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A knowledge rich curriculum for lifelong academic, social and personal achievement
Our Curriculum Aims
The aim of our curriculum is to ensure that all pupils develop successfully across three key areas of achievement:
- Achievement – Academic
- Achievement – Personal
- Achievement – Social
Through our curriculum, we aim to develop:
- Successful learners who enjoy learning, understand how to learn, make strong progress and strive for excellence
- Confident individuals who are able to live safe, healthy and fulfilling lives
- Responsible citizens who can make a positive contribution to society and demonstrate global awareness
- Individuals who can form strong, secure and respectful relationships
Curriculum Intent
Our curriculum is ambitious, inclusive, and carefully designed to provide breadth and balance for all pupils. It ensures that every learner — particularly disadvantaged pupils and those with SEND — has access to the knowledge, skills and cultural capital needed to succeed in school and in later life.
We place a strong emphasis on:
- Developing a love of reading
- Building confidence in the use of rich, powerful language and subject‑specific vocabulary
- Supporting pupils’ character development, with particular attention to mental health and wellbeing
The curriculum is knowledge‑rich, coherently planned, and carefully sequenced so that pupils build, revisit and deepen their understanding over time. Concepts are introduced in a logical order, enabling pupils to connect new learning to prior knowledge and secure it in long‑term memory.
Learning is enhanced through planned and appropriately sequenced educational visits, wider experiences, extra‑curricular activities and careers education, ensuring pupils are well prepared for the next stage of their educational journey.
Our Key Curriculum Expectations
Our curriculum is underpinned by the following principles:
- We deliver the National Curriculum or demonstrate that our curriculum is of equivalent breadth and ambition in every subject.
- Our curriculum remains as broad as possible for as long as possible, enabling pupils to keep their future pathways open.
- Curriculum content has been carefully identified as the most valuable and meaningful knowledge, and is taught in a logical and progressive sequence.
- We ensure pupils can remember and retrieve key knowledge and skills over time, supporting long‑term learning.
- We are explicit about what pupils are expected to learn and why, and we can clearly demonstrate how this intent is translated into classroom practice through high‑quality curriculum planning.
Monitoring and Evaluation
The effectiveness of our curriculum is reviewed through a robust programme of monitoring and evaluation, aligned with the school’s Monitoring and Evaluation Schedule. This includes:
- Subject reviews
- Learning walks and lesson drop‑ins
- Pupil, staff and leadership voice
The Senior Leadership Team, working in collaboration with Heads of Department and Subject Leaders, conducts annual curriculum reviews to ensure that:
- Learning is coherently sequenced and builds on prior knowledge
- Pupils are appropriately stretched and challenged
- Curriculum intent, implementation and impact are closely aligned
Curriculum provision, including subject offer and curriculum time, is reviewed annually by the Senior Leadership Team and Governors to ensure it continues to meet the needs of all pupils and reflects our commitment to continuous improvement.
Curriculum Organisation
At The Telford Langley School, our curriculum is organised to ensure that learning is carefully planned, coherently sequenced and securely built over time, supported by high‑quality teaching. Senior leaders and subject specialists work collaboratively to structure each subject so that pupils develop a deep and secure understanding of key knowledge and concepts.
Curriculum content within each subject is deliberately selected and sequenced to build clearly on prior learning, including knowledge gained at Key Stage 2. Teachers plan learning that enables pupils to embed and retain knowledge over time, using evidence‑informed approaches such as spaced retrieval practice and interleaving of topics. This structured organisation ensures pupils are well prepared for progression and future achievement.
Years 7, 8 and 9
In Years 7, 8 and 9, pupils follow a broad and balanced curriculum, firmly rooted in the National Curriculum. Within each subject, learning is organised into clearly defined topic areas where core knowledge and key concepts are explicitly identified.
Lessons are designed to make regular and purposeful links to prior learning through retrieval activities and contextualised explanations. This approach supports pupils in securing knowledge in long‑term memory and developing an increasingly sophisticated understanding as they progress through Key Stage 3.
The Pathways Process
In Year 9, pupils engage in a structured pathways process, enabling them to select subjects to study in greater depth at Key Stage 4 while continuing with English Language, English Literature, Mathematics and Science.
We adopt a student‑led approach to this process, with subject blocks shaped by pupils’ choices wherever possible. Pupils are supported through the pathways process by tutors, assemblies, and an information evening for parents and carers. To ensure pathways are appropriate and well matched, pupils in Year 10 are given the opportunity to move between subjects during the early part of the autumn term.
