Queen'scroft High School

Our Curriculum

Leaders have undergone a curriculum review and have made the necessary changes to ensure that our curriculum remains ambitious, broad and balanced!

 

OUr Curriculum

 Our Curriculum overview and rationale

Leaders at Queens Croft High School have designed a GREAT curriculum that is ambitious, broad, and balanced. This is aligned to the National Curriculum. Leaders have also taken into consideration students SEND and EHCP provision, and therefore have adapted the National Curriculum to better ensure it meets students’ stages of learning and developmental needs.

 

What do we mean by a GREAT curriculum? 

Goals  Readiness  Education  Achievement  Talent 

 We are driven by our students’ future GOALS and aspirations, as outlined within their Education Health and Care Plan (EHCP).   

This supports and shapes our curriculum GOALS and overarching school improvement GOALS. 

 We are committed to ensuring that our students are READY for their next stages of education, training and/or employment.   

This is underpinned through our approach in ensuring that students are READY to learn and READY to read.  

 We offer an ambitious EDUCATION and adapt the National Curriculum to best meet students SEND.   Our EDUCATION offer is aligned to students’ cognitive stages of learning, as opposed to their chronological age.  

We have designed EDUCATION pathways (from 11-19 years), which offer a broad and balanced academic and/or vocational curriculum.  

We value the smaller ACHIEVEMENTS of our students just as much as the bigger achievements.  

Whilst accredited qualifications play an important part of our students’ ACHIEVEMENTS when they leave us, we equally value the broader and more holistic ACHIEVEMENTS of our students too.   

For some, attending school each day, engaging with peers during social times, getting dressed independently, or remaining on task for short periods of time, are huge ACHIEVEMENTS for some of our students.   

 Our curriculum extends beyond the academic and/or vocational offer and takes into consideration students TALENTS and interests.   

Student voice and our school’s local context helps leaders to shape and design our TALENT and enrichment curriculum.   

In preparing students for life in Modern Britain, our TALENT and enrichment curriculum; including assemblies, supports students to be respectful, to become responsible, respectful, and active citizens, and develop their character to give them the qualities they need to flourish in society. 

Our Curriculum Pathways

The curriculum in key stage 3 is designed to ensure students are READY for key stage 4. Equally, the curriculum in key stage 4 is designed to ensure that students are READY for their next stage of education, training and/or employment. This could include Post 16 provision at Queens Croft or other more suitable options.

 

In Key Stages 3 and 4, leaders have developed three distinct curriculum pathways:

  • Explore Pathway

  • Extend Pathway

  • Excel Pathway

 

In Post 16, leaders have developed two distinct curriculum pathways:

  • Explore Pathway
  • Extend Pathway

NB: Where a student in Post 16 would require an Excel Pathway, then students’ needs would be best met within a mainstream setting e.g. a local further education college. Staff at Queens Croft High School would work with and support the student to successfully transition into such provision.

 

Each of our pathways aligns to students development stages of learning. For each pathway, leaders have set out clearly what students need to know and be able to do. These are known as our curriculum GOALS.

 

In Key stage 3 student’s study:

  • English (including early reading where appropriate)
  • Maths
  • Science
  • Computing
  • Humanities
  • PSHE & SRE
  • PE
  • Art & Design
  • Music
  • Design Technology (Food Technology)
  • Careers & Work-Related Learning

 

In key stage 4 student’s study:

  • English (including early reading where appropriate)
  • Maths
  • Science
  • Computing
  • PSHE & SRE
  • PE
  • Careers & Work-Related Learning
  • Key stage 4 options: Art & Design, Design Technology (Food), Horticulture and Sport’s Leadership

 

Students in key stage 4 can work towards ACHIEVING a range of accreditations in these subjects, including up to GCSE (where appropriate), or other accredited routes such as entry levels.

Please click the buttons below for more information.

 

English   Maths    Science  Computing     PSHE / SRE     PE (Core)     Careers   Humanities            Art & Design  Design Technology (Food)   Music        Sports Leadership (KS4)   Horticulture (KS4)               

 

In Post-16 student’s study:

  • English (including early reading where appropriate)
  • Maths
  • Computing
  • PSHE & SRE
  • Careers & Work-Related Learning (including training in health & safety at work, first aid and food hygiene)
  • Post 16 options: Sports & Leisure, Hospitality & Catering, Land Studies, or Retail & Administration.

Students in post 16 can work towards ACHIEVING a range of accreditations in these subjects, including up to level 2 functional skills (where appropriate), or other accredited routes such as entry levels.

Please click the buttons below for more information. Please note that the KS5 Curriculum pages also contain information about Careers.

 

 English        Maths     Computing           PSHE / SRE

Sport & Leisure (P16 option)         Hospitality & Catering (P16 option)           

Retail and Administration (P16 Option)      Land Studies (P16 option)             

 

 

 

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