Our curriculum aims to allow students to engage with valued forms of knowledge whilst equipping them for life in its broadest sense. We want to enable our students to reach standards of attainment comparable with the best performing jurisdictions in the world and provide opportunity for all students to develop an understanding of our shared culture and their place in it whilst equipping themselves fully with the knowledge which will empower them to engage with the local, national and global community. Therefore, our curriculum:
- is academically challenging and supports students’ progress through promoting knowledge-rich learning, and reading and literacy;
- is sequenced and progressive and responsive to the needs of our students;
- is broad and balanced and ambitious for all students, regardless of prior attainment;
- develops students’ cultural capital;
- promotes personal responsibility and students’ contribution to the wider community.
Our courses in Years 7 to 11 comply with the requirements of the National Curriculum. The curriculum is reviewed each year.
The Key Stage 3 Curriculum
At Key Stage 3 students build on foundations from Key Stage 2 and develop core skills in communication, literacy and mathematics, whilst experiencing a broad and balanced curriculum consisting of the Arts, Sciences, Technology, Computing, Humanities and Physical Education. They will also develop their cultural and social awareness through Personal Development and Religious Education. The students are placed within two parallel ability groups. All students study French.
Knowledge underpins skills. At Haybridge, the Key Stage 3 curriculum promotes the development of knowledge, so that students are able to call upon the most valued and valuable knowledge in each subject area when required to apply them to broader problems. Subjects have identified core content and knowledge that students are expected to learn in each year group. This is our subject experts’ view of the most valued and valuable knowledge in their subject areas and which addresses the key question: ‘What makes a good… (mathematician / geographer / music student etc)?’
In order for students to be able to access the curriculum in its entirety they need to be able to read to at least their chronological age. Development of the reading of more challenging texts is a priority for the curriculum and there are regular opportunities for students to read and respond to a variety of texts. In addition, at Key Stage 3, all subjects teach new vocabulary explicitly and students are expected to learn this vocabulary routinely.
We want our students to have the skills, knowledge and values to get ahead in education and life more generally. We believe we have a duty to fill gaps in students’ cultural capital if they are to access the curriculum in its entirety. Cultural capital is crucial to students’ development, not just in terms of academic success but also in their ability to contribute to the wider community and for their quality of life. Our curriculum will, therefore, explicitly teach this additional shared and valued knowledge, through lessons, the Personal Development curriculum, Tutor Time activities and extra-curricular opportunities.
All students follow courses in Personal Development and Relationship and Sex Education. The curriculum covers topics such as heathy relationships, anti-bullying, mindfulness and mental wellbeing, drugs education and citizenship. In addition, subjects identify opportunities to develop spiritual, moral, social and cultural (SMSC) awareness within their units of learning. One such example might be teaching students to keep safe online in ICT lessons.
Our curriculum has four cornerstones. These are: Economic Wellbeing, Cultural Understanding, Social Wellbeing and Personal Wellbeing and they underpin our work in all lessons.
The timetable for Key Stage 3 is based on a two-week cycle and comprises a 25 period week with 5 periods per day (3 in the morning and 2 in the afternoon). Each period lasts 60 minutes and lessons can be either single or double periods. The number of lessons allocated to each subject in Years 7 and 8 is shown in the table below. You can also download more detailed information about each of the subjects.
Please note, these documents are in the process of being updated and none of the links are currently live.
Students choose their options in Year 8. The curriculum at Key Stage 3 is planned to prioritise knowledge-based learning. We believe that our students need two years to garner the requisite knowledge base before we begin to develop skills in a more specific way at Key Stages 4 and 5. Year 9, therefore, becomes a year where students begin to apply the knowledge they have learnt to increasingly complex problems, and skills such as analysis, synthesis and evaluation are developed. In addition, this provides an opportunity for students to develop a deeper and broader understanding of their subjects.
The Key Stage 4 Curriculum
At Key Stage 4, the vast majority of students will study a broad and balanced academic core of subjects at GCSE. These are: English, English Literature, Mathematics, Science (either Combined or Separate), History or Geography and a language. This suite of subjects forms the English Baccalaureate (EBacc). Physical Education, Religious Education and Personal Development complete the core requirement. Students also have the opportunity to study vocational courses in IT, Engineering, and Health and Social Care where appropriate. The EBacc suite ensures that students are challenged and gain the knowledge, skills and cultural capital to become rounded, independent and caring citizens of the global community. In addition, these subjects provide students with opportunities to access the widest possible range of courses in Higher Education.
All of our students deserve the opportunity to achieve across a broad range of subjects in qualifications which are meaningful to them and which offer progression to a range of pathways at Key Stage 5 and beyond. Students do not benefit from following more courses than they strictly need to in order to progress. Therefore, students are not entered for any examinations where course content may overlap with others they are studying and the majority of our students follow no more than 9 examination courses (GCSE or alternative) at Key Stage 4.
Building Knowledge and Skills
The curriculum at Key Stage 4 is designed to continue to build upon the foundations of knowledge students have learned at Key Stage 3 alongside the application of this knowledge to a broad range of increasingly complex problems. Where appropriate, skills will be explicitly taught and practised. Skills such as evaluation, analysis, synthesis and creativity are taught more explicitly at Key Stage 4 alongside the progression of core content.
