Curriculum Overview


At Montgomery High School we believe that a school’s curriculum should provide children with the skills, knowledge and understanding to become confident and competent individuals who are able to take responsibility for their own learning as they move through school towards further and higher education and the world of work. The curriculum within a school is much more than the subjects that we teach and we strive to ensure that the Montgomery High School Curriculum:

·      provides a range of learning experiences of the highest possible standards, is rich and varied and challenges, inspires and motivates

·      suits individual needs and addresses personal learning objectives and unequal starting points, through differentiated programmes of study in each subject

·      enables students to fulfil their potential to the highest possible standards irrespective of their intellectual development, background, age, gender, disabilities, culture or race

·      equips students with the skills, knowledge, sense of responsibility and experiences to prepare students for life after school in modern Britain, including key functional skills of literacy, numeracy, communication, ICT, personal learning and thinking skills

·      prepares students to lead constructive and fulfilling lives, by being balanced, broadly based and relevant

·      promotes the spiritual, moral, cultural, mental and physical development of students

·      fulfils the legal requirements of the National Curriculum

·      includes Religious Education and collective worship, except where parents/carers choose to withdraw students

·      facilitates the development of cross-curricular elements including sex education, citizenship, work-related learning, enterprise and environmental awareness

·      provides a range of opportunities to expand their personal interests and experience, as well as their social and cultural awareness

·       is experienced in a safe, caring and cared-for environment

·      promotes the cross curricular dimensions of community participation and cohesion, creativity and critical thinking, technology and the media, healthy lifestyles, cultural diversity/identity, global dimensions and sustainable development

·      enables students to develop their self-esteem, self-discipline and self-motivation through continuous self-assessment and evaluation

·      ensures continuity and progression

Equipped with this document, Curriculum Area teams develop and extend these themes and statements within their Programmes of Study and Schemes of Work to fulfil this policy.

Students are actively encouraged to become independent learners and take responsibility for their own personal development by taking part in a wide range of extra-curricular activities. Pupils are also set homework in each subject on a regular basis to develop skills such as organisation, time management and research as well as to supplement the learning that takes place in school.

We also strongly encourage parents to be part of their child’s learning journey and support their child by attending parents’ evenings and progress evenings. SIMS Learning Gateway enables parents to track their son/daughter’s achievements, attendance and progress. Parents also receive four reports per year outlining whether their son/daughter is on track to achieve their potential.

Lower School

Years 7 and 8 have a curriculum in which all students study English, Mathematics, Science, Geography, History, RE, Computing, Physical Education, Design Technology, Music, Art, Drama and PSHE. The vast majority also study French with a small number of students receiving additional literacy support. Pupils are set into groups, according to their ability where possible, so that lessons are matched to the needs of each individual pupil.

Pupils with a Special Educational Need are supported through our SEN department.

Each pupil in Year 7 and 8 is assigned a progress tutor who is responsible for their general well-being within school. Tutor time occurs at the start of each school day with a wide range of activities that occur during this time including: literacy, numeracy, silent reading, equipment checks and current affairs quizzes. We also hold a formal assembly once a week to celebrate our achievements or to discuss important topical issues.

During the Spring term in Year 8 pupils are required to choose their option subjects, ready to start GCSE courses in Year 9. Pupils are guided through this process in several ways. This includes: information assemblies, options evening, tutor activities and an options interview. Allowing pupils to make this very important decision in Year 8 focuses them to think about possible careers paths and also gives 3 years to consolidate learning and fully develop the skills needed to be successful at GCSE.

Year Group

Year 7

Year 8

English

3

4

Maths

4

4

Science

3

3

French/Literacy

2 or 2Lit or SSA

2 or 2Lit or SSA

Geography

2

2

History

2

2

RE

1

1

Computing

1

1

DT

1

1

Expressive Arts

2

2

PE

2

2

PSHE

1

1

Reading

1

 

 

Upper School

In Years 9, 10 and 11 students will be studying towards their GCSE and Vocational qualifications. For these year groups the curriculum consists of their personal option subjects alongside the core subjects of English, Mathematics, Science and Physical Education. RE/PSHE

The core curriculum and options choices ensure students achieve a progress 8 enabled curriculum. English Language and Literature, Mathematics, at least two facilitating science subjects occupy five subject allocations. Students then study either Geography, History, French or Computer Science and a further two option choices from a range of traditional GCSE and BTEC/vocational courses.

Our aim is to ensure that all our students, regardless of ability, leave school with the skills, knowledge and understanding required to make a successful transition to the next stage of their lives. To this end students are encouraged to make full use of the careers advice that is on offer through the careers officer and additional careers support workshops.  All disadvantaged students have one to one interviews with our careers advisor to support them with future choices and application processes.

Through monthly progress meetings student’s progress is closely monitored. Where underachievement is identified a variety of interventions are put in place. This may be small group teaching, SEN support, invitations to tutor time / afterschool / Saturday / Holiday sessions or a referral to the school’s Life Coach.

We expect students to be committed to themselves and their own learning and to be actively, positively involved within the greater school community. There is a strong, high profile, Student Leadership Team and students in year 10 and 11 are encouraged to apply for a position within the team. Peer mentoring and a buddy reading scheme are just two of the responsibilities of the Student Leaders. Students are encouraged to develop good study habits, to think for themselves, engage in their own learning and to have high aspirations. As part of this students can make use of the library and ICT facilities both before and after school. These are staffed facilities where support and advice can be sought when needed.

Year 9 have one period of PSHE per week which is delivered by one of their three science teachers. Year 11 have careers education and advice via assemblies and in some intervention lessons. This is largely delivered by outside providers. Time is also give to completing application forms for post GCSE courses. Years 9-11 have an additional PSHE session delivered by their progress tutor once per month ghosting through the timetable. Details of the full programme are available on request.

Year Group

Year 9

Year 10

Year 11

English

4

5

5

Maths

4

4

4

Science

5

6

6

PE

2

1

1 or Intervention*

Option 1

3

3

3

Option 2

3

3

3

Option 3

3

3

3

PSHE

1

 

 

 

 

* Intervention in mathematics, English or science if students are not on track.

Important documents to be viewed in conjunction with this policy are:

  • School Prospectus
  • School policies (marking, target setting, assessment, homework)
  • Year 8 Options brochure
  • Course outlines and independent study guides
  • Assessment and topic schedules linked to schemes of work

Important annual events explaining the curriculum to parents/carers further are:

  • Year 7 information evening
  • Options evening year 8 parents
  • Options interviews for year 8 students (and parents)
  • Careers market place years 9-11
  • Year 11 examination preparation events
  • Whole school open evening in October
  • College open evenings
  • Sixth form and college study days
  • Annual interim and full reports and parents’ evenings