Curriculum Introduction 

At Upper Batley High School we have a curriculum that enables high achievement for all, built on a culture of mutual respect and the firm foundations of Believe, Achieve and Succeed. 

At UBHS our curriculum model is ambitious for everyone, throughout all key stages, and is designed to give all learners, particularly the most disadvantaged and those with SEND, the knowledge and skills to build their cultural understanding and capital to succeed in life. Everyone in our learning community has the right for equal access to the right courses and the best facilities in order to secure the necessary skills for their future learning and employment. 

Our curriculum is based on the 5Is- Intent, Implementation, Impact, Inspire and Interdisciplinary Skills. At UBHS we place a significant and important emphasis on creating literate and numerate young people, who are independent and great thinkers and problem solvers. Developing reading, vocabulary and oracy, across all subject areas, is fundamental. 

Our curriculum planning and organisation is personalised, in both content and pedagogy. It is coherent and logical in sequence and builds successfully on prior knowledge and skills. The approach is focused on enabling our learners to develop the deep and sustained powerful knowledge they need to become active and successful citizens. It promotes deep thinking, problem solving, autonomy and independence and ensures that gaps in learners’ knowledge and skills are actively addressed. Memory retrieval practices are embedded so learners ‘Know more, remember more and can do more’. 

Metacognition and interleaving in lessons is planned. We recognise the value of a wide range of curriculum opportunities and experiences, beyond those that count in current accountability measures. We provide a holistic curriculum which facilitates opportunities for all our learners to participate in a wide range of enriching activities to help build confidence, self-esteem, communication, ambition and resilience. Positive attitudes to learning and life in school, reflect a lifelong love of learning and pride in their school community. 

Our entire 5Is model of curriculum delivery is underpinned by high aspirations and our Career Pathways programme is second to none. Our learning community is ambitious for what we can achieve together, and for how the adults can support the young people to achieve their best in every area. A key part of our daily philosophy is always being the best versions of ourselves. We are a collaborative learning community and call our young men 'learners', as they are all learning each and every day. We all are. 

We are committed to providing a rich and varied range of extracurricular opportunities which support and extend curriculum learning. Humanitarian values are embedded in our daily approach and we play a huge part in our local community via our More In Common work. This key area of our 5Is curriculum for young people is based around these key areas: IMatter; ICAN; It'sMy Future; Interdisciplinary skills and I'veGotMoreInCommon. It is absolutely imperative that young people find their voice, understand themselves and their beliefs, and know the role they play in their local, national and international community.   

CURRICULUM IMPLEMENTATION  

The school believes that a carefully planned and structured curriculum is the foundation upon which excellent learning and development is built. The curriculum is designed and implemented in such a way that it builds on prior knowledge and prepares learners for the next stage in their education. This is complimented by each subject producing knowledge and skills organisers which support the teaching and learning philosophy. Lessons are engaging and suitably differentiated so that learners spend the large majority of time in lesson working independently at their level of ability.  

Development of language and building knowledge are integral to curriculum planning. Leaders, who are experts in their subjects, carefully construct a curriculum that promotes a deep understanding of a wide range of topics. Teachers plan learning that allows learners to embed and recall knowledge through techniques such as interleaving of topics and spaced practice. This builds firm foundations for progression to the next level and exam success. 

CURRICULUM IMPACT  

At Upper Batley High School, our curriculum will:   

• ensure that the sequence of learning builds on previous knowledge whilst supporting future progression;
• lead to qualifications that prepare learners for all post-16 opportunities, including college and apprenticeships;  
• enable all learners to fulfil their potential;  
• meet the needs of learners of all abilities, including SEND and disadvantaged learners;  
• allow learners to acquire an appreciation and respect for their own and other cultures;  
• prepare learners to compete in the global economy;  
• prepare learners to make informed choices at the end of Year 8, Year 11 and beyond;  
• help learners develop lively, enquiring minds and the ability to question and argue rationally.  

CURRICULUM TIME  

In Year 7 & 8, learners are taught in mixed ability groups and in Year 9, 10 & 11 learners are taught by ability in English, maths and science. Group sizes vary depending on the nature of the subject. All lessons are 50 minutes in length and there are 30 lessons per week. The school has a one-week timetable.  

Year 7 & 8 subjects 

Year 9, 10 & 11 subjects 

Guided core subjects 

Art

GCSE Art & Design: Fine Art

GCSE Photography

BTEC Art & Design

Computing & Business

GCSE Computer Science

Cambridge National Creative iMedia

OCR Award Marketing & Enterprise

Design Technology

GCSE Design Technology

GCSE Art & Design: 3D Design

Humanities

GCSE History

GCSE Geography

GCSE Religious Studies

Music

BTEC First Music

PE (Physical Education)

Cambridge National Sports Studies

A small number of learners will be selected to follow a slightly alternative curriculum which fully meets their individual needs.  

ASSESSMENT 

All learners will be set an aspirational target that we expect them to achieve at the end of year 11 based on their Key Stage 2 SATs. 

As a result, learners are engaged in their learning and know which step they are working at and what they need to do to improve. Regular, low stakes testing ensures that learners embed knowledge into their long term memory. Learners are assessed by a combination of peer, self and teacher assessments.  

Summative assessment will take place at least once per term. Parents receive reports 3 times per year in all years. The reports will indicate the progress that learners have made towards their target grade, school attendance and an indication of their attitude to learning. 

CURRICULUM REVIEW 

Curriculum implementation will be reviewed and quality assured through line management, monitoring, work scrutiny, learning walks and lesson observations.  

The curriculum delivered in each subject will be reviewed annually by subject leaders to ensure the sequence of delivery allows learners to build on their knowledge and be sufficiently stretched and challenged.  

The curriculum time and subjects offered will be analysed by the Senior Leadership Team and governors on an annual basis to ensure the school provides a curriculum led financial budget plan.  

The school will collect learner voice and discuss curriculum content and delivery annually. This will be fed back to senior team and staff.

For any more information about the Curriculum at Upper Batley High School please contact Mr Farrar at cfarrar@ubhs.co.uk or call 01924 326343