Curriculum Intent Statement  

We believe in offering a curriculum which  

  • Inspires students to want to learn, do well and have high aspirations for their future lives 
  • Enables all students of all abilities and backgrounds to achieve to the highest possible level 
  • Equips students with the knowledge and skills and nurtures the mindset and personal attributes that they will need to thrive and flourish in life. 

We do this by 

  • delivering a broad and balanced curriculum, with EBacc subjects at the heart of it, and in which the intrinsic value of all subjects is recognised 
  • developing students’ knowledge and skills in all subjects in a coherently planned, cumulatively sequenced way. 
  • challenging all students through content which is ambitious in terms of breadth and depth. 
  • providing flexibility within our curriculum to respond to developing needs and interests, for example through our Year 8 & 9 Enrichment programme and through our Year 9 mini options.   
  • recognising the fundamental importance of literacy in enabling students to be successful in all subjects, including the provision of intensive catch-up in reading for students who require it in Year 7, creating a ‘literacy-rich’ environment, and implementing a range of approaches across the curriculum for the development of students’ extended writing, vocabulary acquisition and reading. 
  • providing regular opportunities across the curriculum for students to develop their independent learning, thinking and retrieval skills so that they become highly effective learners. 
  • providing regular opportunities for students to develop their awareness, understanding, and appreciation of the wider world and human creativity and achievement, including their understanding of different cultures and ethnicities. 
  • providing a range of opportunities for students to develop links with their local, national and international communities through a wide-ranging extra-curricular programme. 
  • providing a wealth of opportunities for all students to become active, reflective partners in their own learning (for example through progress review activities, assessment and feedback, student voice activities) 
  • providing regular opportunities for students to develop their personal, social and emotional learning including opportunities to safely explore and develop their own ideas and attitudes, and opportunities to support them in making good decisions. 
  • providing students with a vision for achievements further into the future, beyond school, through a comprehensive and cohesive high-quality careers education programme. 

Our curriculum intent reflects the vision and mission of our school: 

School Vision: 

All students from within the local community will thrive and progress to fulfilling adult lives. Our curriculum gives them a strong sense of themselves, their community and their place in the world in which they live. We combine high standards of attainment with experiences and opportunities that develop the whole child within a happy environment which supports their wellbeing. 

School Mission:  

To maximise the attainment and progress of all students to enhance their life chances 

To ensure that all students develop into well-rounded individuals who make a positive contribution to the community and society as a whole  

To develop the essential foundations which secure the wellbeing, self-esteem, individual understanding and core skills which underpin each student’s learning and development 

Our curriculum in all Year groups is a broad and balanced one.  At Key Stage 3 students follow courses in English, maths, science, MFL (French or Spanish), History, Geography, RE, Design & Technology (Food, Textiles, Product Design), Creative Arts (Art, Music, Drama), and PE.  In addition, students in Years 8 & 9 have the opportunity to further broaden their learning experiences through our Enrichment programme, which includes the opportunity for them to study a second foreign language..oaden their learning experiencbroaden their learning expereicnes through our Enrichment programmeton,follow courses in English 

Students are taught in sets according to ability in the following subjects from Year 7 onwards: English, MFL, History, Geography, Maths and Science.  Students are taught in mixed ability groups from Year 7 onwards in Technology, Music, Drama, Art, and PSHE.  In Computing and RE students are taught in mixed ability groups in Years 7 & 8, and then are setted by ability in Year 9.  In PE at KS3, students have 1 lesson per week taught in mixed ability groups and 1 lesson in setted single-sex groups; in Year 9 students are taught in single-sex setted groups for both of their PE lessons.  

This approach enables us to provide highly effective differentiation in academic subjects coupled with groupings that effectively support and develop students’ social interactions and their understanding of different perspectives and viewpoints, all of which are key factors in supporting their learning in creative and practical subjects.  In Year 7, those students who would benefit from additional literacy support have additional literacy lessons instead of starting a modern language.  These students will have the opportunity to start learning a modern language in Year 8. 

In Years 10 and 11, all students study English Language and English Literature (leading to two GCSEs), Maths (one GCSE), and Combined Science (leading to two GCSEs). In addition, students choose four option subjects covering a wide range of qualifications.  For further information, please see the Key Stage 4 Pathways booklet. 

In the Sixth Form (Years 12 and 13), students choose from a wide range of subjects, focussing usually on three A level choices. For further information, please see our Sixth Form prospectus. 

