Curriculum
Our curriculum information is available by subject from the menu on the right, which includes contact details for each Head of Department if you wish to find out more about our curriculum.
Curriculum Statement
Vision and Values
At Park High School, we invest in each other to be the best that we can be. We create a caring and challenging learning environment in which every student can develop confidence and acquire and remember knowledge and understanding through the curriculum. The curriculum is accessible by all and is underpinned on the key Park High Character Virtues of Curiosity, Integrity, Resilience, Teamwork and Compassion, while developing the lifelong learning associated with these values.
Curriculum Intent
Our curriculum intent is based on students accessing a broad and balanced curriculum across Key stage 3 and 4. The curriculum focuses on the following:
- We have an ambitious curriculum that follows the National Curriculum as a basic expectation, but there are frequent opportunities to go beyond this content.
- A broad range of academic subjects.
- Subjects are taught with context and purpose that prepare students for later study.
- Subject skills and knowledge (disciplinary and substantive knowledge) are well sequenced to build on existing knowledge and deepen understanding.
- Curriculum design is spiral for core knowledge to be learnt and abstract concepts understood and applied, with students having repeated opportunities to revisit the specified knowledge and deepen their understanding.
- Literacy and communication underpin the whole curriculum. We are particularly conscious of the role that literacy and vocabulary play in unlocking the whole curriculum. All staff are teachers of literacy.
- Subject assessment ensures students receive appropriate feedback and regular attainment and progress checks that inform teaching.
- A strong wider curriculum, careers and enrichment offer that supports students beyond their academic study.
Curriculum Implementation (Teaching and Learning)
Our approach to teaching and learning supports our curriculum through:
- High aspirations - creating an aspirational high achievement culture through quality first teaching and learning.
- A varied range of evidence and research based pedagogical approaches underpinned by our school’s 5C framework.
- A comprehensive approach to CPD as we believe in investing in staff by providing regular, targeted, and inspirational CPD which underpins our teaching and learning strategy – the Park Way.
- The use of student feedback strategies to support students’ progress and the delivery of targeted teaching strategies.
- A range of adaptive teaching approaches to support students with different needs such as students with SEND.
- A summative assessment framework that tracks student outcomes against their aspirational target grades.
Curriculum Design
At Park High, we all recognise our responsibility of teaching students well through our curriculum. Teachers reflect carefully about how to share their subject knowledge through clearly presented materials that engage and inspire discussion. Baseline data and a personal knowledge of students’ context is used to produce lessons that will stimulate and engage them enabling students across the academic spectrum to be challenged and stretched. Lessons are appropriately scaffolded to ensure that all students can achieve the highest standards.
The curriculum in each subject area is sequenced to ensure that students are able to recall prior knowledge and build upon this making connection within and across subjects. Students will revisit previous learning and be able to show their understanding through activities which require application of prior knowledge. Our character virtues support the development of skills for future learning and employment: teamwork, resilience, compassion, integrity and curiosity are developed in all areas of the curriculum.
Assessment is at the centre of an effective curriculum. Teachers check work and address misconceptions and gaps in learning to ensure all students’ learning needs are met. They direct students to the next steps in their learning through written and oral feedback.
We consider it is crucial that equal opportunities and fundamental British Values are taught and understood at all levels of curriculum provision. Spiritual, Moral, Social and Cultural Development (SMSC) is promoted across all aspects of school life. Through different experiences students develop an understanding of right and wrong, their responsibility as a citizen and an appreciation of the arts. Most importantly they have respect for each other and adults in and beyond our community.
We extend our curriculum further with a huge offer including Duke of Edinburgh, The Brilliant Club, Jack Petchey Speak Out Challenge, UKMT challenge, peripatetic music lessons, music workshops, sporting clubs and teams, large whole school drama productions and visits within and outside of the school day. Many trips and visits are organised to support and add breadth to the curriculum such as geography field trips, the A level Politics trip to Washington and New York, the GCSE History trip to the battlefields of Belgium and France as well as trips to the theatre and the Royal Philharmonic orchestra.
Key Stage 3
Years 7, 8 and 9
Students follow the National Curriculum subjects. In addition to the core subjects of English, mathematics, science, physical education, philosophy and ethics, citizenship/ PSHCEe and RSE, all students study art, computing, dance, drama, geography, history, a modern language, music and five technology subjects.
We want them to explore and to experience a variety of subject areas to provide a strong foundation for the future and prepare them as confident and successful learners who contribute to society as responsible citizens.
