Greenbank High School: 5 Year Secondary Curriculum Pathway

Greenbank High School: A Curriculum Designed for Excellence, Depth and Opportunity 

At Greenbank High School, we believe that every pupil deserves an ambitious, knowledge-rich and inclusive education that prepares them to flourish in school, in their future studies and in life beyond education. 

Our curriculum is carefully designed to improve the life chances of every child. It is rooted in our vision of Educational Excellence for All and reflects our commitment to developing confident, knowledgeable, compassionate and successful young people.  

• The majority of our students study 10 subjects for as long as possible and maintain the breadth of subject choice.
• Subjects have adequate time to explore their curriculum in detail, allowing greater depth of understanding and enjoyment and ensuring that students are well prepared for their external qualifications.
• Progression is maximised within all subjects during students’ 5 years increasing the life chances and future success of all pupils.
• More able students achieve the top grades of 8 & 9 and are well equipped to achieve well at further and higher education with the skills required to access these top grades.
• The curriculum is brought to life with time available to deliver key activities which make our school a special learning community such as the sporting, leadership and performing arts opportunities as well as extensive extra-curricular and international visits.
• High expectations are set and allow all students to achieve above their peers. Students’ targets are ambitious and driven by the high expectations staff have of all of our students; time is taken to arrive at these targets based on assessing the individual and their potential as well as validating this against national data.
• High impact enrichment takes place such as Duke of Edinburgh Award Expeditions, Enrichment Days and one week of Work Experience ensuring students are well equipped to move on to further study and future careers as well as being responsible citizens contributing positively to the wider community.
• Students can specialise in subjects which are relevant to them and their futures with a high percentage of students studying arts and technology
• Students with Special Educational Needs and students at risk of underperforming have effective support and intervention.
• We work towards the government targets for EBACC widening the opportunities for further learning for students whilst at the same time maintaining individuals’ interests with a wide range of curriculum options for students.
• All students are able to benefit from studying Religious Education at GCSE level further enhancing SMSC.
• The mental health of students is kept as a key priority with less anxiety due to courses being finished in a timely way with adequate time for embedding knowledge and preparing students to do their best in their assessments.
• The National Curriculum at Key Stage 3 is covered in 2 years for the classes of 2030 – 2027 (current Year 8-11) and is carefully tracked to ensure that students have covered all areas of non-statutory KS4 subjects by the end of Year 8.
• Adaptations to the model have been made in line with national curriculum reviews and the class of 20231 (current Year 7) will study a three year Key Stage Three.
• Students are engaged in their learning due to them being part of the process in shaping their curriculum.

CURRICULUM INTENT: VALUES AND VISION

Our curriculum is rooted in Greenbank High School’s vision of Educational Excellence for All and is designed to improve the life chances of every student. 

Through our curriculum, we aim to: 

• Provide powerful knowledge, understanding, skills and experiences across a wide range of subjects.
• Develop confident, knowledgeable and articulate young people who are prepared for life in a rapidly changing world. 
• Ensure all students make excellent progress from their individual starting points. 
• Promote a love of learning, intellectual curiosity and academic ambition. 
• Support students’ spiritual, moral, social and cultural development. 
• Develop resilience, independence, creativity and critical thinking. 
• Promote positive physical and mental wellbeing. 
• Ensure every student feels known, valued and supported within an inclusive learning community. 
• Provide equitable access to learning with high expectations and appropriate challenge for all. 
• Equip students with the knowledge, qualifications and personal qualities needed for future success. 
• Create opportunities for students to lead, contribute and make a positive difference within their communities and beyond. 

To find out more about our rich curriculum, please email enquiries@greenbankhigh.co.uk

• Year 7 Class of 2031

  Pupils are taught as a form group in all lessons except maths and design and technology. Towards the end of year 7 pupils opt for their preferred language to continue from year 8 onwards.

