Curriculum intent

Curriculum Intent Principles: 

  • To ensure our students experience a curriculum that gives them the best opportunities in later life and is underpinned by our belief of ‘Commitment to Excellence’; 

  • To provide a rigorous academic curriculum that is challenging, enriching and accessible to all; 

  • To differentiate our curriculum in appropriate pathways for specific cohorts of students e.g., our most vulnerable; our highest starters etc.;  

  • To provide continuity and progression between the key stages, using assessment intelligently to inform learning; 

  • To provide a coherent programme of personal, social, health, citizenship, careers, and economic education [supported by Personal, Social, Health and Economic Education (PSHE), our Careers, Education, Information, Advice and Guidance (CEIAG) programme and our Personal Development Tutor Programme which coherently deliver lessons to ensure our students become confident citizens.  

  • To recognise the importance of both formal and informal taught curriculum within the school’s timetabled programme and that which takes place out of normal lesson time or the school day; 

  • To promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs (paying particular regard to the Equalities Act, 2010);  

  • To ensure that students are best prepared for national examinations and academic demands of terminal examinations; 

  • To maintain the highest standards of literacy and numeracy across the curriculum so that students have essential skills for life; 

  • To use the latest research when implementing change to the school curriculum; 

  • To provide regular and dedicated Continuous Professional Development (CPD) via our regular Quality of Education and Pastoral Forums, Bright Spots, Book Looks, Twilights and INSET days.  

 

Key Stage 3 

Year 7, 8 and 9

Redhill School students receive a rich and varied curriculum within Years 7 and 8 in accordance with the National Curriculum enriched by a wide range of additional opportunities for learning and personal development. Each subject has identified and mapped the key skills, knowledge and understanding within their subject discipline to ensure progression across the curriculum. At a subject level the National Curriculum is used as a starting point for the creation of programme of study however, we believe it is key to extend the students learning beyond this. Leaders are knowledgeable about the KS2 curriculum and ensure that there is no unnecessary repetition during the transition into Year 7. Whilst utilising the best teaching and learning strategies and research, we aim to develop the individual student to a high level of competence in all subject areas. The Key Stage 3 curriculum aim is for students to enjoy learning and develop the attitudes, understanding, skills and confidence to thrive. Throughout Key Stage 3 there is recognition that challenge is for all, not just the most able pupils. 

 

Key Stage 4 

Years 10 and 11

The suite of GCSE/BTEC Level 2 qualifications that students’ study within Key Stage 4 is built around a traditional programme of qualifications. This ensures that students study a broad and balanced curriculum that prepares them for their next stage of learning whether this is Post 16 study, employment, or training. Pathways are introduced at Key Stage 4 to ensure that students continue to follow a rich curriculum that is suited to their individual needs. We are proud to offer a traditional, ambitious curriculum based on the core subjects. We believe that the English Baccalaureate subjects are important, but we understand that every subject is uniquely important.  

The majority of students will study the following at GCSE: 

  • English Language 

  • English Literature 

  • Mathematics 

  • Science (either Triple or Combined) 

  • MFL (French or Spanish) 

  • Geography and/or History  

  • 2 x options subjects. 

Developing a curriculum model that would allow 70% of our students to study MFL (Modern Foreign Languages) qualifications has been a key part of our ambitious curriculum, which is well above the national average. All our students study Geography and/or History qualifications and we are proud of the fact that our curriculum gives our students choice. Thus, students can be dual linguists or study several Arts qualifications alongside three Sciences, ensuring that the widest possible curriculum is offered to all. 

At Redhill, we challenge our more able students by offering 10 separate qualifications, combining breadth and depth across a wide range of disciplines. Offering the richness of individual Sciences alongside the Arts and Technology is something that we are passionate about and is something that our students greatly benefit from. Our curriculum design currently enables a large number of our students to study the Arts at KS4, whilst still maintaining broad opportunities for them to study Humanities and Languages.