Curriculum Information 2021-2022 

The Year 7 Curriculum at Swanwick Hall School 

Students follow the following subjects (number of lessons per week are in brackets)  

  • English (3) 
  • Maths (3) 
  • Science (3) 
  • French or Spanish (3) 
  • History (2) 
  • Geography (2) 
  • Technology (2) 
  • PE (2) 
  • RE (1) 
  • Computing (1) 
  • Music (1) 
  • Drama (1)  
  • Art (1) 

The Year 8 Curriculum at Swanwick Hall School 

Students follow the following subjects (number of lessons per week are in brackets) 

  • English (3) 
  • Maths (3) 
  • Science (3) 
  • French or Spanish (2) 
  • History (2) 
  • Geography (2) 
  • Technology (2) 
  • PE (2) 
  • RE (1) 
  • Computing (1) 
  • Music (1) 
  • Drama (1)  
  • Art (1) 
  • Enrichment (1) – which includes the opportunity to study a second language as well as a range of practical and creative projects 

The Year 9 Curriculum at Swanwick Hall School 

Students follow the following subjects (number of lessons per week are in brackets) 

  • English (3) 
  • Maths (3) 
  • Science (3) 
  • French or Spanish (3) 
  • History (2) 
  • Geography (2) 
  • Technology (2) 
  • PE (2) 
  • RE (1) 
  • Computing (1) 
  • Music (1) 
  • Drama (1)  
  • Art (1)

All students follow the following subjects: 

  • Maths 
  • Combined Science 
  • French or Spanish 
  • Core PE 

This ensures that students follow a broad and balanced curriculum, which will provide them with a strong foundation for the widest possible range of futures.  Approximately 40% of the Year group will take additional English and Maths lessons instead of studying a language, although these students can opt to continue with their language studies as one of their free choices. 

In addition to the core subjects, students are required to choose either History or Geography, and then 2 further free choices.   

Subjects offered are: 

Geography 

Religious Studies 

French 

Spanish 

Art and Design 

Music 

Drama 

Hospitality and Catering 

Design and Technology (Textiles) 

Engineering 

Construction 

Media Studies 

Health & Social Care  

Sport 

Digital Information Technology 

Computing  

Separate Sciences 

Enterprise 

Each option subject is studied for 3 periods a week in both Year 10 & Year 11. 

We offer a range of courses in the sixth form covering traditional academic subjects as well as some ‘applied’ options.   

Level 3 courses: 

  • English Language and Literature 
  • Maths 
  • Further Maths 
  • French 
  • Spanish  
  • Biology 
  • Chemistry 
  • Physics 
  • Psychology 
  • Sociology 
  • History 
  • Geography 
  • Art 
  • Philosophy & Ethics 
  • Product Design 
  • Food & Nutrition 
  • Applied Business 
  • BTEC Sport 
  • BTEC Media 
  • BTEC Health & Social Care 

Enrichment activities 

These take place according to students’ timetables one period per week.  Students have a choice of courses (some may last the year, others for shorter periods of time).  Choices may include: 

Cake and Debate 

Game Design 

Journalism 

Photography 

Community Placement 

School Placement 

Charity 

Football 

Basketball 

Film Club 

Strategy 

Creative Writing 

PSHE 

The PSHE curriculum in all year groups is based on three thematic areas; Health and Well Being, Living in the Wider World and Relationships. It includes statutory work on Relationships and Sex Education.  

Our spiral curriculum ensures that key ideas are revisited in order to support students in their understanding of risk, safety and how they make important life decisions. The subject content in each year group is age appropriate and offers learning through scenarios, this enables students to discuss key life events in a supportive yet impersonal way. 

PSHE is taught by form tutors and all students have one lesson per week. 

Subject Curriculum Intents

Art provides opportunities to engage and be inclusive to all learners. It provides an alternative method of communication through self-expression and imagination. Due to this, all students are able to take ownership of development, media and choice of artists and techniques to maximise attainment and progress through self-directed learning and reflective thinking. 

Art experiences boost critical thinking, teaching students to take their time and to be careful and thorough in how they observe the world and other cultures. This is demonstrated through sustained work, which in turn instils resilience and inspiration. 

Art Learning Journey

Computer science is a specific branch of scientific learning and arguably one of the most important in the modern world, where an algorithmic approach to problems is at the frontline of research in most fields of science and technology. 

In computer science and ICT we believe in inspiring students by creating a context of “fun” project based activities carefully linked to the real world application of the skills and knowledge being developed. It is important to advance students’ understanding of the job roles available in computer science and ICT and their importance in the modern world. 

Computer Science & ICT Learning Journey

Students will leave school with the skills and experiences to underpin future training and education for employment in a wide range  areas within cooking, nutrition and food and form the ability to complete everyday functional tasks with confidence and ease producing high quality results.  

