wyedean School

Aspire Together, Achieve Together

Wyedean is an academic & nurturing global school committed to
World Class C21st learning for all. We aim to turn dreams into futures.

2017  - 2018 Curriculum

At Wyedean School we believe that every student should have access to a broad and rich curriculum. Our school and post 16 centre are equipped for exceptional 21st century learning that embraces both global and digital learning.

We believe in an enriching and holistic approach to curriculum design. We offer an excellent academic record with exceptional guidance and well-being support from our dedicated staff so that all of our students will achieve their potential.

At Wyedean we operate a two week cycle of 50 periods of 1 hour each. There is a variety of set and mixed ability groupings throughout KS3 and KS4.

KS3 curriculum (7,8,9)

Our KS3 curriculum is designed to be broad and balanced in order to give our students the best start to their secondary school experience. The tables below illustrates how the curriculum is organised.

Year 7

Subject Lessons per fortnight Set/Mixed Ability Other information

7 (including 1 Latin)

Set Set after October half-term in year 7
Maths 7 Set Set after October half-term in year 7


6 Set Set after October half-term in year 7
Art 3 Mixed
Computer Science / ICT 2 Set Set after October half-term in year 7 as per science sets
Drama 2 Mixed
Design Technology 3 Mixed Students will be taught on a rotation that divides the curriculum between product design, resistant materials and food technology.
Geography 3 Mixed
History 3 Mixed
Modern Foreign Languages 4 Set

French set after October half-term in year 7

Music 2 Mixed
PE 4 Mixed
Religious Studies 2 Mixed
PSHCEE 2 Mixed

 Year 8

Subject Lessons per fortnight Set/Mixed Ability Other information

6 (including 1 Latin)

Maths 6 Set


6 Set
Art 3 Mixed
Computer Science / ICT 3 Set Set as per science sets
Drama 2 Mixed
Design Technology 3 Mixed
Geography 3 Mixed
History 3 Mixed
Modern Foreign Languages 5 Set


Music 2 Mixed
PE 4 Mixed
Religious Studies 2 Mixed
PSHCEE 2 Mixed

 Year 9

Subject Lessons per fortnight Set/Mixed Ability Other information

Maths 6 Set


6 Set
Art 3 Mixed
Computer Science / ICT 2 Set
Drama 2 Mixed
Design Technology 3 Mixed
Geography 3 Mixed
History 3 Mixed
Modern Foreign Languages 5 Set


Music 2 Mixed
PE 4 Mixed
Religious Studies 3 Mixed
PSHCEE 2 Mixed

 KS4 curriculum (10,11)

The KS4 curriculum comprises a number of compulsory elements and four option choices.

Compulsory GCSE subjects taken by all students

Compulsory non-assessed subjects

Students must choose four option subjects from the lists below, at least two of which must be from the EBacc group.

Optional Ebacc Subjects

Other Optional Subjects

Before year 9 students select their option choices we work with the students and their Head of Year to look at additional options they may wish to study. Whilst we cannot guarantee that such courses will run (due to the number interested, teaching staff expertise and facilities) we are always keen to explore options. Due to student interest, this year we are interested to hear from students who might be interested in:

Alternative pathway

We also offer a bespoke pathway for students who may need additional support or alternatively would benefit from a vocational level 1 pathway. This is in place of one of the options.

Curriculum Model

For the current year 10 we have returned to four option choices to ensure a breadth of curriculum that does not limit the learning experience. This model will continue in 2018 for the current year 9.