The curriculum at Key Stage 3 is planned to prioritise knowledge-based learning. This gives our students two years to garner the requisite knowledge base before we begin to develop skills in a more specific way at Key Stages 4 and 5. Students opt in Year 8; Year 9, therefore, becomes a year where students begin to apply the knowledge they have learnt to increasingly complex problems, and skills such as analysis, synthesis and evaluation are developed. In addition, this provides an opportunity for students to develop a deeper and broader understanding of their chosen subjects and to further explore broader issues around the subject.
The curriculum aims to equip students for life-long learning and helps to engender an appreciation of human creativity and achievement. Students’ development is not limited to the examination syllabi and subjects at Key Stage 4 are not constrained by the terminal examination. Students are given the opportunity to develop a broader understanding of the subject over time, including a continuing emphasis on developing their cultural capital and knowledge of the wider content within each domain which is important to life-long learning.
It is vitally important to the development of all students that they have the necessary reading and literacy skills to access examinations at Level 2 and for them to be able to communicate effectively as adults. For this reason we maintain a focus on developing reading skills, through vocabulary building and ensure that all students are exposed to increasingly challenging texts wherever appropriate. There is also a continued focus on developing students’ cultural capital: the knowledge and values which empower social mobility.
Religious Education, Personal Development and Physical Education develop our students’ social and personal wellbeing, whilst other subjects teach topics such as economic understanding and cultural understanding. This includes developing our students’ knowledge and understanding of British Values and their place in 21st Century Great Britain and the world, as well as valued knowledge about mankind’s technological, artistic and social development.
Religious Education is taught in the core offer and is also available to students as a GCSE option from Year 9.
Students are encouraged, through the wider curriculum, to take part in regular fund-raising activities for our chosen charities. Our assembly programme is designed to provide students with appropriate information and challenge regarding a range of topical issues such as care for the environment and volunteering.
Our annual Personal Challenge Week provides students with opportunities to take part in activities which challenge and extend them. Activities include sailing, climbing, robotics, visits to sporting venues, work experience and international visits.
Careers and Work Experience
All students in Year 10 have a week of Work Experience during Personal Challenge Week. Students are encouraged to be focused on their future aspirations and we provide them with an up-to-date view of the labour market, both locally and on a broader scale. We help to facilitate this through expert advice and guidance provided during personal interviews as part of the Options process and during Key Stage 4.
The timetable for Key Stage 4 is based on a two-week cycle and comprises a 25 period week with 5 periods per day. Each period lasts 60 minutes and lessons can be either single or double periods. The number of lessons allocated to each subject in Years 9, 10 & 11 is shown in the table below. You can also download more detailed information about each of the subjects.
Please note, these documents are in the process of being updated and some of the links are not currently live.
At the end of Year 11, our students will take examinations. The majority of these will be GCSE. These examinations have been reformed and are now graded 9-1. For more details on the features of the news GCSEs, including the grading system, see the government information here, or download this FAQ sheet
Ofqual have produced a short video to explain the 9-1 GCSE grading.
Download information on the GCSE courses and find links to the exam boards in the table below.
Please note, these documents are in the process of being updated and none of the links are currently live.
At Haybridge High School we are committed to providing our students with a comprehensive programme of careers education, information, advice and guidance (CEIAG) for all students in years 7 – 13. We endeavour to follow the 8 Gatsby Benchmarks and other relevant guidance from the Department of Education, Ofsted and other relevant bodies.
The 8 Gatsby Benchmarks include:
1. A stable careers programme 2. Learning from career and labour market information 3. Addressing the needs of students 4. Linking curriculum learning to careers 5. Encounters with employers and employees 6. Experiences of workplaces 7. Encounters with further and higher education 8. Personal guidance
We believe that every individual should be prepared for the opportunities, responsibilities and experiences of adult life, and that this preparation should be an important and distinctive element embedded within the curriculum. Our Careers Education Programme provides students with skills, knowledge, support and experience of the world of work to enable them to make informed career choices. Students will experience career lessons in PSHE, 1-1 interviews, Open Days, Work Experience, Mock interviews and more to help make these important career choices.
An important aspect of this programme for our students is the access to independent and impartial advice and guidance, which supports them in broadening their horizons and reaching their own careers aspirations. Our careers adviser is available to carry out 1-1 interviews with any student wishing to discuss their future aspirations or next steps on their chosen career pathway.
In all, students will be making important career choices which will ultimately impact on their life. It is essential that parents and carers play an active role in exploring the options and choices which are best for their child alongside teachers and other members of staff at the school.
Education and Training Providers
The careers programme within Haybridge High School is enhanced further with a number of external providers who support the school providing up to date information on all education and training providers in the local area as well as providing work experience placements for Year 10 and Sixth Form.
The school has developed strong links with all local FE colleges as well as Worcestershire and West Midlands Apprenticeship Hubs providing students with work experience placements, focus groups, assembly talks, career workshops and mock interviews. The school constantly strive to expand this service within school.
Further information about this can be found by viewing our School Provider Access Policy.