Curriculum Statement

At OBHS our primary aim is ensuring the very best experience of education for each of our students. We seek to develop curious young people capable of independent thinking through an active approach to learning where students are encouraged to discover for themselves. This approach grows resilient students who engage fully with the world around them and go on to achieve the very best academic results of which they are capable. Students are supported to realise their own individual potential, striving to meet or exceed their individual target grades rather than cross a generic line.

The key to our success can be found in the design of our curriculum, which guides the classroom experience and creates an inclusive culture within our school. Our curriculum is anchored in our core value of achieving excellence together, with the promotion of scholarship and challenge at its heart. All subject areas are committed to bringing about success, raising aspirations and developing the whole person. Our curriculum design allows for intervention to take place regularly to deepen or secure learning regardless of a student’s level of prior attainment.

At Key Stage 3, students study a full range of subjects devised to make them think critically, fire their passion and allow them to build their physical self: head, heart, and hands. As well as the core subjects of English, Maths and science, students study a full range of humanities subjects, languages, technology and the arts, whilst also building fitness, resilience and a sense of teamwork through a range of sports. We believe strongly in allowing students to have a full Key Stage Three experience. With that in mind, we do not allow students to select their GCSE option until Year 9.

Our Key Stage 4 curriculum allows our student to follow the most relevant and appropriate pathway for their future study. The core subjects of English, Maths and Science continue and students can select from a range of other GCSE options. It is important that students continue to access a broad and balanced curriculum. We strongly recommend that all students take either Geography or History and encourage students to take a language. We recognise that this is not always the most appropriate route for all students and look at each student’s option choices individually to create a package which best suits them.

In order to complement the education students receive within the classroom, we encourage students to pursue personal interests and goals. Participation in these activities, both at school and externally, is a highly important aspect of school life, which is recognised and valued by future employers and post-16 institutions.

Definition of Curriculum

Four distinct models of curriculum can be drawn from academic research. These can be summarised as:

1. Curriculum as a body of knowledge to be transmitted;
2. Curriculum as an attempt to achieve certain ends in students – product;
3. Curriculum as process – or a particular form of specification about the practice of teaching;
4. Curriculum as praxis – as above, but with a specific, moral purpose.

Therefore, at OBHS we are engaged in understanding the curriculum in its broader definitions.

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 and in a way that is aligned to our values of:

    • Equality
    • Integrity
    • Cooperation
    • Tolerance
    • Mutual Respect
    • Fairness

OBHS Strategic Intent:

    • Have high success rates in terms of academic achievement;
    • Efficient in delivery and cost effective;
    • Diverse and rich experiences that develop students academically, socially and culturally;
    • Fit for the 21 Century, responding to the local, regional, national and global challenges;
    • Engaging and responsive to individuals irrespective of starting points and background;
    • Prepare students with the skills for their next step into education or training.

OBHS Curriculum Design Principles:

    • Curriculum design supports the strategic intent of the curriculum;
    • Population design should be driven by the specific OBHS curriculum implementation;
    • Subject specialism and expertise should be called upon to staff specialist curriculum subjects, particularly at KS4 in examination subjects;
    • Scheduling patterns - subjects need to be scheduled equally across the school week, so no subject is disadvantaged by the delivery pattern;
    • Curriculum Enhancement is focussed at Key Stage 3 and Key Stage 4 English and Maths;
    • Personalisation of the curriculum is introduced before the end of Key Stage;

Key Stage 3 (Years 7, 8, 9) Curriculum Content

 

 

Subject

Implementation Year 7

Implementation Year 8

Implementation Year 9

The Core

English

7 Periods/ fortnight

Stranded

7 Periods/ fortnight

Stranded

6 Periods/ fortnight

Stranded

Maths

7 Periods/ fortnight

Sets

7 Periods/ fortnight

Sets

7 Periods/ fortnight

Sets

Science

6 Periods/ fortnight

Stranded

6 Periods/ fortnight

Sets

6 Periods/ fortnight

Sets

Humanities

History

3 Periods/ fortnight

Mixed Ability

3 Periods/ fortnight

Stranded

4 Periods/ fortnight

Stranded

Geography

3 Periods/ fortnight

Mixed Ability

3 Periods/ fortnight

Stranded

4 Periods/ fortnight

Stranded

Modern Foreign Languages

French

3 Periods/ fortnight

Stranded

3 Periods/ fortnight

Stranded

Dual Lang: 6/fortnight

Single: 4 French or German.