  Subject	Lessons per fortnight	Mixed or Set
  English	7	Mixed
  Maths	7	Set
  Science	6	Mixed
  Physical Education	4	Mixed
  Design and Technology	4	Mixed
  History	3	Mixed
  Geography	3	Mixed
  French	3	Mixed
  Spanish	3	Mixed
  Art	2	Mixed
  Music	2	Mixed
  IT	2	Mixed
  RE	2	Mixed
  PSHE	1	Mixed
  Drama	1	Mixed

   

  Greenbank High School: A Curriculum Designed for Excellence, Depth and Opportunity 

  At Greenbank High School, we believe that every pupil deserves an ambitious, knowledge-rich and inclusive education that prepares them to flourish in school, in their future studies and in life beyond education. 

  Our curriculum is carefully designed to improve the life chances of every child. It is rooted in our vision of Educational Excellence for All and reflects our commitment to developing confident, knowledgeable, compassionate and successful young people.  

  From September 2026, pupils in the Class of 2031 (current Year 6 pupils) will follow a full three-year Key Stage 3 curriculum, with Key Stage 3 spanning Years 7–9 and Key Stage 4 spanning Years 10–11. 

  This approach ensures that pupils benefit from the full breadth of the National Curriculum, have more time to secure and deepen their learning, and are exceptionally well prepared for GCSE study and future success. 

  Our Curriculum Model Ensures That: 

  • Students experience a broad, balanced and knowledge-rich curriculum throughout Key Stage 3. 

  • Learning is carefully sequenced so that knowledge is revisited, strengthened and mastered over time. 

  • Students have sufficient time to develop deep understanding of key concepts  

  • The curriculum develops confident learners who can think critically, solve problems creatively and apply knowledge effectively. 

  • Strong transitions are created between primary school and secondary school, and between Key Stage 3 and Key Stage 4. 

  • Students develop the literacy, numeracy, oracy, digital literacy and critical thinking skills needed for success in a rapidly changing world. 

  • Curriculum time is protected for enrichment, leadership, personal development, creativity and character education. 

  • Students benefit from meaningful opportunities to develop cultural capital and explore the wider world through visits, events, performances, competitions and leadership opportunities. 

  • Students study a carefully designed suite of nine GCSE qualifications, enabling greater depth of study, stronger knowledge retention, increased curriculum mastery and improved preparation for further education and future careers. 

  • Early GCSE entry is removed, ensuring students receive their full curriculum entitlement and have sufficient time to secure knowledge and understanding before external assessment. 

  • Students are exceptionally well prepared for progression to sixth form, apprenticeships, employment and higher education. 

  • Students with Special Educational Needs and those at risk of underachievement receive effective support whilst maintaining ambitious expectations. 

  • Curriculum pathways remain inclusive and aspirational, ensuring every student can achieve success and access future opportunities. 

   

  Why Have We Chosen a Full Three-Year Key Stage 3? 

  We believe that students learn best when they are given sufficient time to build secure knowledge and understanding. 

  Educational research consistently demonstrates that deep learning requires time for practice, retrieval, application and reflection. By protecting the full three years of Key Stage 3, we can: 

  • Strengthen curriculum depth and mastery. 

  • Support careful transition to GCSE study. 

  • Improve knowledge retention and long-term learning. 

  • Develop stronger literacy, numeracy and communication skills. 

  • Increase opportunities for enrichment and wider personal development. 

  • Build students’ confidence, curiosity and love of learning. 

  • Ensure students are fully prepared for the demands of Key Stage 4 and beyond. 

  Our curriculum is designed around the principle that deep knowledge enables deep thinking. By giving students more time to learn, revisit and apply what they know, we help them become successful, independent and resilient learners. 

   Why Have We Chosen a 9 GCSE Curriculum? 

  At Greenbank High School, we have carefully designed a curriculum that balances academic excellence, breadth of opportunity and deep learning. 

