John hampden10

Curriculum Overview

Our Curriculum Intent shapes the learning experiences that we provide for all of our boys.

Our curriculum seeks to promote the intellectual, personal, moral, social, and physical development of boys and to prepare them for the opportunities, experiences and responsibilities of their future in a rapidly changing world. The curriculum extends beyond the classroom to encompass the rich range of extra-curricular and community activities that boys engage with, including clubs, societies, and sports squads.

Our curriculum intent has been distilled into thirteen core values;

- JHGS believes that the curriculum should provide a broad, balanced, and coherent experience for all boys. The curriculum is everything that happens within the school, which helps boys learn and develop knowledge, understanding, skills, values and attitudes. Learning takes place in the classroom, but also, for example, through Games, assemblies, theatrical and musical productions, expeditions, educational visits, and community engagement.

- The curriculum offers continuity and planned progression across units of study and year groups.

- The curriculum is appropriately differentiated to allow access, challenge, and progression for all boys in order that they may meet their full academic potential.

- JHGS encourages learning beyond the classroom through the setting of meaningful homework tasks for all boys in Years 7-13 inclusive.

- The curriculum encourages and facilitates opportunities for all boys to take part in a wide variety of extracurricular activities.

- The designed curriculum seeks to build a robust set of transferrable employability and life skills in a range of areas including, but not limited to: communication, digital literacy, initiative, leadership, organisation, problem solving, resilience, and teamwork.

- There are planned strategies to embed and develop numeracy and literacy across the curriculum.

- The curriculum provides opportunities to promote each boy’s sense of identity through knowledge of the spiritual, moral, cultural and social contexts of the societies in which they are living.

- The curriculum promotes equality and challenges prejudice to develop community cohesion and champion British values.

- The curriculum identifies opportunities to explore and promote understanding of personal, social, and health issues such as drugs, sex and relationships and the importance of a healthy lifestyle. Sex and Relationships Education (SRE) is delivered though Science and the PSD curriculums. Parents of boys can request withdrawal from PSD lessons focused on SRE topics by contacting the school office.

- The curriculum supports the provision of careers advice and guidance throughout a boy’s time at JHGS.

- The curriculum provides opportunities to celebrate and recognise achievement and success in academic subjects and in extra-curricular activities to give boys a sense of self-worth and achievement.

- JHGS aims to develop the enjoyment of, and commitment to, learning so that boys become scholars, making the maximum progress and achieving the highest standards possible.

Key Stage Outlines

Key Stage 3

Key Stage 3 is completed in Years 7 and 8 and therefore is studied over the first two years of secondary school as a preparation for Key Stage 4.

The core subjects at Key Stage 3 are the same as those as Key Stage 2 – English, Maths and Science. Science is further broken down into the three natural Sciences of Biology, Chemistry and Physics. The core subjects are supplemented by the same foundation subjects in Key Stage 2 and 3, namely Art and Design, Computer Science, Drama, Languages, Geography, History, Music and Physical Education. In addition, discreet lessons are also delivered on broader aspects of Citizenship, Enterprise and Sex and Relationships Education (SRE). These are delivered through the Personal and Social Development programme (PSD), which is taught once per fortnight across all year groups.

All lessons are taught in mixed ability groups within the context of the schools academically selective intake. The exceptions to this are Mathematics and English in Year 8 where ability streaming is utilised.

Key Stage 4

Key Stage 4 is studied in Years 9 to 11 and is assessed through GCSEs examinations. Boys choose four elective subjects which they wish to study at GCSE through the GCSE Options process which takes place in the Spring Term of Year 8. These Option choices are taken alongside the core curriculum of English, Maths, the Sciences, PSD and Physical Education. It is the expectation that boys will also continue to study at least one Language at GCSE. The significant majority of boys take 10 GCSE courses.

All lessons are taught in mixed ability groups within the context of the schools academically selective intake. The exceptions to this are Mathematics and English where ability streaming is utilised.

Key Stage 5

Key Stage 5 is completed in the Lower (Year 12) and Upper (Year 13) Sixth Form years and is assessed through GCE ‘A level’ examinations taken at the end of the Upper Sixth year. All subject courses are full two year A levels. AS examinations are not taken.

Boys choose three or four A level subjects, and study these alongside a range of enrichment activities in the Lower Sixth.

All lessons are taught in mixed ability groups within the context of the schools academically selective intake. The exception to this is Mathematics where ability streaming is utilised.

All boys also have the opportunity to undertake the Extended Project Qualification (EPQ). This qualification helps boys develop and demonstrate important transferrable life skills such as project management and provides opportunities for extended writing, both of which are highly valued for progression to higher education and employment.

The Sixth Form Options booklet is within the Sixth Form Prospectus and can be accessed here.

The School Timetable

The school operates a two-week timetable cycle. There are five one-hour teaching periods each day and therefore fifty periods in total per fortnight.

A significant proportion of the teaching time in Years 7 to 11 are devoted to the core subjects of English and Maths. This is to support students in developing the high standards of literacy and numeracy which will underpin their access to the broader curriculum and therefore form a basis for wider learning and high achievement. Key numeracy and literacy skills will be identified to be mastered within each academic year and where mastery of these skills proves to be a challenge to an individual additional support will be provided to boost progress.

The remaining core subject of Science also receives a substantial lesson allocation. This is to provide sufficient teaching time to thoroughly cover an extensive Programme of Study in a subject which all students will be required to study to GCSE level.

Timetable

Timings of the School Day

Time

Activity

08:50-09:50

Period 1

09:50-10:50

Period 2

10:50-11:10

Break, Form Time, or Assembly

11:15-11:35

Break, Form Time, or Assembly

11:35-12:35

Period 3

12:35-13:35

Period 4

13:35-14:35

Lunch

14:35-15:40

Period 5

 
Each day has a 20-minute period, when students attend whole School, key stage, vertical tutor assemblies or form time. The school is divided across the year group to determine whether boys have break during the first or second session. Each afternoon has a 5 minute registration period integrated into period 5.

Downloads

Curriculum Overview Date  
Curriculum Cycle Map 2020 28th Jul 2020 Download
GCSE Options 2020 Presentation 28th Jul 2020 Download
GCSE Options Book 2020 28th Jul 2020 Download