Knowledge gained will provide students with a wider perception of the skills gaps in the employment market and what future roles may develop as technology and product demand changes including technological advances in the future employment market.  They will develop a strong understanding of the role the hospitality and catering industry has within the jobs market and in maintaining a strong economy within the UK.  

Students across all Key stages will develop an increasingly wide breadth of knowledge surrounding the process of design and manufacture for our everyday food products and be able to rationalise the impact these have on the environment we live in.  

Students will be able to recall and compare traditional methods of preparation and cooking within the UK over time, and be able to analyse the decisions that were made compared to now in how we shop, prepare and eat together as families drawing conclusions about changes in the way families function.  They will also develop the ability to test and evaluate products they and others have made and make adaptations for use, across design and manufacturing stages leading to detailed evaluations which take into consideration target market/user feedback.  

We promote a KS3 & 4 curriculum that enables students to relate learning and practical experiences to the wider world and provide opportunities for students to reflect on differing cultural and social situations as well as understanding the historical foundations of their chosen subject within British culture.    

Cooking Nutrition & Health Learning Journey

Students will leave school with the skills and experiences to underpin future training and education for employment in a wide range of industries and sectors and the ability to complete everyday functional tasks with confidence and ease.  

Knowledge gained will provide students with a wider perception of the skills gaps in the employment market and what future roles may develop as technology and product demand changes including technological advances in the future employment market.  

Students across all Key stages will develop a wide breadth of knowledge surrounding the process of design and manufacture for our everyday products and be able to rationalise the impact these have on the environment we live in.  

Students will be able to recall key people within industries and how they have changed our use and desire for products, processes and services over time and be able to analyse where design might be heading based on current trends and predictions for the future.  

Students will develop the ability to test and evaluate products in their current context and make adaptations for use, across design and manufacturing stages leading to in-depth product study tests and evaluation which takes into consideration target market/user feedback.  

We promote a KS3 & 4 curriculum that enables students to relate learning and practical experiences to the wider world and provide opportunities for students to reflect on differing cultural and social situations as well as understanding the historical foundations of their chosen subject within British culture.    

Design Technology Learning Journey

Drama at Swanwick Hall School has a strong emphasis on both applying knowledge and skills used in practical drama performance and design as well as the process of using drama to explore themes and issues.  Students will learn how to create and perform drama in a wide range of styles. The applications and implications of what we learn permeate throughout the course content and during Key Stage 4 are linked directly to the Performing Arts industry. 

In English we want students to… 

  • Have an innate awareness of the ‘writer at work’ and how the writer has consciously constructed a text in order to create meaning. 
  • Apply their knowledge of the ‘writer at work’ to enable them to develop as resilient and successful writers (who are able to communicate accurately, fluently and effectively for a wide range of purposes).  
  • Be equipped with what we consider to be ‘essential knowledge’ in English: 
  1. A wide ranging vocabulary; 
  2. The rules of spelling, grammar and punctuation; 
  3. A wide range of literary terms and conventions. 
  • Develop an understanding of the world around them and how they are connected to it through their exposure to a wide range of varied and challenging literature (including seminal world literature, classical and contemporary literature, fiction, non-fiction and literary non-fiction, prose, poetry and drama). We want students to appreciate and enjoy their reading experiences whilst also developing culturally, emotionally, intellectually, socially and spiritually.  

English Learning Journey

The subject of geography has the unique ability to inspire students to be curious and fascinated about the world they live in and the importance of their role within it. 

Lessons aim to equip students with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As students progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. 

Geography Learning Journey

History is getting students not to just accept the world for what it is, but to question it and the societies they live in.  In their History lessons, students will look at past events and interpretations of them and be encouraged to think independently, critically and objectively about them.  Students will be encouraged to understand their place in History, which will allow them to make sense of the world they live in and to challenge. Throughout the course, students will develop a wide range of skills from source analysis to debating to essay writing. 

History Learning Journey

In Maths at Swanwick Hall we want students to develop fluency and reasoning before developing their approach to problem solving. 

Students will  

  • have opportunities to increase in competence and confidence for fundamental areas of mathematics to draw and build upon their knowledge. Students will explore a range of ways to represent structures and answers. 
  • start to explore algebraic reasoning to make connections and generalisations between mathematical ideas and relationships using a variety of mathematical language. 
  • progress into routine and non routine problems to allow students to recall and use their knowledge of topics and adapt to a range of situations as well as learning how to approach these using a variety of problem solving techniques. 

At all times during study students will be developing their understanding of the interconnected nature of the subject and apply their ideas and understanding as part of the development of fluency, reasoning and problem solving at a pace that is appropriate for each individual.  

