Introduction to Our Curriculum
As part of our vision of pursuing excellence, we strongly believe in offering a broad, balanced and inclusive curriculum, which caters for our students’ needs. It supports them in fulfilling their ambitions, whilst also fostering a love of learning, the skills to be successful and an understanding of how they can be healthy, safe and well-rounded citizens. This successful curriculum approach is underpinned by high quality teaching and an emphasis on fostering positive learning behaviours from students.
Our curriculum is a knowledge-rich curriculum, which has been carefully mapped out across all subjects to develop powerful knowledge – knowledge which is systematically developed to predict, explain concepts and enable students to envisage alternatives. This knowledge is not just that prescribed by the national curriculum or by exam boards, but knowledge which allows students to gain a comprehensive understanding of the subject and foster a full appreciation for each discipline and its importance in the world.
To this end, our curriculum is built around providing students with a strong appreciation for academic subjects as well as practical foundation subjects such as Performing Arts, Graphic Arts and Technology. Across all year groups in Key Stage 3 and Key Stage 4, the curriculum offer is underpinned by a strong investment of time in English, Maths, Science, History, Geography and Modern Foreign Languages in Key Stage 3 and 4. These subjects, which form the English Baccalaureate (Ebacc) suite of subjects, have been demonstrated to have a beneficial impact on student attainment and on students remaining in A-Level education subsequently.
Another key focus of our curriculum is on personal development. This is a taught programme across six areas: Aspirations; Character; Relationships; Wellbeing; Diversity and Equality. These areas fulfil the statutory requirements for religious education, sex and relationships education and PSHCE. They also promote Fundamental British Values, develop students’ understanding of careers, and promote the development of character. These attributes complement the academic development of students to ensure they become healthy, well-rounded and effective members of society.
Our curriculum also includes a wide and varied extra-curricular offer through the extensive number of clubs, sports teams and performances that our staff offer throughout the year. All students are actively encouraged to participate in one of these extra-curricular clubs each week after school, as a way of fostering relationships, health, skills and broader interests. A selection of the clubs on offer are: Cooking Club, Coding Club, Rowing Club, Rugby, Chess Club, Enterprise and STEM. Peripatetic music lessons are also offered.
We also use home learning as a means of consolidating and extending the learning which occurs within the classroom, which we encourage parents/carers to discuss and support students in completing. Details of the home learning set each week are accessible to parents through Class Charts: www.classcharts.com
Key Stage 3
At Temple Moor, we run a three-year Key Stage 3 (KS3) with a focus on breadth, balance and challenge. At KS3, students study: Performing Arts (including Drama, Dance and Music); Design Technology (Food Technology Textiles, Product Design); Graphic Arts (Fine Art, Graphics, Photography); ICT; Religious Education; Personal Development; Leadership through PE; and Communication. These subjects sit alongside the academic disciplines of English, Maths, Science, History, Geography and Modern Languages, which are also undertaken by all students.
Leadership through PE promotes learning and leadership skills through Sport. Communication is a subject developed within Temple Moor, exposing students to the etymology of words and the process behind written and verbal communication, as well as increasing their vocabulary and proficiency in reading. Research indicates that the development of these skills allows students to better access the full curriculum and articulate their ideas, enhancing their proficiency in their academic work and their employability skills.
Students arriving below age related expectations from primary school are also supported through the provision of additional literacy and numeracy support during Year 7 and 8. These students are withdrawn from Communication and ICT to access this. This support continues for as long as students have a need. These programmes have been demonstrated to have had significant impact on raising students’ literacy and numeracy over recent years.
Key Stage 4
At Key Stage 4, students select four options which they choose to specialise in at greater depth. These options are undertaken alongside the core provision of GCSE English, GCSE English Literature, GCSE Maths and GCSE Combined Science/separate sciences, Personal Development and Leadership through PE.
One of these options is chosen at the end of Year 8, and studied over three years. The remaining three options are chosen at the end of Year 9 and studied over two years. This model is designed to provide students with an opportunity to expand the subjects they can study in Year 9 to gain earlier access to subjects such as Health and Social care or Enterprise, for which there is no KS3 taught element, allowing greater time to explore these new subjects in depth whilst still maintaining breadth for Key Stage 3 subjects. This option also provides an accelerated pathway for separate scientists.
Students receive extensive guidance and support in making informed choices which best meet their needs and aspirations. To this end, students are guided onto one of two options pathways:
Core Plus: a pathway in which students are guided toward studying the full suite of EBacc certificate qualifications (Core subjects plus a humanities subject and a modern language). Alongside this, they have two further option choices.
Core: a pathway in which students are guided toward studying one of the Humanities subjects alongside the Core. In addition, they have three further option choices. These option choices include the opportunity to undertake a modern language for students, allowing them equality of opportunity to opt to sit the EBacc certificate suite of qualifications if they wish.
Foundation: a pathway in which a small number of students requiring additional support with learning are guided toward studying ASDAN qualifications alongside three open option choices. Qualifications within the ASDAN programme include Employability, Personal and Social Development, and Personal Progress. The three open option choices include the opportunity to undertake History, Geography and a modern language for students, allowing them equality of opportunity to opt to sit the EBacc certificate suite of qualifications.
As a result of the strong academic foundation put in place at Key Stage 3, the proportion of students entering the Ebacc certificate suite of subjects is above national average and increasing, with 54% of the current Year 11 cohort sitting this full suite of subjects.
Further details of the options process can be found at https://tmhs.co.uk/curriculum/options/