Curriculum Intent
Our curriculum delivery is anchored by two core principles that guarantee equity of opportunity both in academic success and in personal development:
- We believe that evidence-informed, high-quality teaching is the single most powerful lever to dismantle socio-economic disadvantage. By securing excellent teaching in every classroom, we systematically close attainment gaps and drive upward social mobility for our community.
- Rooted in the Pygmalion effect, our staff maintain the highest academic expectations for every learner. We actively reject the lowering of goals or the narrowing of the curriculum for vulnerable groups; instead, we use high-level modeling and adaptive scaffolding to ensure all learners—regardless of starting point—can meet the full ambition of the curriculum. Teachers will plan lessons so that learners with SEN and/or disabilities can study every National Curriculum subject, wherever possible, and they will make sure that there are no barriers to every learner achieving. Further information can be found in our statement of equality information and objectives, and in our SEN policy and information report.
Academic Success
Learners have an entitlement to a broad range of ambitious knowledge and skills to support real success.
Learners know and remember more over time, in progressively challenging depth.
Learners develop a wide ranging vocabulary and have an entitlement to read a wide range of challenging and diverse texts.
Personal Development
Learners are fully prepared for transitions throughout their learning and into adulthood.
Learners have an entitlement to extend their learning beyond the academy day through enrichment, leadership and wider opportunities.
Learners’ personal development is underpinned by The Wardle Way.
This is explicitly developed through the PSHE curriculum, form time programme, assemblies, Aspire Days, careers education and wider enrichment opportunities.
Academic Success:
To guarantee equity of opportunity, our curriculum is underpinned by a rigorous, standardised framework of planning documentation. This ensures that every learner, regardless of their background or starting point, accesses a highly ambitious, logically sequenced, and progressively challenging body of knowledge and skills.
More information for each faculty can be found on their subject specific tab.
In both Key Stage 3 and 4, the curriculum is planned to be diverse, introducing learners to a range of role models, topics and themes from a variety of cultures, religions, values and viewpoints to give learners a rounded view of the society and the wider world. This supports learners in broadening their horizons and learning about their local community, national community and the world around them.
Key Stage 3
Aligned with the National Curriculum, our Key Stage 3 programme provides a broad and balanced foundation that builds directly on Key Stage 2.
In Years 7, 8 & 9, learners will study the following over a one week period (25 x 1hour lessons in total):
Key Stage 4
At the end of Year 9, having been exposed to a broad and balanced curriculum, learners choose four optional GCSE courses. Learners continue to study English Language, English Literature, Maths, Science and Core PE.
A broad and comprehensive suite of all qualifications available are shown below:
| GCSE Qualifications | Exam Board |
| Art and Design Fine Art Textiles Photography | AQA |
| English Language | |
| English Literature | |
| Music | |
| Photography | |
| Religious Studies | |
| Biology | Pearson EdExcel |
| BTEC Digital Information Technology (ICT) | |
| BTEC Health and Social Care | |
| BTEC Performing Arts | |
| Chemistry | |
| Citizenship Studies | |
| Combined Science | |
| Mathematics | |
| Performing Arts | |
| Physical Education | |
| Physics | |
| Statistics | |
| Spanish | |
| Sports Studies | Cambridge National |
| Computer Science | OCR |
| Engineering Design | |
| History | |
| Business Studies | EDUQAS |
| Geography | |
| Hospitality and Catering (WJEC) | |
| Other qualifications (Entry Level Certifications) | |
| Functional Skills (Reading, Writing and Speaking and Listening) | Pearson |
| Unit Award Scheme | AQA |
| Entry Level Mathematics | Pearson |
| Entry Level Science | Pearson |
At Key Stage 4, the curriculum deepens this substantive and procedural foundation through rigorous academic study.
In Year 10 and Year 11, learners study the following subjects over a two week period (50 x 1 hour lessons):
| Year 10 – 2 Week Cycle (50 Lessons) | |||||||
| Maths | Science | English | Opt A | Opt B | Opt C | Opt D | Core PE |
| 9 | 10 | 10 | 6 | 6 | 4 | 4 | 1 |
| Year 11 – 2 Week Cycle (50 Lessons) | |||||||
| Maths | Science | English | Opt A | Opt B | Opt C | Opt D | Core PE |
| 9 | 10 | 10 | 5 | 5 | 5 | 5 | 1 |
The options available in each block are also shown below.
Across both Key Stages, the curriculum is intentionally diverse aligning with our community. By introducing learners to a rich tapestry of role models, cultures, viewpoints, and values, we broaden their horizons. This ensures our learners graduate with a mature understanding of their local community, British society, and the wider world.
Personal Development:
Our Personal Development curriculum is ambitiously designed to be highly responsive to our unique local context and the evolving needs of each cohort. At its core, the curriculum is anchored by our school values—The Wardle Way—which provides a coherent framework for learners’ character education.
Rather than a series of isolated events, Personal Development is intelligently sequenced and progressively mapped across the PSC curriculum, form time, assemblies, Aspire Days, curriculum subjects and wider enrichment opportunities. This ensures that key themes—including RSE, British Values, mental health and wellbeing, careers education, financial literacy, citizenship, online safety and personal safety—are revisited with increasing complexity throughout a learner’s journey.
The curriculum is designed to ensure learners are prepared for life in modern Britain and beyond. Learners are supported to develop the knowledge, skills and attributes required to become responsible citizens, maintain positive physical and mental wellbeing, make informed decisions about their futures and contribute positively to their communities.
In Years 7, 8 and 9, learners access a discrete PSC lesson once every fortnight, delivered on rotation with Drama. This provides the core taught programme covering key themes such as relationships, health and wellbeing, citizenship, financial education, careers, online safety and personal safety. Learners also participate in a structured form time programme which includes reading, literacy development, assemblies, careers education and wider personal development activities.
In Years 10 and 11, Personal Development is delivered primarily through Aspire Days, assemblies, form time and wider curriculum experiences. Aspire Days provide dedicated curriculum time for learners to engage with themes such as careers education, preparation for adulthood, relationships education, wellbeing, citizenship and personal safety.
Personal Development is further strengthened through leadership opportunities, enrichment activities, careers education, encounters with employers and further education providers, reading and literacy initiatives, and a progressive programme of aspiration-focused Aspire Days. From the 2026/27 academic year, learners will also have opportunities to engage in structured work experience as part of the Academy’s commitment to preparing young people for future education, employment and training.
This joined-up approach guarantees that all learners, including the most disadvantaged and those with SEND, acquire the essential knowledge, resilience and cultural capital they need to thrive in modern Britain.
More information about our Personal Development curriculum can be found in the Personal Development section of our website.
