Embedded Files
ART
ART
Intent Statement:
At Warden Park, we believe Art is for everyone. Our Art Department is committed to delivering a dynamic, inclusive, and future-facing curriculum that nurtures creativity, confidence, and individual expression. We provide a safe and stimulating environment where all students are supported to develop their artistic voice and creative thinking.
We aim to inspire the next generation of artists, designers, and creative problem-solvers by equipping our students with a broad range of practical skills, techniques, and visual literacy. Through rich and varied projects, we introduce them to traditional and contemporary practices, with a strong focus on personal response and cultural relevance.
Our curriculum encourages curiosity, experimentation, and reflection. Students learn to think critically, discuss and analyse their own work and that of others, and understand the role of art in shaping the world around them. We are passionate about building a lifelong appreciation for the visual arts and empowering every student to see themselves as a creative individual with the potential to make a meaningful contribution to our ever-evolving cultural landscape.
How is Art delivered at Warden Park?
At KS3 students receive two lessons per fortnight, and can choose to study Art at KS4 for GCSE from Year 9. Once opted for GCSE level, students receive 5 lessons of Art per fortnight.
How do we challenge our students in Art?
We challenge and support all students through an inclusive, engaging curriculum that builds technical skill, creative thinking, and confidence. Lessons are adapted with scaffolding, challenge tasks, and growing choice at KS4, while tiered resources further support all learners.
Students explore diverse artists and ideas, developing critical and cultural understanding. Regular critique and reflection help them assess and improve their work, with a clear understanding of how success is measured.
Enrichment opportunities include gallery visits, university outreach, and twilight art sessions. At KS4, students aiming for top grades attend independent after-school support. At KS3, transition is carefully managed through sketchbook-based confidence-building tasks that ensure smooth progress from KS2.
Enrichment in Art:
Students are encouraged to enter prestigious competitions such as the Royal Academy Young Artists and the Abacus Resources National Art Prize. These experiences stretch students’ creativity, provide external recognition, and promote a culture of excellence.
Our embedded after-school provision offers students extended time for one-to-one guidance, technique-specific support, and independent or collaborative work. These sessions enable deeper exploration of materials and themes, with opportunities for more ambitious outcomes and refinement of ideas.
A Year 8 & 9 art-focused trip to Amsterdam introduces students to international art and culture, while we actively encourage independent visits to local galleries such as Pallant House and community festivals, embedding art within students’ lived experiences.
Extension beyond the specification: At KS4, students experience a rich and ambitious Art curriculum that goes beyond the GCSE specification to develop both technical skill and creative independence. Beginning in Year 9, students engage in a diverse range of disciplines, including digital art, printmaking and personal portfolio-led projects, which provide a broader experience than the exam board requires and prepare them for future creative study.
Throughout the course, we foster creative risk-taking, critical thinking, and contextual understanding—laying strong foundations for A Level and Level 3 pathways. By exploring a wide breadth of media, students not only meet but exceed the requirements of the GCSE, leaving with a portfolio and mindset that reflects the growing demands of the UK’s creative industries.
Embedding Oracy in Art:
In the Art Department, oracy is a vital tool for deepening students’ understanding, refining their thinking, and building confidence in expressing creative ideas. We deliberately design opportunities for high-quality talk across the curriculum, encouraging students to speak like artists, think critically, and communicate with purpose.
Our ‘Speak Like an Artist’ framework supports students in developing discipline-specific vocabulary and thoughtful discussion habits, using structured prompts such as “Who, What, Where, When, How, and Why?” Students are taught the characteristics of effective talk, including clarity, reasoning, listening, and respect for others’ viewpoints.
Oracy is embedded through a range of purposeful activities, including:
Critiques and peer-led discussions, where students analyse and respond to their own and others’ work.
Opinion-based questioning, encouraging students to justify personal choices and artistic decisions.
Presentations, where students summarise, explain, and connect ideas from their own work and that of artists, designers and craftspeople.
Listening practice, ensuring students are active and respectful listeners who build on others’ contributions.
