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Our Curiculum

Curriculum Overview

We have a diverse curriculum which aspires to respond to the local and national agenda both intelligently and creatively in order to ensure all our students receive a high quality learning experience at all times. All secondary schools' curriculums have undergone significant reforms which will affect your child at different stages of their school career. 

We believe whole heartedly that in order to access a broad and balanced curriculum, all students need to be confident and proficient in the basic skills of Reading, Writing, Communication and Mathematics and they are given the highest priority at all times. 

Finally, we consider it critical that equal opportunities and fundamental British Values are promoted and realised at all levels of curriculum provision and that this is integral to outstanding practice. Whilst we provide extensive individual and small group withdrawal support where necessary our curriculum is one which celebrates inclusion at all times and we firmly believe that our diversity as a school ultimately enriches and enhances our curriculum for the benefit of all.

Beyond the formal curriculum

The school curriculum is not narrowly constrained within formal lessons but extends to a vast array of extra-curricular opportunities which we term “Enrichment”.  All students have access to and are actively encouraged to take part in an extensive programme, which seeks to extend their learning and widen their life experiences.  We seek to use active partnerships to support learning wherever possible and encourage students to interact with speakers and visiting groups/industries/organisations to extend their communication skills and learning capacity.  The school uses its Pupil Premium and other avenues of funding to ensure that all groups within the school are able to access these activities.  

Work Related learning is any planned activity that uses the context of work to develop knowledge, skills and understanding useful in work.  Through work related learning activities, the school seeks to develop the employability skills of young people, provide them with the opportunity to ‘learn by doing’, raise standards of achievement and encourage positive attitudes to lifelong learning.  Opportunities will be provided both within our various curriculum areas and as planned activities within our enrichment programme.  All students have the opportunity to take part in a formal work experience at the end of Year 10.

OUR curriculum

The school operates a two week timetable with 25 one hour periods a week. There are 5 periods a day. There are two breaks. Morning registration lasts for 30 minutes and includes tutor time, year group assemblies and worship. There are two breaks.

8.00 - 8.30

AM Registration / Assembly/Prayers


Period 1


Period 2


Food Break 1


Period 3


Period 4


Food Break 2


Period 5


Enrichment on Wednesday


The Key Stage 3 Curriculum:








Religious Education


Physical Education

Modern Foreign Languages French / Spanish/Punjabi

Personal Social Health Economic Education(PSHEE)

Information Communication Technology(ICT)

Sikh Studies

Design and Technology



KEY STAGE 4 – YEARS 9, 10 AND 11

Our Key Stage 4 curriculum (Years, 9, 10 and 11) is diverse and personalised. Students will, over three years, build up a portfolio of subjects. For all students, there are a range of courses and qualifications available to study.

Students are taught in small teaching groups. Many subjects are set by ability. All students follow a common core. The school operates a policy of determining the timetable around student choice rather than asking students to choose from a fixed structure. This policy allows for a high level of student satisfaction.



The principle of organising the timetable around the needs of the students will also apply in the Sixth Form. Students will choose 3 A level and/or L3 BTEC subjects to study in the Year 12 and 13 from a wide range of subjects. Students will be taught in smaller classes than in Key Stage 3 and 4.  Students will also be expected to continue with Mathematics and English study if they need to gain a qualification in these at GCSE level or equivalent.


Staff are mindful that individual students have preferred learning styles: some work well in groups while others prefer to work individually; some perform best in long-term projects while others like well-defined shorter tasks; some respond well to oral work, while others prefer written work.  To take account of these differences and the range of ability in any class, all staff have a responsibility, when planning work, to meet the needs of all students. This will involve, at different times, adapting tasks, providing different resources, developing extension work, catering for a variety of learning styles and environments, setting individual goals, giving different levels of support and offering a variety of ways to demonstrate knowledge and understanding.


Further information on curriculum-related issues may be found in the School Policy Documents, all of which are available from the school. In addition, guidance on the National Curriculum can be found on the website of the Department for Education: