Curriculum
At Haybridge we take a knowledge-first approach to our curriculum. We are highly ambitious for the students that we serve; we believe that supporting all students to secure a broad base of academic knowledge across a range of different disciplines is the greatest gift we can give them. We know that ‘knowledge is sticky’ – the more you have, the easier you find it to acquire greater and greater amounts because new knowledge ‘sticks’ to existing knowledge. We want our students to love learning, and it is for this reason that we teach them the most powerful knowledge we can. Entering adulthood in possession of such a knowledge base allows our students to access further opportunities both within the classroom and beyond, to challenge their own and others’ perceptions with respect and understanding, and encourages them to be curious and cultivate their creativity.
At Haybridge we are proud to be an EBacc school and are fully committed to each and every one of our students studying a Humanities subject and a Modern Foreign Language to GCSE level, alongside their Core suite of English Language, English Literature, Mathematics, and Science.
The thoughtful sequencing of our curriculum is paramount. Our knowledge-rich curriculum is collaboratively planned and constantly reviewed within our Trust by our Trust Subject Directors and Curriculum Leaders, who ensure that the knowledge we deliver remains relevant and that the components build logically on top of one another, allowing students to secure their understanding of fundamental building blocks before adding more complex components.
We intend for our curriculum to be both a mirror and a window for our students; they should see themselves, their thoughts, values, and experiences, reflected in aspects of our curriculum but the knowledge we set in front of them should also provide them with a window into the values and experiences of those different from them, teaching them tolerance and understanding and widening their cultural capital. Ultimately, our teachers are determined to ensure that every single student achieves their goals, and this results in a curriculum that shows real ambition for all. We want our students to be knowledgeable about the world in which they live – and our knowledge-based approach to learning will help them to achieve this.
Our Teaching and Learning Model:
At Haybridge, everything that we do in lessons is designed to help students learn. We are a research-driven school and have used key principles from the field of cognitive science to inform our approach to implementing the curriculum in the classroom. At Haybridge, we consider ‘learning something’ to mean securing it in the long term memory. Through our assemblies, we explicitly teach our students what ‘learning’ means and the valuable role of the long-term memory; this knowledge-first approach is reinforced by regular retrieval at the start of lessons and 100% sheets which identify the most powerful knowledge for students to learn. We also talk about the crucial role of attention in learning, and our classroom strategies are designed to maximise student attention. All teachers at Haybridge understand the principles of cognitive load theory and are trained in pedagogical approaches to minimise the risk of students experiencing cognitive overload, where their working memory is asked to deal with more than its capacity allows. Finally, we actively teach students the best rehearsal and retrieval strategies to help them to secure knowledge in their long-term memory and model these approaches for them during lessons.
This simple model of memory underpins our approach to pedagogy:
At Haybridge we… | So that… |
Complete a retrieval practice starter every lesson | We know more and remember more, because practising retrieving knowledge from our long-term memory stops us from forgetting it. |
Work silently during deliberate practice | We can concentrate and produce our best work without our attention being distracted, because attention is the gatekeeper to learning. |
Cold-call on students during lessons | Everyone in the class answers the question in their head, because thinking hard about something helps you to remember it. |
Answer questions using mini-whiteboards or with finger-voting | Our teachers know whether or not you’ve understood their explanation, and can repeat or re-teach it if you haven’t. |
Turn and Talk to our partner when invited by our teacher | We can get help and support from our class-mate and consider carefully whether we need to ask our teacher for more help. |
Read aloud in lessons | We are more articulate and feel more confident. |
Use the visualisers | We can show off great work, celebrate people’s successes, and watch our teachers modelling how to complete the work. |
Complete self-quizzing for homework | We secure more information in our long-term memories and therefore don’t need to ‘cram’ for tests (which doesn’t work!) |
Pay attention to our teachers and our work in lessons | We are able to remember more from our lessons, because if we aren’t paying attention then the information won’t even enter our heads in the first place. |
At Key Stage Three students build on and extend the foundations that they established during Key Stage Two. We are committed to providing students with a broad and balanced curriculum at Key Stage Three so that they have a full experience across different academic disciplines before selecting their options for GCSE study during Year 9. In Key Stage Three, students study the Arts, Sciences, Technology, Computing, Humanities and Physical Education and a Modern Foreign Language, alongside English and Mathematics. They will also develop their cultural and social awareness through Personal Development and Religious Education.
