Curriculum

At Wickersley School and Sports College we understand that getting the curriculum
right for each and every individual student is the single most important factor in ensuring
progress, encouraging positive engagement and raising aspirations.

Curriculum Intent

More than just grades: At Wickersley School and Sports College, we want to send all
students out into the world able and qualified to play their full part in it, through an
ambitious, creative and innovative curriculum which empowers students with the
skills, knowledge and attributes to allow them to succeed in the next phase of their education and into their working life.

We aim to engender a love of learning, self-belief and aspiration through 4 key
intentions:

  • Intention 1:  Removing barriers to learning
  • Intention 2:  Developing skills for learning
  • Intention 3:  Developing personal attributes
  • Intention 4:  Enriching students’ experiences and broadening their horizons

Intention 1

Removing barriers to learning

We want all our students to go out into the world, and become successful, happy,
fulfilled adults who will be good citizens and make a positive contribution to society. The
acquisition of basic skills is either at the heart of achieving this or a barrier to learning
and prevent students from fully flourishing. Four common barriers, if left unchallenged,
will limit the progress, engagement and development of students who access our
curriculum.

  • Literacy
  • Numeracy
  • Oracy
  • Vocabulary

 

We remove barriers to learning and support students’ ability to access the curriculum
through the development of literacy, numeracy, oracy skills and vocabulary acquisition.

Intention 2

Developing skills for learning (Subject Way)

Each curriculum area intends to grow mini subject specialists, for example, mini
Geographers, Historians, Linguists and Mathematician through the development of the
‘subject way’. Student knowledge and essential learning skills go hand in hand.
Students need to remember with fluency in order to be fully established mini-subject

specialists. We strive, at all times, for personal excellence by developing the 5 key skills
for success below:

  • Recall
  • Interpretation
  • Creativity
  • Analysis
  • Evaluation
  • Divergent thinking

Intention 3

Developing personal atrributes (The Wickersley Way)

At the heart of our curriculum is the Wickersley Way. This allows us all to promote the
attributes our children need in order to develop their independence, responsibility
and resilience to have a happy and successful life beyond Wickersley.

The Wickersley Way promotes:

  • Aspiration
  • Collaboration
  • Communication
  • Respect
  • Responsibility
  • Resilience
  • Tolerance

Intention 4

To enrich students’ experiences and broaden horizons

Our intent is that all students have a full understanding of how to develop themselves as
well rounded citizens, maintain healthy relationships and understand how to keep
themselves safe both online and in their day-to-day life. We want all students to know
what options are open to them in the future and understand the routes they have in
order to progress on their life journey. Our curriculum will include:

  • Experiential Learning – Trips, visitors,
  • Hands-on Experiences – Practical opportunities in the classroom
  • Extracurricular opportunities – sports clubs, School shows
  • Wider opportunities – DoE, Residential, Camps international, charity
    work/involvement

Our Curriculum 

Our curriculum is not driven by performance tables. It is our belief that we have a strong, broad, balanced curriculum which can be tailored to meet the needs of individuals, so that we can remove barriers to learning and allow all students to access the curriculum appropriate to them.

We do not favour any one suite of subjects over another, and the core of our curriculum is, of course, a strong foundation in English, Maths and Science, with the opportunity for additional support to address deficits in literacy and numeracy, as we believe that these essential skills not
only enable students to access the rest of the curriculum, but are vital life skills. Read Write Inc and personalised learning intervention are offered to students who need it.  PE and the wider promotion of physical activity as part of a healthy lifestyle is extremely important and students
from Years 7-11 have PE as part of their curriculum, as well as the opportunity to take part in extra-curricular clubs and teams.  All students also take part in outdoor education/watersports through our Ulley centre. D of E is offered to students Years 9 to 13, and participation is high
(250 students across Bronze, Silver, Gold).

Students in Years 7 and 8 study the full range of academic, practical and creative subjects. By Year 9, most pupils have a clear idea of their strengths, ambitions and areas of interest, and offering some choice at this stage engages students as partners in their learning and leads to
improved engagement and outcomes. We therefore introduce an element of choice and ask students to opt for two suites of subjects that they continue to study until the end of KS3. At KS4, the courses are carefully planned to ensure that content is thoroughly revisited and learning
genuinely embedded, whilst preparing students not only for the GCSE exams, but for further study.

In Year 10 and 11, we offer a broad, balanced and relevant curriculum underpinned by the core subjects. All KS4 students also take part in practical PE and PSHE taught by a specialist team in curriculum time. The school offers the Ebacc suite of subjects in a number of combinations in the GCSE options. An increasing number of students are opting to study a Modern foreign language at GCSE.

