We offer a broad, balanced, relevant, differentiated and inclusive curriculum to all students. At Key Stage 3 and Key Stage 4 the curriculum conforms to the National Curriculum programmes of study and all other statutory requirements. At Key Stage 5, students are guided formally towards a personalised curriculum which meets their individual needs and aspirations. There are clear and diverse pathways through from Key Stage 3 to Key Stage 5.
Our curriculum has been developed to meet the requirements of current national guidelines and our commitment to the provision of a wide range of subjects, including breadth in our modern languages and vocational choices. Students are grouped in a variety of ways according to the needs of the subject.
Our commitment to providing a curriculum which reflects the English Baccalaureate range of subjects means that students take at least one Modern Foreign Language at GCSE level. Able linguists usually take two languages. Most students also take either History or Geography to GCSE Level. All students have the opportunity to study an applied learning course from year9 onwards as part of the early guided choices programme.
As students enter Key Stage 4, we aim to provide a personalised curriculum for them as appropriate, working with external agencies to ensure appropriate course provision. We engage students and parents in decisions regarding their guided choices. All students are entitled to examination entry in their chosen subjects, provided that they have met the basic requirements of attendance and coursework or controlled assessment completion.
The curriculum offered at Key Stage 4 and Key Stage 5 ensures that there are clear progression routes to enable students to continue their post-16 education at Woodbridge, and to prepare them for higher education and / or the world of work.
Support for students with Special Educational Needs, and those for whom English is an additional language, is provided in class. Students are provided with opportunities to extend their skills and talents, which includes the provision of additional classes and extension opportunities for more able and talented students, as well as intervention and support provision as required.
Formal assessments of learning are conducted according to our Assessment, Recording and Reporting schedule and targets are shared with students and their parents regularly. Assessments of students’ learning are also made more informally and frequently.
The implementation of this policy is monitored through whole school, departmental and pastoral self review.