Copies of the Pathways can found below:
Years 10 and 11
The pathways are tailored to the needs of the students including through the curriculum time allocated to core subjects. In addition to this, students are able to personalise their curriculum within the pathway through the choice of subjects, and the balance between academic GCSE courses, GCSE courses with practical elements and a range of vocational courses. Each student is allocated to a recommended pathway which we believe will maximise their achievement and help them to reach their absolute potential. The recommended pathway is reviewed on an individual basis taking into account feedback from each student’s Tutor as well as the Head of Year and our English, Maths, Science and Languages departments, as well as a student’s prior attainment at the End of Key Stage 2 and progress within our school. Students and parents are invited to contribute to the decision of the recommended pathways.
The range of subjects and types of courses on offer is designed to give as wide a range of opportunities as possible and equality of access to each subject area. The pathways are designed so that they will allow a student to maximise their achievement and so give them the opportunity to progress onto any further study from any pathway.
Copies of KS4 qualifications can be found below;
Five Year Curriculum Model
As previously outlined our curriculum is carefully sequenced to enable learning to be built upon prior knowledge from the previous year and Key Stage.
| Year | Key Curriculum Points |
|---|---|
|
7 |
A broad and balanced curriculum which builds upon the knowledge embedded from Key Stages 1 and 2. National curriculum delivered with some curriculum adaptations to meet specific high-level needs. All students regardless of reading age engaged in the Accelerated Reader Programme. Students taught in ability groups for Core and all subjects. Setting is reviewed throughout the year at the end of each term. |
|
8 |
A broad and balanced curriculum which builds upon the knowledge embedded from Year 7 as well as Key Stages 1 and 2. National curriculum delivered with some curriculum adaptations to meet specific high-level needs. All students regardless of reading age engaged in the Accelerated Reader Programme. Students taught in ability groups for Core and all subjects. Setting is reviewed throughout the year at the end of each term. |
|
9 |
A broad and balanced curriculum which builds upon the knowledge embedded. National curriculum delivered with some curriculum adaptations to meet specific high-level needs. Students taught in ability groups for Core and all subjects. Setting is reviewed throughout the year at the end of each term. |
|
10 |
All Level 2 formal courses begin. Students continue to study English Language, English Literature, Mathematics, Science as well as up to three options. Work experience provided for one full school week. Students are taught in ability banded groups within their allocated pathway for English, Mathematics and Science. Options subjects are taught in mixed ability groups although, where multiple classes of the same subject appear in an option block, departments can group students in the way that they feel would benefit their subject and student achievement. |
|
11 |
Students continue to study English Language, English Literature, Mathematics and Science as well as up to four options. Careers interviews for CIAG this year. Students are taught in ability banded groups within their allocated pathway for English, Mathematics and Science. Options subjects are taught in mixed ability groups although, where multiple classes of the same subject appear in an option block, departments can group students in the way that they feel would benefit their subject and student achievement. |
Time Allocations
We operate a two-week timetable giving a total of 50 periods of subject teaching plus 20 minutes per day for tutor activities (see below), reading and assemblies.
| Year 7-9 | |||
|---|---|---|---|
| Subject | Year 7 | Year 8 | Year 9 |
| Maths | 8 | 8 | 8 |
| English | 8 | 8 | 8 |
| Science | 8 | 8 | 8 |
| RSHE | 2 | 2 | 2 |
| PE | 3 | 3 | 3 |
| MFL | 3 | 3 | 3 |
| Geography | 3 | 3 | 3 |
| History | 3 | 3 | 3 |
| RS (in rotation with DT) | 1 | 1 | 1 |
| DT (in rotation with RS) | 3 | 3 | 3 |
| Computing | 2 | 2 | 2 |
| Art | 2 | 2 | 2 |
| Performing Arts (inc Music) | 2 | 2 | 2 |
| Reading | 2 | 2 | 2 |
| Years 10 & 11 | ||
|---|---|---|
| Subject | Year 10 | Year 11 |
| Maths | 9 | 9 |
| English | 9 | 9 |
| Science | 9 | 9 |
| RSHE | 2 | 2 |
| PE | 5 | 5 |
| RS | 1 | 1 |
| Option A | 5 | 5 |
| Option B | 5 | 5 |
| Option C | 5 | 5 |
Literacy and Numeracy
Reading
We recognise that high levels of literacy and numeracy are fundamental to enabling pupils to flourish, thrive and successfully access the next stage of education, employment or training.