  Following careful consideration of educational research, national curriculum developments and our own strong outcomes, we have chosen for students in the Class of 2031 onwards to study nine GCSE qualifications. This decision reflects our commitment to providing students with the time and space to develop secure knowledge, master key concepts and achieve their full potential. 

  This change allows us to: 

  • Offer a rich, full three-year Key Stage 3 curriculum. 

  • Ensure students study subjects in greater depth 

  • Create more opportunities for retrieval, practice, feedback and mastery of key concepts. 

  • Strengthen literacy, numeracy, oracy and critical thinking across the curriculum. 

  • Enhance enrichment opportunities that broaden students’ experiences and develop character, leadership and cultural capital. 

  • Reduce curriculum overload whilst maintaining high levels of academic challenge. 

  • Better prepare students for further education, employment and life beyond school. 

   

  Students will study a broad, ambitious and challenging curriculum and will be exceptionally well prepared for their next steps. We believe that success comes not from studying more qualifications, but from developing deeper understanding, stronger knowledge and greater confidence in learning. Our aim is not to do less, but to learn more deeply and more successfully. 

  Curriculum Intent: Values and Vision 

  Our curriculum is rooted in Greenbank High School’s vision of Educational Excellence for All and is designed to improve the life chances of every student. 

  Through our curriculum, we aim to: 

  • Provide powerful knowledge, understanding, skills and experiences across a wide range of subjects. 

  • Develop confident, knowledgeable and articulate young people who are prepared for life in a rapidly changing world. 

  • Ensure all students make excellent progress from their individual starting points. 

  • Promote a love of learning, intellectual curiosity and academic ambition. 

  • Support students’ spiritual, moral, social and cultural development. 

  • Develop resilience, independence, creativity and critical thinking. 

  • Promote positive physical and mental wellbeing. 

  • Ensure every student feels known, valued and supported within an inclusive learning community. 

  • Provide equitable access to learning with high expectations and appropriate challenge for all. 

  • Equip students with the knowledge, qualifications and personal qualities needed for future success. 

  • Create opportunities for students to lead, contribute and make a positive difference within their communities and beyond. 

   

• Year 8 Class of 2030

  Pupils are taught in mixed ability work groups to develop their understanding of working with others in all subjects except in Maths.

  All pupils study French or Spanish, and all pupils study Latin in addition.

  Pupils opt at the end of Year 8 in order for pupils to access the broadest curriculum to the very highest standards and to ensure that:

  • The majority of our pupils achieve 10 GCSEs and maintain the breadth of subject choice rather than opting to reduce to 8 or 9 GCSE subjects.
  • Subjects have adequate curriculum time for assessment and exam preparation in line with the linear specifications.
  • Progression is maximised within all subjects during pupils’ 5 years at Greenbank.
  • More able pupils achieve the top grades of 8 & 9.
  • Time is available to explore subjects at GCSE level. This allows greater depth of understanding and enjoyment, so pupils do not feel that they are just preparing for an examination in a short space of time.
  • A transition period in Year 9 is available to ensure the correct pathways have been chosen.
  • Time is still available to deliver key activities which make Greenbank a special learning community such as the sporting, leadership and performing arts opportunities as well as the extra-curricular visits.
  • High expectations continue to be set and allow all pupils to achieve above their peers.

  Subject	Lessons per fortnight	Mixed or Set
  English	7	Mixed
  Maths	7	Set
  Science	6	Mixed
  Physical Education	4	Mixed
  Design and Technology	3	Mixed
  History	3	Mixed
  Geography	3	Mixed
  French or Spanish	6*	Mixed
  Art	2	Mixed
  Music	3	Mixed
  IT	2	Mixed
  RE	2	Mixed
  PSHE	1	Mixed
  Drama	1	Mixed

• Year 9 Class of 2029

  All pupils follow the core curriculum as outlined below plus three option choices. This allows pupils to specialise in their chosen fields whilst at the same time deepening their understanding in the core subjects.  A small number of pupils (approximately 5%) do not study a language and have additional support with numeracy, literacy and accessing the wider curriculum.