Maths Learning Journey Foundation

Maths Learning Journey Higher

Studying a foreign language at Swanwick Hall School aims to build students’ confidence, communication skills, spontaneity, and fluency. As well as gaining understanding of a new language, it will also develop their understanding of their native language and encourage them to identify similarities and differences between the two.  Additionally, students will gain knowledge and understanding of the culture, customs and history of the countries that speak the language they study. Students will also become aware of the value of foreign languages in enhancing prospects for the future in terms of both study and employability as they consider their role as a global citizen. 

MFL Learning Journey

In their music lessons students will be engaged in listening, performing and composing in a wide range of musical styles from different historical settings.   Music education is an enjoyable learning experience that engages and inspires learners to develop a love of music, increase their self-confidence, develop social skills, creativity and sense of achievement. Music is an integral part of life whether in the workplace, at home or socially.  It is our duty to enrich, through music making, listening and appreciation, the lives of young people in ways that support emotional development and growth. 

Music Learning Journey

Physical Education at Swanwick Hall School aims to encourage students to actively engage in lifelong physical activity. This is not only as a participant but in roles such as a leader, coach and official. We offer a diverse curriculum to inspire students’ curiosity of the subject where a passion for physical activity is enthusiastically promoted. This is pivotal to establishing a love of sport and exercise at a young age which will encourage lifelong participation, develop valuable life skills and prepare students to lead a healthy active lifestyle. 

PE Learning Journey

PSHE is focused on the personal, social, health and economic aspects of education. The lessons are designed for students to engage in topics that will help them navigate their own lives now and in the future. PSHE education gives students the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life and work in modern Britain. PSHE education helps students to manage many of the most critical opportunities, challenges and responsibilities they will face growing up.  

PSHE education also helps students to develop skills and aptitudes – like teamwork, communication, and resilience – that are crucial to navigating the challenges and opportunities of the modern world, and are increasingly valued by employers. 

PSHE Learning Journey

The overarching concepts for Religious Education at Swanwick Hall School are: 

  • Asking Big Questions – communicating effectively and listening to others
  • Personal Growth – developing compassion and empathy
  • Respect – showing understanding and interest in the beliefs, opinions and cultures of others
  • Morality – understanding right from wrong, investigating rules and boundaries
  • Courageous Advocacy – challenging injustice and standing up for the rights of others

RE is a vital subject that enables students to develop their values, their beliefs and explore the reasons for their behaviour.  It provides a point of reflection and thought in a world where students are bombarded with information that is hard to digest and make sense of.  It ensures that students are aware and respectful of diversity and thus upholds directly two of SHS Values of inclusivity and respect. 

The SMSC education of the students, whilst embedded across the whole curriculum, is significantly addressed through RE lessons.  RE provides an environment for students to debate and consider how their actions impact on others, this in turn fosters empathy and contributes to the literacy of the students. 

RE Learning Journey

Science is the greatest collective endeavour. It contributes to ensuring a longer and healthier life, monitors our health, provides medicine to cure our diseases, alleviates aches and pains, helps us to provide water for our basic needs – including our food, provides energy and makes life more fun, including sports, music, entertainment and the latest communication technology. Last but not least, it nourishes our spirit.  

It is estimated that science-based careers and industries contribute approx. £14bn annually to the UK economy. The government, in 2018, stated that “STEM skills are crucial for the UK’s productivity”. UK universities and businesses are at the forefront of some of the most pioneering scientific research and development.  This is the direct impact that a study of science provides, but there is also the indirect impact on the lives of individuals who don’t work directly in a science-related career. 

Studying Science affords all learners the opportunity to: 

  • Explore, discover and question the world around them 
  • Develop a sense of awe and wonder, and to provide answers to the many “why” and “what if” questions of life; to answer the great mysteries of the universe 
  • Generate solutions for everyday life 
  • Develop their scientific literacy so that they can live and succeed in an increasingly technologically and scientifically advancing world, and can respond to the sustainable development challenges of the future 
  • Play a key role in the development and advancement of our society, through creation of new knowledge, improvement of education, and increasing the quality of our lives 
  • Make informed personal and professional choices 
  • Expand their view of the world around them, and to consider their role as a global citizen 
  • Develop their cultural and historical awareness of key events that shape / have shaped our current existence 
  • Develop an awareness and social conscience about the impact of human activity on the world and society. 
  • Critically analyse evidence and information to allow independent conclusions to be drawn which are free from bias and social influence 
  • Consider themselves as part of a global scientific community, and through this, to broaden opportunities to establish links and relationships 
  • Improve their reading, listening, numerical and spoken-language skills 
  • Enhance their life chances and prospects for the future by providing a competitive edge / advantage in a globally competitive market.

Science Learning Journey