Getting the curriculum right for each individual is the single most important factor in ensuring progress, engagement and aspiration amongst our students. Curriculum is more than just whether we teach history or drama, it’s about developing transferable skills, knowledge and confidence; it’s about finding each individual’s talents and interests; it’s about developing social skills, community values, resilience and determination; it’s about working with others, being part of and leading a team.

We believe that the core subjects of English, maths and science are of vital importance and we do not apologise for giving them priority in our curriculum. But it’s not just a question of achieving the grades at GCSE – we teach maths, we don’t teach to the exam, and our students need to be both able and qualified in these subjects.

We do not believe that there is any one single suite of subjects that should be studied by all, or that one option is more valuable than another. Our curriculum design abides by these basic principles – that the curriculum must:

  • Be informed by data.

  • Be broad, balanced, relevant and appropriate.

  • Allow for interests and future ambitions.

  • Does not block students into pathways or cap potential.

  • Lead to Post-16 and Higher Education progression and career pathways.

  • Be personalisable to the needs of individuals.