 

German

3 Periods/ fortnight

Stranded

3 Periods/ fortnight

Stranded

Expressive Arts

Art

2 Periods/ fortnight

Mixed Ability

2 Periods/ fortnight

Stranded

2 Periods/ fortnight

Stranded

Drama

2 Periods/ fortnight

Mixed Ability

2 Periods/ fortnight

Stranded

2 Periods/ fortnight

Stranded

Music

2 Periods/ fortnight

Mixed Ability

2 Periods/ fortnight

Stranded

2 Periods/ fortnight

Stranded

Product Design

Product Design

3 Periods/ fortnight

Mixed Ability

3 Periods/ fortnight

Mixed Ability

3 Periods/fortnight

Personalised: 2/3 subjects

Food Technology

Textiles

Digital Literacy

IT/ Computing

2 Periods/ fortnight

Mixed Ability

2 Periods/ fortnight

Stranded

2 Periods/ fortnight

Stranded

Health and Wellbeing

PE

4 Periods/ fortnight

Mixed Ability

4 Periods/ fortnight

Mixed Ability

4 Periods/ fortnight

Mixed Ability

Personal Development

3 Periods/ fortnight

Mixed Ability

3 Periods/ fortnight

Mixed Ability

2 Periods/ fortnight

Mixed Ability

SMSC/ British Values

A tapestry curriculum woven into different aspects of the school day and curriculum, and mapped using a grid approach.

Learning Skills

OBHS Habits

A bespoke curriculum integrated, tracked and delivered within subject Schemes of Learning.

See Curriculum maps for further detail regarding Intent and Implementation.

Definitions:

Implementation: The number of periods per fortnight;

Population Design: How students are grouped;

Stranded: Broad groups based on prior attainment;

Sets: Narrow groups based on prior attainment;

Mixed Ability: A range of all prior attainment.

Key Stage 4 (Year 10 and 11) Curriculum Content

 

Subject

Implementation Years 10 and 11

Qualification

The Core

English Literature

4 Periods/ fortnight

Stranded

AQA English Literature GCSE

English Language

4 Periods/ fortnight

Stranded

AQA English Language GCSE

Maths

7 Periods/ fortnight

Sets

AQA Maths (higher/ foundation tier) GCSE

Science Trilogy (2 GCSEs)

 

9 Periods/ fortnight

Sets

AQA Combined Science GCSE

Single Science (3 GCSEs)

Biology

Chemistry

Physics

3 Periods/ fortnight/ subject

Sets

AQA Biology GCSE

AQA Chemistry GCSE

AQA Physics GCSE

Option Subjects

Students select 4 Options from the qualifications below.

EBAC Subjects

Humanities

(Guided Choice)

History

5 Periods/ fortnight

Mixed ability

Pearson History GCSE

Geography

AQA Geography GCSE

Modern Foreign Languages

French

AQA French GCSE

German

AQA German GCSE

Open Subjects

Expressive Arts

Art

5 Periods/ fortnight

Mixed Ability

 

Pearson Art & Design GCSE

Drama

Pearson Drama GCSE

Music

Pearson Music GCSE

 

 

Pearson Music Practice BTEC

Product Design

Resistant Materials

AQA Design & Technology GCSE

Food Technology

AQA Food Preparation & Nutrition GCSE

Creative Craft

AQA Design & Technology – Textiles GCSE

Digital Literacy

iMedia

OCR iMedia Cambridge National Certificate

Computing

Pearson Computer Science GCSE

Other

PE

Pearson Physical Education GCSE

Sports Studies

OCR Sports Studies Cambridge National Certificate

Business Studies

OCR Enterprise & Marketing Cambridge National Certificate

Religious Studies

OCR Religious Studies GCSE

Health and Social Care

AQA Health & Social Care L1/2 Award

Asdan-Cope

5 Periods/ fortnight

Guided choice

 

ASDAN Personal & Social Development L1 Certificate

Non-examination

Health and Wellbeing

Core PE

4 Periods/ fortnight

Mixed Ability

 

Personal Development

3 Periods/ fortnight

Mixed Ability

 

SMSC/ British Values

A tapestry curriculum woven into different aspects of the school day and curriculum, and mapped using a grid approach.

Learning Skills

OBHS Habits

A bespoke curriculum integrated, tracked and delivered within subject Schemes of Learning.

 

Appendix 1 - Curriculum Overview

Appendix 2 - Subject Map (exemplar)

 

Achieving Excellence Together...
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