Staff across each subject area have worked hard to develop a curriculum that meets the needs of our pupils.
Click on the documents below to see how we put our curriculum into practice and what our Year 11 pupils will be learning each term.
The intent of our Year 11 curriculum for each subject area can be seen below:
In English lessons, both reading and writing, we intend to develop confident speakers who can present ideas in a formal context; listen to feedback and ask questions to clarify information, using standard English. Through a skills-based curriculum, we intend to develop pupils’ comprehension skills to read critically from a variety of texts. When writing, we intend to develop effective writers who can confidently deploy figurative language and analyse texts. These are the key skills needed to obtain a recognised qualification and entry to a career pathway.
In Maths, we intend to embed key mathematical skills so that pupils can become fluent in the fundamentals of mathematics, reason mathematically, and problem solve apply their skills and knowledge. In Key Stage 4 we intend to consolidate pupils’ understanding of mathematical concepts and develop their mathematical competency and fluency. This will therefore enable pupils to apply their mathematical knowledge and skills to gain recognised qualifications.
In Science, we encourage pupils to be inquisitive and foster curiosity about the universe. Our lessons are based around scientific enquiry skills; classifying, comparing and contrasting, predicting, making models, gathering data, measuring, observing. We intend to build upon and deepen pupils’ scientific knowledge and their understanding of ideas and concepts developed in the earlier Key Stages. As the subject is taught in the disciplines of Biology, Chemistry and Physics, we intend to broaden and manifest pupils’ interests in specific areas of Science, with a view to obtain a recognised qualification.
We believe that art plays a vital part in pupils’ education, giving them the opportunity to express themselves. Our Art curriculum develops pupils’ critical abilities, and is mapped out to ensure that each topic area is progressive, whilst building on prior learning and skills. We intend for pupils to create a body of work consolidating contextual and critical understanding. This will be driven by independent exploration of materials and processes resulting in a recognised qualification.
In Food Technology lessons, we intend to explore pupils’ creativity and imagination. In each topic area, pupils research, design, refine, create and evaluate their given design brief. We intend for all pupils to have the knowledge and confidence to create a repertoire of dishes, exploring textures, flavours and cooking styles.
In Geography, we aim to develop understanding and knowledge of the wider world, both natural and human aspects. Taught as a discrete subject, the Geography curriculum has been carefully sequenced to ensure pupils can build on prior learning, and develop their geographical skills. In lessons, pupils pinpoint what they know, what they would like to know, and what they have learnt. As Geography is an investigative subject, pupils are encouraged to ask questions, provide possible explanations, and examine how the Earth’s features change over time. We intend to inspire pupils to be fascinated, curious and intrigued by the world and the people living on it.
History at NRHS is taught as a discrete subject and held in high regard. The History curriculum is informed by the National Curriculum and the pupils’ interests. It has been carefully sequenced to ensure that the pupils can use new learning to link to prior knowledge, whist building enquiry skills throughout each Key Stage. With a clear understanding of past and present, pupils are encouraged to think critically, analyse evidence, sift arguments and develop perspective, judgement and opinion. Pupils studying History GCSE will continue to develop as independent learners, critical and reflective thinkers, with the secure knowledge and skills to analyse and evaluate sources material, to achieve a recognised qualification.
In Horticulture, we intend for pupils to have a solid understanding of where food comes from and how it is produced. Pupils will build upon and deepen their horticultural knowledge and skills, with a solid understanding of eco-systems, biodiversity and permaculture, building on prior learning and making links to adopting a healthy lifestyle and sustainability.
In P.E. lessons, we intend to develop confident, healthy leaders through sport and physical activity who foster a lifelong interest of sports, exercise and a healthy lifestyle into their adult life.
In PSHE, we intend to promote self-awareness of pupils’ personal development and social interactions. Pupils are encouraged to listen, talk, and reflect on the topics explored. We want pupils to begin to recognise their place and influence in the world around them. We intend to develop pupils’ skills and confidence to enter the world of work and further education, especially managing their finances effectively. Pupils are encouraged to handle increased responsibility, take account for their own choices and behaviours, and blossoming their relationships beyond school life.
Religious Education (RE)
We understand that RE has an important part to play in promoting the spiritual, moral, social, cultural and intellectual development of our pupils. We have a curriculum reflective of our local community that is both skill and knowledge based. We intend for pupils to be able to describe their own beliefs and why they hold them, whilst being eager to learn about others, including those who do not follow a religion. Respect and understanding are embedded in our curriculum.
At NRHS, we believe that learning a foreign language provides pupils with an opening to other cultures. We intend to improve pupils’ analytical and interpretive capacities as well as their linguistic, cognitive, social and emotional skills. We believe this helps to support our pupils’ for the next steps in their education and for an increasingly globalised workplace.