Year 10

Subject Lessons per fortnight Set/Mixed Ability Other information
English 8 Set
Maths 7 Set
Science core 8 Set
Option A 5 Mixed E-Bacc subjects (Computer Science, French, Geography, History, Spanish, Triple Science)
Option B 5 Mixed E-Bacc subjects (Computer Science, French, Geography, History, Spanish, Triple Science)
Option C 5 Mixed Free choice
Option D 5 Mixed Free choice
PE 3 Mixed
Philosophy and Ethics 2 Set
PSHCEE 2 Mixed
Year 11
Subject Lessons per fortnight Set/Mixed Ability Other information
English 8 Set
Maths 8 Set
Science core 8 Set
Option A 6 Mixed Free choice
Option B 6 Mixed Free choice
Option C 6 Mixed Free choice
PE 3 Mixed
Philosophy and Ethics 3 Set
PSHCEE 2 Mixed

Sex and relationships education

SRE is lifelong learning about physical, sexual, moral and emotional development. It is about understanding the importance of stable and loving relationships, based on mutual respect, love and care. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes. Our aim is to give students information, to enable them to make informed, safe and responsible choices.

More information on our approach to SRE can be found in the SRE policy document.

SMSC education

We provide a full and thorough curriculum for Spiritual, Moral, Social and Cultural education as we believe this to be central to personal development. We work hard to present our students with alternative beliefs and cultures to ensure that they are exposed to and engage with new ideas at any opportunity.

Aspect Definition Curriculum Coverage

The spiritual development of students is shown by their:

  • ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences.

This aspect of SMSC is covered extensively in RE, humanities and throughout the PSHE programme.


There is an annual trip to London with year 10 which includes guest speakers from a number of different faiths and the visiting of various places of worship.


The History department run a “Battlefields” trip with a focus on WWI.


In Sixth Form an annual trip to Poland includes visits to WWII concentration camps and explores issues around discrimination.


Guest speakers from many different faiths are included in the tutorial programme.


Important religious dates are celebrated in assemblies for events such as Christmas, Diwali and Eid.


Remembrance Services/Assemblies

The moral development of students is shown by their

  • ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England
  • understanding  consequences of their behaviour and actions
  • interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.

This aspect of SMSC is covered extensively in RE and tutorials in units such as “Diversity”, “Personal Development and Wellbeing”, “Smoking / Alcohol / Drugs”, “SRE”, and “Finances”


Teachers seek opportunities to identify and include aspects of spiritual, moral, social and cultural education in their curriculum planning


Problems and disputes of all kinds are handled sensitively and supportively.


ESafety is covered in Computing lessons, in our newsletters and in assemblies on both an annual planned basis and in response to need identified by the Head of Year.


Conflict resolution units of work are delivered by our student support team to help our more vulnerable students to be safe and manage relationships appropriately.


There are numerous opportunities for student leadership including an LGBTQ group, student councils and year council.


Behaviour codes are shared with students and parents and used to actively promote positive behaviour for learning.

The social development of students is shown by their:

  • use of a range of social skills in different contexts, including working and socialising with students from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the students develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Students engage in a variety of charity events every year for national charities such as Children in Need and Save the Children as well as various local charities.


Relationships are covered extensively in the SRE unit for Personal Development.


Team building activities are included in tutor time and in PE through inter-form competitions and sports day.


During flexible learning days students are involved with a range of activities including working with charities, engaging with business and entrepreneurialism and team-building events.


Staff are positive role models and work hard to maintain positive and respectful relationships between students and adults.


At Sixth Form, the annual sleep out in aid of Shelter addresses homelessness and deprivation, which helps students to understand and empathise with others less fortunate.


We are a Digital Schools member which provides support and guidance to parents and students, as well as a range of teaching resources to teach our students how to be safe and avoid conflict online.


We have a close link to a local special needs school to support vulnerable students, and we work closely with local charities e.g. Foodbank and Babybank. We also engage with community work whenever possible, e.g. litter picking in the local community.


See next section for our coverage of fundamental British Values.


The cultural development of students is shown by their:

  • understanding / appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
  • understanding / appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
  • knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • willingness to participate in and respond positively to artistic, sporting and cultural opportunities
  • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

We cover many aspects of different cultures in RE lessons and throughout the wider curriculum.


This has enabled students to understand the changing nature of UK society and explore their own values in a diverse society and understand how values and priorities differ in other countries and cultures.


Respecting other faiths is covered in RE and in RE based trips.


