The Warriner Multi Academy Trust Curriculum Statement of Intent:
We are an inclusive Multi Academy Trust and our moral purpose underpins the curriculum in all of our schools. We believe that it is vital to offer a broad and balanced curriculum that celebrates all subjects, including the arts, equally. Children are encouraged to follow a pathway that best suits their aspirations and not be constrained by the demands of accountability measures.
- 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
Our curriculum is driven by our strong sense of moral purpose. We enable students to study the subjects, type of subject and number of subjects which are best suited to their individual learning needs, personal aspirations and ambitions. We strongly encourage students to study one or more foreign language and fully support a broad range of arts subjects. Students at The Warriner are offered a broad and well balanced curriculum with opportunities for choice as they progress through the school.
It is essential that the curriculum is organised in such a way that it provides students with the opportunity to learn expected behaviours and to be successful in their learning so that we can deliver our mission and aims.
To develop a curriculum which:
- Creates an aspirational high achievement culture
- Takes into account individual learning needs and styles
- Allows everyone to experience success
- Raises standards of attainment
- Clear progress over 7 years, accelerating student progress
- Depth, alongside breadth; maximise learning time in all subjects
- Additional time given to English and Mathematics 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
- Ensure all students’ progress is in line with national expectations
- Enrichment Days to address SMSC and aspirations.
- Support induction into secondary school for all Year 7 students
- Additional time through an extended school’s programme offered for: sports; art; drama, music and specific subject catch-up
The Curriculum Implementation
We have a very broad KS3 Curriculum: In Key Stage 3 (Years 7, 8 and 9), there are lessons in English, Maths, Science, Languages (French and German), Design and Technology, Computer Science, History, Geography, PE, Philosophy and Ethics, Art, Music, Drama and PSHE. This suite of subjects is complemented by our ‘Enrichment Days’ programme which spans across the year, where students are able to take part in rich learning experiences that do not easily fit into the normal school day and allow for students to learn in different ways.
Years 7, 8 & 9
The curriculum includes:
- Two Modern Foreign Languages (MFL): French (all in Year 7) and German (some in Year 8 & 9)
- Humanities: History, Geography and Religious Education
- Performing Arts: Drama and Music
- Computer Science
- Physical Education (two hours per week)
- Preparation for Adult Life – Covers PSCHE and Study Skills
For students who are behind in their chronological reading age, additional support is provided through short-term withdrawal to enable them to rapidly catch up.
An additional after-school enrichment programme includes a range of sporting activities, music (including orchestra and choir) and drama. There is daily support for homework in the library and an after-school homework club three days a week.
In Year 9 there is a consultation between school, students and parents/carers about the courses and pathways to be followed from Year 10 onwards leading to GCSE and a range of alternative accreditations. In Year 9 the style of delivery and, in some cases, the content is similar to that of GCSE, enabling the choice of subjects for Key Stage 4 to be well informed.
Years 10 & 11
In Year 10 students begin to specialise in their chosen GCSE subjects. They will embark on the examined courses in Term 1 of Year 10. Our Key Stage 4 curriculum is broadly-based and balanced; all students will follow a common core curriculum in the following:
- English: Literature and Language
- Science: Additional Science or Triple Science - Biology, Physics and Chemistry
- Philosophy & Ethics/P.S.H.E./Law/Personal Finance (non-exam)
- Physical Education (non-exam)
The students will then follow one of three pathways and they will make choices which should reflect a blend of aptitude, interest, experience, enjoyment and future career ambitions.
Optional Subjects include:
- Animal Care – BTEC
- Computer Science
- Creative iMedia
- Design & Technology
- Food Preparation & Nutrition
- Physical Education GCSE
- Religious Studies
- Triple Science
An additional after school enrichment programme includes a range of sporting activities, music (including orchestra and choir) and drama. There is daily support for homework in the library and an after-school homework club three days a week. Study Groups are also in place for Years 10 and Year 11 students, depending on the individual learning needs. There is also a ‘Room of Independence,’ where Sixth Form students with particular specialisms support our KS4 students.
The Warriner Sixth Form
We aim to provide a supportive & ambitious environment in which individuals feel valued, grow in confidence and fulfil their potential for academic, moral and social development. Each student can expect a personalised education with the highest quality teaching and a supportive learning environment that will ensure that they leave on a well matched post-18 route. Students will undertake a minimum of three A Level subjects.
‘A’ Levels offered:
- Animal Management*
- Art & Design
- Business Studies
- Computer Science
- Design and Technology
- Drama and Theatre
- English Language and Literature
- English Language
- English Literature
- Level 3 Core Mathematics
- Further Mathematics
- Physical Education
- Religious Studies
*BTEC Level 3 Extended Certificate
The Curriculum Impact
- The senior leaders in the school, including curriculum leaders, ensure that the rationale for the curriculum design is shared across the school. In developing this there is careful consideration given to knowledge progression and the sequencing of concepts in and across subjects. The delivery of the curriculum is equitable for all groups and enhances students’ capacity to access the full curriculum. Leaders, including governors, as part of the planning process, build in regular opportunities for review and quality assurance. There is a commitment from SLT to ensure ongoing professional development so that curriculum expertise develops across the school.
- The role of the Middle Leader, Heads of Department, the SENCO and Heads of Key Stages is pivotal. Middle Leaders are involved in the dissemination and delivery of the vision for ensuring the curriculum offers parity for all groups of learners and at least meets and exceeds the standards set out in the National Curriculum. Reading is a priority in every subject and Maths and numeracy are preconditions for success across the curriculum. Middle Leaders collaborate to focus on knowledge progression and the sequencing of concepts in their own subject and, in the context of learning, in other subjects, projects or themes. Effective CPD ensures middle leaders have the knowledge, expertise and practical skill to design and implement a curriculum.
To find out more about each subject's curriculum please click on department pages
Exam board specifications for GCSE subjects can be found on our GCSE Exam Support page.