The timetable for Key Stage Three is based on a two-week cycle, with 25 periods per week, 5 periods per day. Periods 1-3 are before lunch and Periods 4-5 are after lunch. Each period lasts 60 minutes and lessons can be either single or double periods.
The number of lessons allocated to each subject in each year is shown in the table below. For timetabling, students are divided equally into two parallel halves of the year: groups E, R, B, and A, and groups, O, D, and G.
Key Stage Four is the first time that students have some flexibility in the subjects that they learn. English, Mathematics, and Science are the core suite of subjects, and are taken by all students. At Haybridge we are proud to be an EBacc school, and as such every student also studies both a Humanities subject and a Modern Foreign Language to the end of GCSE. Attaining the EBacc equips students with knowledge of fundamentally important cornerstones and gives them a set of subjects at GCSE that keeps their options open for further study and future careers. Students also select two further ‘Options’ subjects from a broad range of GCSE and BTEC options including practical and creative subjects. This completes a Key Stage Four student’s set of GCSEs. In addition to their examined subjects, students in Key Stage Four also study Core PE and Ethics although they do not sit public examinations in these subjects.
At Key Stage 5, all students follow a study programme that is tailored to their individual needs and aspirations. All students have a programme of study comprised of their chosen three A Level (or equivalent Level 3) subjects. Some students are able to choose four A Levels, if this is deemed suitable. In addition to their subjects, students also have a range of enrichment options to select, as well as work experience during Year 12 and time with their tutor.
Parent/carers should be advised that our 100% Sheet Booklets are working documents, and are being updated as we review and evaluate our curriculum provision. Therefore, there may be some adjustments to these documents which take place over the course of the academic year. However, in the main, the information contained in these sheets will be the content that it is most valuable for your child to learn to develop their understanding of our subjects. Your child will have received the most current version of the 100% sheet for each subject from their class teacher. We are undertaking work currently to develop 100% Sheet Booklets for our other year groups, and will update this section of our website accordingly, as our ongoing curriculum work allows these documents to become available.
We recognise that reading to at least a child’s chronological age is vital in enabling them to access the curriculum in its entirety. 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 each Key Stage, all subjects teach new vocabulary explicitly and students are expected to learn this vocabulary routinely.
Due to its importance in developing a student’s overall literacy, we have designated 30 minutes of homework per night to reading. We also encourage reading through the following whole-school strategies:
- The ‘Thinking Reading’ programme
- The ‘Tutor Reads’ programme – where time is dedicated to individual and whole-class reading
- Targeted reading interventions for those who need additional support
- The school Literacy strategy, which develops whole school approaches to reading
At Key Stage 4, we maintain a focus on developing reading skills, through vocabulary building and ensure that all students are exposed to increasingly challenging texts in lessons wherever appropriate. There is also a continued focus on developing students’ cultural capital: the knowledge and values which empower social mobility.
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 provide cultural capital opportunities for all students. 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 Ethics curriculum, Tutor Time activities and extra-curricular opportunities through the Character Academy.
Personal Development
Personal Development at Haybridge is built upon our four school values of Ambition, Commitment, Creativity and Integrity. Our programme of Personal Development transcends across all aspects of our school life and is comprised of, but not limited to, our Ethics Curriculum, Tutor Programme, Careers and Work Experience, Character Academy and Pastoral Support. Personal Development at Haybridge develops our students into active, well-rounded citizens who promote equality and tolerance and are equipped with the skills they need to embark upon a happy, healthy life as a young adult.