  Subject	Lessons per fortnight	Mixed or Set
  English	8	Set
  Maths	8	Set
  Science	6	Set
  RE	5	Mixed
  Personal Development	2	Mixed
  History or Geography	4	Mixed
  Physical Education	3	Mixed
  IT	2	Mixed
  Option 1	4	Mixed
  Option 2	4	Mixed
  Option 3	4	Mixed

   

  Options choices:

   

  Design and Technology	Design and Technology GCSE Graphic Design GCSE Food and Nutrition GCSE
  The Arts	Art GCSE Photography GCSE Music GCSE Drama GCSE Dance GCSE
  Humanities	History GCSE Geography GCSE
  Other	Separate Sciences GCSE Child Development GCSE History/Geography GCSE Computer Science GCSE Film Studies GCSE Latin GCSE Spanish GCSE French GCSE PE GCSE

• Year 10 Class of 2028

  At the end of Year 10 pupils sit their GCSE examinations in RE and English literature.

  Some pupils may follow an intervention programme following the curriculum review at the end of Y9 in place of either an option subject, a humanity or a MFL; intervention focuses on Maths and English skills.

  At the end of Y10 a curriculum review takes place to ensure that all pupils are on a suitable curriculum moving into Year 11.

  Subject	Lessons per fortnight	Mixed or Set
  English	8	Set
  Maths	8	Set
  Science	10	Set
  RE	4	Mixed
  French or Spanish	5	Mixed
  History or Geography	4	Mixed
  Option 1	4	Mixed
  Option 2	4	Mixed
  Physical Education	3	Mixed

• Year 11 Class of 2027

  Some pupils may follow an intervention programme following the curriculum review at the end of Y10 in place of either an option subject, a humanity or a MFL; intervention focuses on maths and English skills.

  Subject	Lessons per fortnight	Mixed or Set
  English	8	Set
  Maths	8	Set
  Science	10	Set
  French or Spanish	5	Mixed
  History or Geography	5	Mixed
  Option 1	5	Mixed
  Option 2	5	Mixed
  Physical Education	3	Mixed
  PSHE	1	Mixed

• CULTURAL CAPITAL

  The school is committed at every stage to ensure that no pupil is disadvantaged because they do not have the cultural experience to access the full curriculum and focuses on the following key areas:

  • Experiences and provision to support pupils in accessing the workplace which is in line and goes beyond the Gatsby Benchmark, see Careers policy.
  • Cultural participation as part of the taught curriculum as well as being supported by learning outside the classroom with curriculum based trips and visits
  • Extra-curricular activities to enhance the curriculum for all pupils
  • Literacy – the school provides pupils with support to be at age-expected reading stage by the end of year 8. The provision is outlined in the SEND and Literacy policy

  Vulnerable pupils’ access to this provision is monitored carefully in order to support those whose cultural gap may be wider.

• PERSONAL DEVELOPMENT

  The personal development curriculum embraces the strands of Citizenship, Personal, Health and Social Education (PHSE), Careers Education and Guidance (CEAG) and Spiritual, Moral, Social and Cultural (SMSC) educational policies.

  The pupils’ entitlement is delivered through a combination of enrichment days, personal development time (PDT) each day, PHSE lessons, RE lessons and assemblies as well as through the delivered curriculum in subject areas.  The provision is designed and monitored by the PHSE subject leader supported by the Assistant Headteacher for Personal Development.

• INCLUSION

  Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:

  • More able pupils
  • Pupils with low prior attainment
  • Pupils from disadvantaged backgrounds
  • Pupils with SEN
  • Pupils with English as an additional language (EAL)

  Teachers plan lessons so that pupils with SEN and/or disabilities study every subject on offer in the school, wherever possible, and ensure that there are no barriers to any pupil achieving.

  Teachers take account of the needs of pupils whose first language is not English. Lessons are planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects.

  Curriculum pathways are available to pupils to ensure that pupils achieve their potential.