The curriculum of the school is the engine and driving force behind the nature and the ethos of our school. Through our curriculum we provide opportunities that students have within the KS4 options process and the subsequent pathways, progression routes and life chances when they leave. Whilst it is crucial that we are clear about the guiding principles behind our curriculum and the messages and opportunities implied within, we cannot naively operate in a bubble and we must be responsive to maximising the life chances of our students in the ever changing educational and employment landscape.
The core values and school aims must be at the heart of any considerations regarding curriculum. These are to develop students who are confident, independent and resilient global citizens of the 21st century with limitless aspirations, equipped to be successful in any pathway they choose. Central to this continues to be careful pathway guidance underpinned by equality of opportunity measured by outcome and systematically tracked though rigorous monitoring of achievement and progress at Regent High School.
As a consequence of these overarching values and principles, at Regent High School we seek to offer:
- a curriculum offering an inspiring, dynamic and rigorous curriculum that meets the needs, interests and abilities of all students
- a challenging curriculum encouraging students to reach, challenge and exceed their potential
- an inclusive curriculum providing a supportive and structured learning environment where students thrive where every child’s individual needs are met, their abilities are understood and their talents are developed.
- a focussed curriculum ensuring our students leave us as confident, articulate young adults ready to enter university or the world of work
- an engaging curriculum where opportunities are provided of working with external partners to provide enhancing and enriching opportunities for every student
- a curriculum that promotes British Values recognising the importance of democracy, rule of law, individual liberty, mutual respect and tolerance
- a curriculum in which assessment for learning is intrinsically linked to the learning process, involving students in monitoring their own progress towards accreditation and progression
- a curriculum which engenders responsible active citizens in a pluralist society
- an exciting, stimulating curriculum from which students can gain pleasure in learning and develop interests and attitudes which will continue throughout life
When students are admitted into the school they are divided into two mixed ability bands, and further divided into mixed ability teaching groups. They are taught in these groups for the vast majority of their lessons in Year 7 with the exception of mathematics who set students in ability groups, initially based on data received from primary schools and our own baseline tests done in the first half-term. Students study either French or Spanish and are assigned one of these languages on entry in Year7. Students who are identified with a comprehension reading and or spelling age of below 10 years are withdrawn from mainstream non-core subjects and taught in small literacy classes. There is fluidity of movement back and forth from these groups where necessary.
The Design Faculty teach a rotation of subjects with students following modules in textiles, resistant materials and food.
Years 8 and 9
The Year 8 and 9 curriculum builds on what students have learned in Year 7. Ability setting continues in mathematics, and is also introduced in science. Design rotations continue for all students. All other subjects are taught in mixed ability tutor groups.
Years 10 and 11
Students undertake the GCSE options process in the spring term of Year 9, where they are guided onto appropriate courses. The school offers a range of GCSE and vocational course. Ability setting continues in mathematics and science. Some students have additional hours of mathematics and English in order for them to maximise their potential in these crucial subjects.
Regent Sixth Form
In Year 12, most students follow level 3 courses leading to AS or BTEC. There is also an opportunity for re-sit classes in GCSE mathematics and English for students who attained a D grade in these areas to enable them to improve.
Some students are offered a level 2 pathway including a range of GCSE and BTEC subjects, together with re-take mathematics and English.
Students in Year 13 are almost all completing the second year of level 3 courses resulting in A-levels or BTEC qualifications.
Wider curriculum enhancement
As a former Visual and Performing Arts Specialist school we believe that all students should have a variety of creative experiences outside of the normal curriculum whether that creativity is through arts or the sciences. In order to meet this aim we have:
- Trips to the theatre/arts events for all KS3 students
- Visits from theatre/arts groups to provide events at the school for KS3 students
- Creativity Days when lessons are suspended and students arranged in vertical groups (Y7-13) work on a range of creative projects involving the arts and sciences and other curriculum areas
- Science Week during which a programme of trips and events are arranged in school involving the STEM subjects and KS3 lessons have a STEM focus
- Refugee Week featuring cross curricular work culminating in a celebration event at the end of the week
- There are a variety of external speakers and visits arranged through PSHEE & Citizenship addressing topical issues
- Our careers education, information, advice and guidance programme is supported by visits to careers fairs, external speakers from alumnae through our partnership with Future First, business mentoring through our partnership with Rothschild and work experience for all Year 10 and some Year 12 students.
We have a variety of after school clubs and homework clubs for students in all key stages.
All students in the school belong to a tutor group and a year group under the guidance and support of a tutor and a Head of Year. Heads of Year and tutors remain with their group as they progress through the school. They are responsible for looking after the academic and welfare needs of each student in their care, for monitoring students’ progress and for creating strong links with parents and carers. There is a strong tutorial programme in place with the aims of promoting British Values recognising the importance of democracy, rule of law, individual liberty, mutual respect and tolerance.
If you would like any further information about our curriculum, please read the following documents.
Information about our post-16 curriculum is available here.
Our Curriculum Information booklet for Key Stage 3 is being updated and will be available later this term.
Email email@example.com to request a copy of these booklets to be emailed or posted to you.