We are committed to developing the whole child which is reflected in a broad and balanced curriculum allocating lessons in Key Stage 3 as follows:
| Number of lessons | |||
|---|---|---|---|
|
Subject |
Year 7 |
Year 8 |
Year 9 |
|
English |
5 |
5 |
5 |
|
Mathematics |
4 |
4 |
4 |
|
Science |
4 |
4 |
6 |
|
French, German or Spanish |
2 |
2 |
2 |
|
Geography |
2 |
2 |
2 |
|
History |
2 |
2 |
2 |
|
PSHCEe |
1 |
1 |
1 |
|
Art |
2 |
1 |
1 |
|
Computer Science |
1 |
2 |
1 |
|
Design & Technology |
2 |
2 |
2 |
|
Music |
1 |
1 |
1 |
|
Performing Arts |
1 |
2 |
1 |
|
Philosophy & Ethics |
1 |
1 |
1 |
|
Physical Education |
3 |
2 |
2 |
At the end of Year 9, students are encouraged to identify the subjects that they wish to continue with into Key Stage 4 and to prepare for examinations at the end of Year 11 and in preparation for their next steps in their academic journey.
There is outstanding careers advice and guidance for all students throughout their time at Park High as recognised by Challenge Partners in 2024.
Key Stage 4
In Years 10 and 11 students follow a reduced number of subjects giving them the opportunity to develop their passion and interests as they grow into mature citizens. In addition to the subjects learnt at Key Stage 3, we introduce Business, Engineering, Media and Sport Science as a part of our provision.
Every child takes the compulsory core of examined subjects which includes English, Mathematics and Science. They also continue with Physical education, Philosophy and Ethics, PSHCEe/citizenship and RSE throughout their five-year curriculum. Details regarding the exam board, relevant texts and useful websites can be found here.
The majority of students are encouraged to study the English Baccalaureate which recognises achievement in the following subjects: English language, mathematics, science, a humanity (geography or history) and a modern language (MFL). For those following the EBacc students select two further subjects.
Further mathematics is available to those students who have a particular flair and aptitude in this subject area.
Key Stage 4 lessons are allocated as follows:
| Number of lessons | ||
|---|---|---|
|
Subject |
Year 10 |
Year 11 |
|
English |
5 |
5 |
|
Mathematics |
5 |
5 |
|
Science |
5 |
5 |
|
Philosophy & Ethics |
1 |
1 |
|
PSHCEe |
1 |
1 |
|
Physical Education |
2 |
2 |
|
Preference 1 |
3 |
3 |
|
Preference 2 |
3 |
3 |
|
Preference 3 |
3 |
3 |
|
Preference 4 |
3 |
3 |
Key Stage 5
We offer a wide range of A Level subjects at Park High. Most students will study 3 A Levels as these are all that are required by universities, but the more demanding option of studying 4 A Levels will be open to students with the appropriate grade profile at GCSE. Further Mathematics is also offered as a fourth A Level.
The specification of A Levels are linear, meaning the formal assessment is at the end of two years of study. At Park High, we have designed a programme of study that maximises the amount of lesson time over the full duration of the course reflecting the value we place in excellent teaching and learning. Each subject has five periods of direct contact time each week with extended reading and home learning set weekly to support students in their learning and to enhance their appreciation of each course. Students do not sit Public Exams at the end of Year 12. There are internal examinations which occur at the end of Year 12 and at the end of the Autumn Term in Year 13 ensuring students are well prepared for the challenge of terminal A Level examinations in the Summer of Year 13.
Students are timetabled for supervised private study four periods per week and have access to the incredibly well-resourced Learning Resource Centre in the Sixth Form Block.
Our Sixth Form is focussed on preparing students thoroughly and effectively for adult life equipping them with the skills and character virtues of resilience, integrity, compassion and curiosity which will enable them to succeed and contribute to society as responsible citizens. Our 6th Form assembly and tutor programme covers a wide range of topics to support students, including student finance; exam organisation and preparation; professional conduct/respect; self-esteem and resilience and dealing with exam anxiety. A bespoke post-18 Pathways Week informs students of the alternative routes available to them and includes sessions delivered by our Sixth Form Team as well as our CEIAG lead and visiting speakers. With 10 dedicated Form Tutors, who provide advice and guidance on both academic and pastoral matters, students receive a personalised daily experience as they transition through the sixth form.
Such is our commitment to preparing our students for adult life that in addition to Form Time, all Park High Sixth Formers engage with one period per week of Personal, Social and Health Education (PSHCEe). These sessions follow a carefully planned curriculum covering Critical Thinking, the Theory of Knowledge, Philosophical and Ethical concepts, as well as developing on their understanding of Citizenship and RSE (Relationships and Sexual Education). Sixth form students have an input into the course design to ensure the course addresses their evolving and emerging needs. PSHCEe is assessed through classroom activities and end of unit presentations. Planned by subject experts and delivered by tutors we ensure the best possible support for our students’ personal development and pastoral care. PSHCEe provides an important opportunity to explore issues that are relevant to the social, moral, spiritual, cultural and personal development of our students.
Around 15-20 students each year choose to complete an EPQ (Extended Project Qualification) on a topic of their choice. It must be above or beyond their A Level studies and usually comprises of a 5000-word academic essay and logbook or an artefact and 2000- word summary. The EPQ demonstrates a student’s ability to research and write in depth about an academic issue and is promoted by many of the most competitive universities. Some will reduce the offers made to students who have successfully completed an EPQ.
Further subject specific information can be found on the blue menu to the right hand side of the top of this page.