We believe our curriculum must be creative, broad, rich, experiential and ambitious to enable all learners to:
- Make informed choices to keep themselves safe, healthy and able to determine their future.
- Benefit from a seamless journey of lifelong learning through the development of academic excellence
- Become the best version of themselves and make a successful contribution to society.
Our curriculum is underpinned by a belief that everybody has the potential to succeed within a high quality and intellectually challenging educational environment. It reflects a commitment to instilling high aspirations, a desire to learn and an ambition to achieve.
An important principle underpinning all curriculum content choices and sequencing is respect for subject disciplines. Whether organised in discrete subjects or in ‘topic’ based approaches (for example, in primary academies), progression in knowledge and understanding in subjects will usually drive choices and decisions about curriculum design. Supported and challenged by senior leaders, subject/ phase leaders will usually lead on subject curriculum decisions.
Our curriculum will ensure access and inclusion. An overarching principle is equality of access to the curriculum. For example, SEND pupils and EAL learners will, wherever possible, be supported to access a common curriculum, rather than be taught a restricted or unduly narrowed curriculum.
The framework addresses all learners’ academic, personal and social development. The three individual strands provide a different component to the overall education of each learner: their intellectual, personal and social development.
The three strands are:
- Personal development - Make informed choices to keep themselves safe, healthy and able to determine their future
- Academic development - Benefit from a seamless journey of lifelong learning through the development of academic excellence.
- Social development - Become the best version of themselves and make a successful contribution to society
At Hinde house the Curriculum has been designed to:
- Foster thought, curiosity and a desire for learning in all pupils, regardless of their backgrounds, strengths and needs.
- Be the key to open a gateway of opportunity for all learners and maximise the academic achievement and attainment of all learners.
- Reflect National policy and priorities.
- Be broad and balanced with an emphasis on academic success and knowledge acquisition.
- Mold pupils into good citizens, with a sense of responsibility for their actions.
- Cultivate well–rounded, intelligent and socially aware pupils and encourage pupils’ social participation within their community.
- Enable all learners to develop respect for themselves, high self-esteem and the ability to live and work cooperatively with others.
- Give pupils a practical and more successful understanding of their rights and responsibilities in society.
- Enable all learners to develop their spiritual and moral individuality.
- Provide highly positive, memorable experiences and rich opportunities for high quality learning.
- Empower pupils with the necessary skills and abilities to play a full and inclusive role within society, consistent and comfortable with their beliefs and principles.
At Key stage 3, our students will study:
- Modern foreign language
- Physical Education
- Religious Education
At Key stage 4, our students will study a wide range of academic subjects, including the English baccalaureate, and some more vocationally orientated courses.
Students are carefully guided into subjects based on their assessment information.
Students may study:
- Child Care
- Computer Science
- English Language
- English Literature
- Health and Social Care
- Travel and tourism
For more information about our curriculum, please contact firstname.lastname@example.org or contact the relevant subject leader in the curriculum booklet via the link below.
Careers guidance is also a critical part of the curriculum across all key stages, but even more so in key stage 4, as we prepare students for the next step along their journey as life-long learners.