Our Curriculum Statement

Curriculum aims

At Chertsey High School we offer a broad and balanced curriculum and as a school encourage each student’s particular abilities to ensure that no child slips through the net. The school’s ethos is simple - our students are at the heart of everything we do and we truly believe that every child can achieve.

We wish to create

  • Successful learners who enjoy learning; make good progress and achieve excellence.
  • Confident individuals who are able to live safe, healthy and fulfilling lives.
  • Responsible citizens who can make a positive contribution to society.

It is essential that the curriculum is organised in such a way that it provides students with the opportunity to learn expected behaviours and be successful in their learning so that we can deliver our mission and aims.

 

Strategic intent

To develop a curriculum which:

  • Creates an aspirational high achievement culture to enable our students to make ambitious choices at 16.
  • Challenges stereotypes regarding what our students are capable of.
  • Takes into account individual needs and styles.
  • Gives self-confidence and respect and allows everyone to experience success.
  • Improves rates of progress and raises standards of attainment. 
  • Secures the fundamental building blocks of learning in terms of literacy and numeracy.
  • Empowers learners to value education and believe that it is exciting.
  • Allows students to experience a broad curriculum to cater for a wide range of experiences.
  • Establishes strong behaviour for learning principles.
  • Supports the spiritual, cultural and moral development of our students.

 

Curriculum principles

  • Clear progress over 5 years to meet the most ambitious targets.
  • There should be depth before breadth.  Maximise learning time in all subjects.
  • Additional time is given to English; mathematics; science and MFL to ensure that students have the essential skills needed for life and to access the full curriculum.
  • Targeted support and additional challenge to ensure all students make at least national rates of progress.
  • Carefully planned activities through tutor time and assemblies to address SMSC and aspirations.
  • Support induction into secondary school for all Year 7 students.
  • Bespoke pathways for different groups to ensure that they experience as full a range of disciplines throughout their schooling.
  • Learning opportunities outside of the classroom.

 

Curriculum implementation

  • Delivery is through quality first teaching, learning support, advice and guidance, coaching, mentorship, peer and collaborative learning, feedback and assessment, personal development planning and tutoring, skills development and practice, and access to resources.
  • Each department plans, delivers and reviews its curriculum – the curriculum lifecycle.
  • Understanding each other’s curriculum is a key part of staff training.
  • Curriculum delivery focuses on deep learning – using knowledge to challenge, enquire and debate.
  • Challenge and high order questioning are constant features of lessons.
  • Our curriculum gradually builds the learning experience. It allows for continuity of experiences as the learner progresses and grows.
  • Extra-curricular opportunities and voluntary work are integral to the whole curriculum offer.

 

Mechanics of the offer

  • 3-year key stage 3 and 2-year key stage 4; 6 50 minute lessons per day.
  • Double lessons in Science; PE; Art; DT in order to support the link between practical and theory work
  • 2-week timetable with good balance throughout the fortnight.
  • All subjects taught by specialists.
  • Ability setting in English and maths in Y8 but mixed ability for all subjects in Y7.

 

Curriculum impact

  • The curriculum is the core of the school, the cornerstone of our ethos and the bedrock of our professional development.
  • It has raised aspiration and improved students’ confidence.
  • It has improved behaviour and behaviour for learning.
  • It is broadening understanding and the intellectual capacity of our students.
  • It has improved reading, writing and numeracy.
  • It has improved outcomes overall and for different sub-groups of students
  • Subject leaders are making intelligent use of assessment to inform curriculum design.

 

The curriculum

KS3

This covers years 7; 8 & 9 with students choosing their GCSE pathway at the end of year 9 so that they are ready to embark on their GCSEs from year 10. This change in our curriculum may differ from other local schools but we believe that a 3 year KS3 is a must for children’s physical and mental development. They need to experience a broad curriculum that does not cut creative subjects by making them samplers without depth. 

Core subjects in KS3 are English, Mathematics & Science and so have additional curriculum time.

Subjects also studied Art, Drama, Music, French, Geography, History, PE, RE, Technology (including Food Technology and Resistant Materials) and Spanish.

 

KS4

Students at Chertsey High School will follow the English Baccalaureate at GCSE. The EBacc is a set of subjects at GCSE that keeps young people’s options open for further study and future careers.

The EBacc is:

  • English language and literature
  • Maths
  • Sciences
  • Geography or History
  • Foreign Language

Students will then have the opportunity to choose other subjects (Options) to complement the EBacc core subjects.

Your browser is out-of-date!

Update your browser to view this website correctly. Update my browser now

×