Curriculum Overview

Curriculum Aims

Irrespective of students’ social background, ethnicity, gender or ability; the curriculum will:

Allow students to develop knowledge, understanding, skills and attitudes to make a positive contribution to society, through economic, cultural, social, personal and environmental goals. It will contribute to students leaving school as committed learners ready to move forward with confidence and curiosity.
Deliver a breadth of high quality qualifications which will allow students to make choices in their career paths. There will be opportunities to participate in a broad range of educational experiences and acquire a knowledge and appreciation of a range of subjects including the Arts, Humanities, Languages, Physical Activities, Mathematics, the Sciences and Technology.
Develop personal skills and learning habits to run alongside knowledge, enabling students to make the most of the opportunities which arise. This will allow them to continue to contribute positively well into the future. Central to this will be a desire to continue learning. Students will be able to communicate effectively using a variety of methods and apply their knowledge in a functional way. They will be engaged in activities which require them to solve problems, take responsibility and risks, be creative and show resilience. Students will leave healthy, balanced, adaptable and reflective individuals.
Support students’ ability to work with, appreciate and understand their wider responsibility to others. Students will recognise the increasing relevance of the world beyond national boundaries, being able to appreciate diversity and be responsible global citizens, while also having an appreciation of the nature and traditions of the country in which they live.

Curriculum Principles

These principles are used to evaluate and develop the curriculum. Any changes must take these into consideration.

Balanced

One of the challenges is deciding what to leave out as well as what to include – we have to leave out important elements to create more time for the even more important ones. As students progress through their education at Wellington School a balance is needed. One which provides opportunities for students to specialise in areas of interest whilst still providing the breadth of experience should students pursue different ambitions.

Rigorous

Rigor comes through the study of subject disciplines. Skills and competences can’t be taught in a generic way. The acquisition of powerful knowledge is a prerequisite to applying and developing skills like critical thinking, debating and evaluating.

Coherent

The challenge of a curriculum built around subject disciplines is ensuring that students see the connections between subjects and are given the opportunities to transfer skills and knowledge. This often entails concessions and compromises. For example, the mathematics teachers may feel that equations and graphs are best taught in year 9, but if the science teachers need to use equations and graphs in year 8, there is a problem.

Vertically integrated

‘A curriculum needs to be clear how material taught at one point in time builds on materials taught earlier, and feeds in to what is to be taught later. The sequence in which we teach things matters and requires careful planning. It requires subject teachers to have a deep understanding of the knowledge and skills they are teaching.’

Focused

A common complaint is that the curriculum is too full – a mile wide and an inch deep. Each curriculum subject will have a set of ‘big ideas’. These will provide a point of reference when planning specific programmes of study.

Relevant

The key is relevant to what – the student’s current needs, their future needs, the school, the wider community? This decision is often best made by the teacher and relates more to how the curriculum is taught rather than the content itself. All hours are per fortnight.

Curriculum Structure

Year 7

Classes

The majority of students are placed into 9 mixed attainment teaching group. There is one group of low prior attainment students with a reduced class size and additional support. Students are in the same group for all their subjects except PE and Design Technology. PE groups are primarily based on gender and Design Technology groups are smaller to reflect health and safety requirements.

Subjects

Art (2 hours)

Computing and ICT (2 hours)

Design Technology (3 hours)

Drama (2 hours)

English (6 hours)

Geography (4 hours)

History (4 hours)

Mathematics (6 hours)

MFL (5 hours)

Music (2 hours)

PE (4 hours)

PSHE (2 hours)

Religion, Ethics and Philosophy (REP) (2 hours)

Science (6 hours)

7R have a different number of hours for certain subjects; English (8 hours) and Mathematics (7 hours). In addition, they study one language; French (3 hours).

Knowledge Organisers

Knowledge Organisers are A4 sheets which contain the key knowledge a student needs for a particular topic in a subject. Each student is given a knowledge organiser booklet at the start of each term. Students will be directed by the teacher to use them in class and for homework. In addition, students can use them independently to help with homework or consolidate the work they have done in school. Electronic copies of the knowledge organisers can be found under the ‘Curriculum Year Plans’ tab.

