Our Curriculum is a Learning Journey which provides students Wide Horizons and High Aspirations

Learning Journey means empowering students to develop the tools and skills they need to learn independently through a clear vision of their destinationa deep understanding of their starting points, knowing the stepping stones to be undertaken and being able to assess their arrival.

This means…

A clear vision of their destinations

  • End-points and objectives are appropriately challenging, clearly shared and understood by all.
  • It is clear how key vocabulary will be applied to answers to questions.
  • It is clear what knowledge needs to be remembered and why, i.e. how it builds our understanding of more complex knowledge
  • Success criteria are shared, understood by all and used to inform next steps
  • Model answers or practices are analysed to ensure all students have a clear vision of success and can apply the criteria for success.
  • Understanding how the learning journeys in each subject connect, overlap and complement each other.

A deep understanding of their starting points

  • Students’ contexts are understood and inform planning and curriculum flexibility.
  • Students’ prior attainment is understood by all and informs planning of next steps
  • Students prior knowledge and understanding is interrogated at the beginning of activities in order to inform next steps

Knowing the stepping stones

  • Students set appropriate and challenging targets for themselves that are specific, measurable, achievable, realistic and time-bound.
  • Students can articulate their learning journey and know what they need to do to meet their targets
  • Students are able to see and plot a route to success in the longer term.  They know how to set new targets when they achieve their current ones.
  • The curriculum is sequenced logically backwards from end-point mastery to the different starting points of the students.
  • The curriculum is cumulative, ensuring students bring with them the learning from their journey so far, designed with long-term memory in mind.
  • Being able to assess their arrival
  • Assessment through a range of different specific repeated activities, including questioning is frequent, diagnostic and formative.
  • Students experience and understand the benefits of frequent and repetitive low-stakes memory retrieval testing
  • The planning of lessons builds in frequent opportunities for repetition and consolidation.
  • Students have clear feedback on what they did well and what can be improved.
  • Student’s misconceptions are explicitly discussed and repaired.
  • Students use their mistakes as opportunities for improvement.
  • Summative assessment uses standardised tasks in standardised conditions and assess larger domains of learning.
  • Students can compare their performance in assessments with the performance of others using model answers and products.

Wide Horizons means

  • A broad and balanced curriculum replete with exciting and fulfilling opportunities which is well matched to students’ social, moral, spiritual and cultural needs.
  • Spiritual - Student are able to explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.
  • Moral - Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.
  • Social - Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the 'British values' of democracy, the rule of law, liberty, respect and tolerance.
  • Cultural - Appreciate artistic, musical, sporting and cultural influences; appreciate the role of Britain's parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.
  • A curriculum that extends beyond the academic and vocational which enables pupils to make informed decision with regards to their health, wellbeing, relationships and future aspirations.
  • Imparting cultural capital that facilitates social mobility.
  • A broad vocabulary, a love of reading and oracy skills that enables meaningful communication across a wide variety of contexts.
  • An extra-curricular landscape that awakens, enriches and enables positive contributions to community life. 
  • Students have leadership opportunities that enables their voice to be heard within a school, local and global community.
  • Curriculum decisions are based on knowledge of the context of students and involves communication and collaboration with a range of stakeholders including parents, carers, governors, external agencies

High aspirations means

  • That school leavers enter the world of work or further education, as successful, confident and healthy individuals who are proud contributors to society. 
  • A stable careers programme results in students learning from career and labour market information, the school addressing the needs of each pupil and linking curriculum learning to careers.  All students have encounters with employers and employees, further and higher education as well as experiences of workplaces and personal guidance.
  • Staff and Students have high expectations of themselves in terms of learning, behaviour, attendance and punctuality which leads to excellent academic progress, a sense of belonging and safety.
  • Behaviour management leads to students learning from their mistakes to develop positive relationships, respect others and the environment.
  • Teachers plan lessons that ensure students feel successful. 
  • The school shows each student that they are valued for their positive contributions.
  • Pupils are proud members of the school, local community and wider British society.
  • An environment that excites, motivates and challenges our students to place no ceiling on achievement and to develop an interest in the world around them. 
  • Through positive relationships, challenge and opportunity, students are supported to develop strong values built around our core values of Courage, Commitment and Kindness.
  • These values help students develop qualities and attributes that embody a growth mind-set which enables them to become effective life-long learners. 

Warlingham students are:

  • Adventurous and curious – up for a challenge
  • Reflective and self-evaluative – keen to improve
  • Determined and buoyant – seeing mistakes as opportunities
  • Rigorous and careful – thinking hard about difficult things
  • Organised and methodical – planning and anticipating
  • Focused and mindful – capable of managing distractions
  • Collaborative and communicative – good at working together
  • Open and tolerant – celebrating diversity and treating people equally
  • Considerate and Respectful – thinking of others’ feelings before acting
For further information on subject schemes of work, please visit the Departments page in About Us.
For a breakdown of the main school curriculum by year group please click here
To see how the School's PSHE programme is interwoven through the school curriculum, click here.
Sep 2020