Our comprehensive tutor programme gives students a safe space throughout which they learn about British Values, citizenship, careers and topics that are prevalent in modern society. In addition, we regularly welcome external specialist speakers in from a wealth of charities and organisations to inspire and inform our students’ social, moral and cultural awareness, as well as having regular charity foci throughout each year for students to volunteer support. Through our Character Academy programme, we provide our students with an extensive programme of extra-curricular activities and clubs as well as having Personal Challenge week where students take part in activities that challenge and develop their team work, tenacity and resilience. Throughout all these opportunities, students develop a sense of self-worth by playing a positive role in contributing to school life and the wider community.
Ethics
We believe that Personal Development plays a vital part of secondary education and as well as the areas outlined above, we have dedicated discrete lessons via our Ethics curriculum to prepare our students for life in an increasingly modern world. We have created a unique, ambitious and inclusive curriculum that comprises the statutory Relationship, Sex and Health Education (RSHE) guidance, Religious Education, PSHE and Careers education. It is through this spiral curriculum that students will develop a strong sense of self-awareness, resilience and integrity. As well as exploring British Values, students are encouraged to become a committed and ethically informed citizen of the 21st century.
At Key Stage 3 students will learn about our school values, healthy and unhealthy friendships, healthy lifestyles, risk and decision making. They will explore emotional wellbeing, coping strategies to support healthy mental health, personal safety, online safety and attitudes towards alcohol and drugs. Students will also learn about community identity and future goals and aspirations and consider possible careers available to them. Within RE in Ethics students will learn about the six major world faiths. They will learn about their beliefs and practices as well as what it means to be a religious believer in our society today; including responses to evil and suffering, responses to prejudice, festivals and rites of passage.
At Key Stage 4 students learning will build upon and extend all learning from Key Stage 3 and will explore, but is not limited to, healthy and unhealthy relationships, personal safety; including sexual harassment and coercive behaviour, physical and mental healthy lifestyles and strategies to help them achieve and sustain this, sexual relationships, gangs and exploitation and parenthood. Students will also explore their options for post 16 and post 18, prepare for work experience and consider the skills needed for the workplace. Within RE in Ethics students will consider moral and ethical themes within religion today, including Situation Ethics, crime and punishment, role models in society, rites and rituals and beliefs in an afterlife.
Right to Withdraw
Our Curriculum, Assessment and Teaching Policy states that:
All our students are encouraged to participate in lessons. Parents/carers can withdraw their child from any aspect of RE, including collective worship, by writing to the headteacher of their child’s school. If parents/carers are not satisfied with the handling of a request to withdraw their child from RE or collective worship, they should use the school’s ‘Complaints Procedure’. The right of withdrawal does not apply to other areas of the curriculum where religious matters may be spontaneously raised by students or arise in other subjects such as history or citizenship.
We aim to provide students with accurate information, to help them clarify their own values and attitudes, to help them practise skills in communication and decision making, and to recognise the value of family life and parenthood. In accordance with the Sex Education Act, parents/carers have the right to withdraw their child from non-statutory aspects of sex education by writing to the headteacher of their child’s school.
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 3 and Key Stage 4.
Further information can be found on our Careers page.
KEY STAGE 3
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. The timetable is devised using two parallel halves of each year group. Each half has the same mix of abilities.
| Periods per fortnight | Y7 | Y8 | Y9 |
| English/Drama | 8 | 8 | 7 |
| Mathematics | 7 | 7 | 7 |
| Science | 6 | 6 | 9 |
| History | 4 | 4 | 4 |
| Geography | 4 | 4 | 4 |
| MFL | 6 | 6 | 5 |
| Art | 2 | 2 | 2 |
| DT/Food | 3 | 3 | 3 |
| Computing | 2 | 2 | 2 |
| Music | 2 | 2 | 2 |
| Games | 3 | 3 | 3 |
| Ethics | 3 | 3 | 2 |
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 10 & 11 is shown in the table below.
Periods per fortnight | Y10 | Y11 |
English | 8 | 8 |
Mathematics | 8 | 8 |
Science | 9 | 9 |
History or Geography | 5 | 5 |
MFL | 5 | 5 |
Option 1 | 5 | 5 |
Option 2 | 5 | 5 |
Games | 3 | 3 |
Ethics | 2 | 2 |
KEY STAGE 5