Year 8

Classes

Subjects

Art (2 hours)

Computing and ICT (2 hours)

Design Technology (3 hours)

Drama (2 hours)

English (6 hours)

French (3 hours)

Geography (4 hours)

German/Spanish (alternating years) (3 hours)

History (4 hours)

Mathematics (6 hours)

Music (2 hours)

PE (4 hours)

PSHE (1 hour)

Religion, Ethics and Philosophy (REP) (2 hours)

Science (6 hours)

8R have a different number of hours for certain subjects; English (8 hours) and Mathematics (7 hours). In addition, they study one language; French (3 hours).

Knowledge Organisers

Year 9

Classes

Students are placed in one of two equal prior attainment bands (x and y). Each band is then split into 5 classes. English, Maths, Science and MFL then set independently based on prior attainment. Students select a language to study; either French or German/Spanish (alternating years). PE groups are primarily based on gender and Design Technology groups are smaller to reflect health and safety requirements. The remaining subjects use the English groups.

Subjects

Art (2 hours)

Computing and ICT (2 hours)

Design Technology (3 hours)

English (6 hours)

Geography (4 hours)

History (4 hours)

Mathematics (6 hours)

MFL (5 hours)

Music (2 hours)

PE (4 hours)

PSHE (2 hours)

Religion Ethics and Philosophy (REP) (2 hours)

Science (6 hours)

Knowledge Organisers

Year 10 and 11

Classes

The ‘core’ or compulsory subjects (English, Mathematics, Science, MFL, PE and REP) are arranged in the same way as Year 9. The remaining subjects are ‘options’ subjects. Students select three subjects from the list below, the actual subjects will vary from year to year depending on popularity. All qualifications are GCSE unless otherwise stated.

Core Subjects

English (8 hours, 2 GCSEs)

Science (9 hours, 2 GCSEs)

PE (4 hours)

Mathematics (7 hours)

French, Spanish or German (5 hours)

RE (2 hours)

PSHE is delivered through a number of theme days throughout Year 10 and 11

Options Subjects (5 hours each, students select 3)

Art and Design

Business Studies

Computer Science

Design Technology

Drama

Enterprise and Marketing (OCR Cambridge National)

Food and Nutrition

Geography

History

Information Technology (OCR Cambridge National)

Media Studies

Music

Performing Arts (AQA Technical Award)

PE Full Course

Sociology

Sports Studies (OCR Cambridge National)

Psychology

RE Full Course

Triple Science*

A second modern foreign language

*In addition to the compulsory science, students can opt to study science in more depth, leading to 3 GCSE qualifications in Biology, Chemistry and Physics.

A small number of students don’t study a Modern Foreign Language. They receive additional English and Maths.

Year 12 and 13

Classes

All subjects in Year 12 and 13 lead to an A-level qualification. There are no compulsory subjects, students select three from the list below. Usually there is one class in each subject, some popular subjects have two classes. Some of the subjects may not run each year if take up is too low.

Subjects (10 hours each)

Art

Biology

Business Studies

Chemistry

Computer Science

Design Technology

English Literature

English Language and Literature

French

Geography

Graphic Communication

History

Mathematics

Media Studies

Music

Physical Education

Physics

Politics

Product Design

Psychology

Religious Education

Sociology

Enrichment

All students in Sixth Form complete several enrichment activities during the year. It is essential that students have opportunities to develop the transferable skills needed to move onto either University or into the world of work. Students can choose activities from the following strands: Sport, School/Community and Career Development/Additional Qualifications.

Extended Project Qualification

The Sixth Form offers the opportunity for certain Year 13 students to complete the EPQ. This is a nationally recognised qualification by both Universities and Employers. It focuses on students working independently on a particular area of interest they might have, researching and investigating this, as well as delivering a final product.