The development of language, reading and oracy is a key priority within our curriculum. We understand that pupils’ confidence in communicating effectively is essential not only for success in school, but also for future employment and for making a positive contribution to society.
Across the curriculum, pupils are given regular opportunities to:
- Discuss, articulate and justify their ideas
- Challenge and build on the viewpoints of others
- Develop increasingly formal and subject‑specific language
This structured approach enables pupils to speak confidently to a range of audiences and for different purposes.
The explicit teaching of Tier 2 and Tier 3 vocabulary is a central feature of curriculum planning across all subjects. Senior leaders and subject leaders ensure that ambitious academic and subject‑specific language is carefully identified, taught and revisited so that pupils can access complex texts and communicate with precision.
Reading age testing of our students suggests that a significant proportion of our students on intake have reading ages below their chronological age and so we use a number of targeted reading programmes to support students to access the curriculum. All pupils in Y7-Y9 have designated reading lessons.
Reading Support
Reading age assessment indicates that a significant proportion of pupils join the school with reading ages below their chronological age. To address this, we implement a range of targeted, evidence‑based reading interventions to support pupils in accessing the full curriculum.
All pupils in Years 7 to 9 benefit from dedicated reading lessons, ensuring regular, structured opportunities to develop decoding, fluency and comprehension skills.
Targeted intervention programmes include:
LEXONIK LEAP – https://lexonik.co.uk/literacy-intervention-programmes/lexonik-leap
LEXONIK ADVANCE - https://lexonik.co.uk/literacy-intervention-programmes/lexonik-advance
Numeracy Support
Numeracy skills are embedded across the curriculum, with pupils expected to apply mathematical knowledge in a range of subject contexts.
Pupils who arrive with mathematics skills below age‑related expectations are identified early and supported through:
- Expert, high‑quality teaching
- Targeted numeracy support within mathematics lessons
This ensures that knowledge gaps are addressed promptly, enabling pupils to build the confidence and competence needed for future learning.
preparing pupils for life beyond school
Futures
A key intended impact of our curriculum is that pupils are well prepared for life beyond school, including further education, training and the workplace. Our curriculum is designed to develop the knowledge, skills and personal qualities pupils need to succeed in an increasingly complex and changing world.
To ensure our provision remains relevant and forward‑looking, we regularly review our curriculum and careers offer against national research and guidance, including reports such as Nesta and Pearson’s The Future of Skills and the Business in the Community Essential Skills Campaign. This helps us to reflect, as far as possible, the future skills and attributes our pupils will need.
All pupils receive independent Careers Information, Advice and Guidance (CIAG) from Year 7 through to Year 11, ensuring that careers education is progressive, well‑sequenced and accessible to all.
We are supported by Telford and Wrekin’s Future Focus programme, which coordinates a wide range of careers‑related opportunities, including:
- Careers education sessions
- A careers fair
- Work experience in Year 10
- Engagement with external speakers and employers
Pupils in any year group may request a careers interview, and all pupils in Year 11 and Year 9 are allocated a careers interview as part of the planned programme, ensuring timely and impartial guidance at key transition points.
Our careers provision is regularly reviewed and evaluated against the Gatsby Benchmarks, ensuring a high‑quality, comprehensive and inclusive careers programme that supports pupils to make informed and aspirational choices about their futures.
Threshold concepts
Threshold Concept Guidance Booklets
Each subject has identified the key concepts in their subjects for each term as well as ways that pupils can be helped to establish these concepts.
Autumn Term
Y7 Autumn Term Threshold Concepts and signposted support
Y8 Autumn Term Threshold Concepts and signposted support
Y9 Autumn Term Threshold Concepts and signposted support
Y10 Autumn Term Threshold Concepts and signposted support
Spring Term
Y7 Spring Term Threshold Concepts and signposted support
Y8 Spring Term Threshold Concepts and signposted support
Y9 Spring Term Threshold Concepts and signposted support
Y10 Spring Term Threshold Concepts and signposted support
Summer Term
Y7 Summer Term Threshold Concepts and signposted support
Y8 Summer Term Threshold Concepts and signposted support
Y9 Summer Term Threshold Concepts and signposted support
Enrichment activities (extra-curricular clubs)
The Telford Langley School Curriculum POlicy 2023-24