they continue to follow a broad and balanced curriculum. All other pupils are set within two parallel bands:- Mathematics, Science, Modern Foreign Languages and English are set independently whilst the other subjects are set in conjunction with one another.


Year 9 Curriculum

Pupil setting is once more reviewed as we work together towards the end of Key Stage 3. English, Mathematics, Science and Modern Foreign Languages are set independently. During the year there is extensive consultation regarding curriculum pathways for Key Stage 4.


Year 10 and 11 Curriculum

All students will have the opportunity to study the following subjects:

English, Mathematics, Science, Design Technology, Religious Education, ICT, Physical Education and PSHE.

The type and level of course studied will be determined by the specialist staff within Learning Areas and the ability of the individual student.

Students will be able to choose a number of subjects for themselves, being advised to maintain a broad and balanced curriculum for future progression. They will receive detailed guidance on the range and type of courses available and we aim to fully involve students, parents and staff in decisions that are made to support and maximise efficient learning for individuals.

Increasingly, it is possible to consider additional work experience, vocational courses or individual study support to learners if it will enable and motivate them to greater achievement and self esteem.