The curriculum can be personalised to meet the needs of individuals and small groups. For example, some students in KS4 will study the ASDAN course to allow for the development of essential life skills, we offer enhanced college transition and entry level courses are available for
those working towards accessing the GCSE in core subjects. Some students who struggle to engage in the mainstream curriculum may undertake re-engagement activities where they develop problem solving and team building skills, or express themselves through creative arts.

Each subject area’s curriculum intent is designed to equip students with the skills, knowledge and attributes necessary for success in future study and work.

We believe that the extra-curricular offer is just as important as the timetabled curriculum, and students are activity encouraged to take part in Wickersley Extra. Participation is high in both
extra-curricular activities and trips, and vulnerable groups are encouraged to participate by their key workers.  A Year 7 extra-curricular taster day which took place in September 2021 saw students offered 30 different clubs to choose from, including sports, performing arts, STEM, computing, textiles among others. Tasters for peripatetic music lessons also take place in September for Years 7-9 to encourage uptake and participation. PSHE is taught to all year groups by a team of specialist teachers during curriculum time, and is highly valued by students. The head of PSHE regularly has input into year group assemblies and advises on the sharing of information with parents and via the website, parents’ meetings and email.  Creative and performing arts take centre stage at our school, with countless opportunities for students to study and perform in music, drama and dance, both during curriculum time and as extra-curricular activities. We have had a big push on promoting participation in music this year, both through peripatetic lessons and extra-curricular clubs. The school pantomime is a legend within the community, performing to sell-out audiences over 5 performances, and the Movement Festival sells out four evening performances involving dance, gymnastics and cheerleading, with over 250 students participating in the show. The music department offers an annual Christmas Celebration, and we will offer further opportunities for performance this year through our talent show, choir, cabaret evening and pop-up performances. A variety of day and residential trips and
visits, as well as performances, workshops and speakers in school enhance the students’ cultural capital. Last academic year, over 80 trips took place.

Year 7 and Year 8  Year 9 
English/Drama3English3
Maths3Maths3
Science2Science3
PE2PE1
Art1History / Geography / MFL6
MFL2Option 12
Computing & ICT1Option 22
Music1
Design Technology Carousel2TOTAL20 Lessons
RS/PSHE1
History1
Geography1
TOTAL20 Lessons

PSHE/RS in Year 9 is delivered on a two weekly carousel out of History/Geography lessons.

Year 10 and Year 11 
English4
Maths3
Science4
PE1
Option A2
Option B2
Option C2
Option D2
TOTAL20 Lessons

Options A, B and C are open options which can include History, Geography or MFL. Option D must be either History, Geography or MFL. PSHE is taught on a carousel from English and Science.

Year 12 and Year 13 
Option A4
Option B4
Option C4
Option D4
Tutorial1
Enrichment1

GCSE Options Blocks

BLOCK ABLOCK BBLOCK C
2 LESSONS PER WEEK2 LESSONS PER WEEK2 LESSONS PER WEEK
Fine Art
Graphics
Engineering
Drama
Film Studies
PE/Sports Studies
Business
Psychology*
Child Development
IT
Fashion & Textiles
Food Preparation & Nutrition
Hospitality
Construction
Acting
Music
Sports Science
Religious Studies
Sociology*
Health & Social Care
Computer Science*
Fine Art
Engineering
Materials Technology
Spanish – Second Language
French – Second Language
Dance
PE/Sports Studies
Economics*
Citizenship Studies
Health & Social Care
Child Development
Psychology*
IT
  1. Entry requirements apply for the following subjects marked with *: Psychology, Computer Science, Sociology and Economics.
  2. The following subjects are heavily weighted with coursework and require a lot of time to complete; due to this, students should take a maximum of 2 of these subjects (see also note 3 below): – Engineering, Graphics, Art, Construction, Materials Technology, Fashion and Textiles.
  3. The following subjects are now strands of the same reformed GCSE and cannot be taken together: Art, Graphics, Fashion and Textiles, GCSE PE and Sports Studies, Acting and Drama
  4. Options may not run in certain blocks if there are insufficient numbers of students opting for a particular subject, but we will always try our best to accommodate students’ choices.

How we comply with our duties under the Equality Act 2010 and SEND Regulations 2014

We ensure that all students, regardless of gender, race, disability, religion or belief, sexual orientation or other individual circumstances, have an equal opportunity to access the curriculum. All students can access the full range of subjects in our curriculum offer, and we will make reasonable adjustments to ensure that any barriers a student faces in order to access any aspects of the curriculum are removed. This may include support from Teaching Assistants, provision of auxiliary aides or other equipment, and co-working with external agencies who offer additional support. In delivering the curriculum, we ensure that all topics are approached and delivered in an impartial way and without bias, to ensure that no student or group feels unfairly discriminated against during their learning of any part of our curriculum.