We have several projects run by our Director of Languages and Global Learning which has a focus on international learning. This includes, international languages week, international Christmas fayre, various visiting exchange students from France, Spain and Japan and an annual trip to Madrid for students of Spanish.


As a school we place the Global Learning agenda at the heart of our curriculum. Regular international classroom skypes occur across a range of Learning Areas.


Democracy is covered extensively in Humanities and in the Tutorial programme. (e.g. Current Affairs unit, SRE unit, Diversity unit).


Students learn about the music of other cultures and religions, and therefore understand how it can be used for spiritual and sacred purposes.


Important religious dates are celebrated in assemblies for events such as Christmas, Diwali and Eid.


Enrichment sessions are taught as  part of the formal  Sixth Form programme. Students have the opportunity to take modules in public speaking, Latin, and join groups like amnesty international to name but a few..


The principal runs a weekly critical thinking session with key students from year 11,12 and 13. This is designed to raise aspirations and provide stretch and challenge.


Outside speakers are an integral part of our curriculum programme.


British Values

Our curriculum provides many opportunities for our students to explore the concept of what it is to be British. This is achieved within subject areas, through our PSHE programme as well as various enrichment opportunities which are central to our school ethos of providing a rich, 21st century curriculum.

Aspect Curriculum coverage


  • Democracy in Britain is explored from different viewpoints throughout the History curriculum at Key Stage 3
  • We have a school council and Sixth Form leadership group. In both systems, students are elected using a democratic process
  • In 2017 students ran their own whole-school Brexit vote and the school held a hustings event for Sixth Formers with contributions from four major parties
  • Critical thinking groups are run by the Principal in year 11 and Sixth Form and a debating society is run within Sixth Form enrichment
The rule of law
  • Units of learning in humanities examine what it means to be British in the 21st century
  • The importance of abiding by the law is covered in several of our tutorial programmes such as “Substance Abuse” and “SRE”
Individual liberty
  • Students are encouraged to become good and valued citizens. We do this by supporting each student to become as independent as possible
  • We endeavour to demonstrate that everyone has rights; this includes the right to say 'Yes' or 'No' to ideas or activities
  • We support others by participating in charitable events such as, Red Nose Day/Comic Relief and Children in Need
  • We believe that engendering a caring and helpful environment and to be independent can boost and nurture a healthy self-esteem
Mutual respect
  • As a school we encourage students to show mutual respect to each other constantly. This is validated through various policies
  • This is a regular theme in assemblies

Tolerance of those with different faiths and beliefs

  • This aspect of British values is covered extensively in our RE schemes of learning and is a fundamental value of the school
  • The tutorial unit “Diversity” deals with many issues to do with tolerance and respect for peoples differences
  • We have a student-led LBTQ+ group that represents the study body and liaises with the leadership team on issues of gender identity

Careers  advice

Wyedean School and Sixth Form Centre Careers Department seeks to provide wholly impartial advice and guidance, resources and opportunities. We aim to help students to achieve career aspirations relevant to their academic strengths, and interests and to support them with their choices throughout.

For more information about the careers service we offer please visit the careers page.

New GCSE grading

GCSE content and grading are in their third year of the process of being overhauled as directed by the government. New courses in English and Maths have already been delivered for the year 11, 2017 cohort. A second wave of new subject qualifications have started for current year 11’s. The third and final wave of new qualifications has now started for the current year 10’s. This means that the current year 11 cohort will study a mixture of new and old specification GCSEs.  Year 7, 8 and 9 students will study only new GCSEs. As the content of these subjects change, so does the grading system. It changes from A* to G grades to the grades 9 to 1. According to the DfE a good pass is currently considered to be a C or better. When the new grading structure comes in a good pass will be a grade 5 or better. As a school we recognise that progress is as important as attainment. A grade 5 or C grade is not a good pass for a student who should have achieved an A or grade 7; conversely a D grade or grade 3 may well represent good progress for some students. We are pleased that the government also recognises that and will be using student progress to measure schools’ effectiveness.