As students progress, they are offered opportunities to present their ideas more formally through slide or video presentations, building confidence in public speaking and creative self-expression.
BUSINESS & ENTERPRISE
BUSINESS & ENTERPRISE
Intent statement:
Our aim in Business Studies is to inspire curious future entrepreneurs, equipped with the knowledge and key character traits that are required for them to be successful in their future careers. Students will gain a deep understanding of how a modern economy operates and be guided to skilfully articulate this knowledge.
Opportunities to encounter real business experiences are embedded throughout the curriculum as we seek to cultivate an entrepreneurial mind set that develops student independence, perseverance and leadership. These experiences will empower students to start building relationships with stakeholders in both the local community and beyond in order to become responsible citizens of the global economy.
How is Business & Enterprise delivered at Warden Park?
The Careers & Enterprise curriculum is delivered throughout Year 8 by our teachers of Business & Technology, with input from our Student Futures Manager who is a designated Careers Adviser. The content listed is covered in lessons and students have one lesson per fortnight. A key aspect of this curriculum is the Options programme, where students have lessons to think about their aspirations and help them choose their Key stage 4 GCSE subject choices. This aspect is designed by Miss Fitzgerald & Mr Atwell who oversee the curriculum and the options process respectively. Students are then given the opportunity to design and develop their own branded product before discovering unique IT skills that will help them to create their own branded website and promotional video towards the end of the year.
Business is taught in Key Stage 4 only, as part of the Options provision. Students receive 5 lessons per fortnight. Students can opt into a ‘taster’ lesson in Year 8 to help guide them in their decision making for their GCSE Options.
How do we challenge our students in Business, Careers & Enterprise?
In Business Studies, we create a rigorous and engaging environment that pushes students to reach their full potential. We emphasise oracy in lessons, ensuring both verbal and written work helps students "Speak like an Entrepreneur." Mastering this professional language enhances their understanding and communication in the subject.
Success demands determination and tenacity as students improve their exam responses. We regularly practise exam writing, ensuring students can craft high-quality responses to challenging command words like "justify" and "evaluate." By teaching to the top, we enable all students to tackle these challenges and achieve full-mark responses, regardless of their starting point. Our exam techniques mirror those at A-level, often using advanced examples in case studies and financial practice.
Through continuous practice, live modelling, and feedback, we build students' confidence and refine their skills. Peer presentations and constructive feedback further enhance their ability to produce high-quality work. By maintaining high expectations and fostering a supportive yet challenging environment, we prepare every student to excel in Business Studies.
Enrichment at Key Stage 4:
Our Business curriculum goes beyond the classroom to inspire enterprise, creativity and confidence.
From Year 9 onwards, students take part in challenges designed to develop teamwork skills where local businesses are researched and findings are presented —building key communication skills.
Enrichment opportunities include Enterprise Week where guest entrepreneur speakers share their experiences of working in different industries, competitive business quiz events span across the year groups and a Harry Potter World visit is offered to look at "Marketing in the movie business".
In Year 10, students pitch their own business ideas to in-school investors and complete personal finance workshops to learn more about personal financial management.
By Year 11, enrichment focuses on employability, financial literacy, and preparing for exam success for GCSE's and beyond.
These experiences equip students with the ambition, insight and skills to thrive in the dynamic world of business.
Embedding Oracy in Business & Enterprise:
Careers & Enterprise: Every lesson begins with a 'talking point' which helps to ensure every student speaks every lesson. The talking point is a useful starting point for the lesson and enables students to practice key vocabulary and express their opinions. As they enter the enterprise part of the course, students will work towards "speaking like an entrepreneur".
GCSE Business: Every lesson is seen as an opportunity for each student to gain confidence in “speaking like an entrepreneur”. Students deliver presentations regularly to the whole class, allowing the opportunity to practise, fine-tune and develop oracy skills in front of others and this is an established element of the course. Discussion and debating skills are also constantly developed in class to aid learning of key facts and embedded into all we do is the requirement to use correct business terminology throughout any spoken and written work completed. This enables the students to have the confidence to express themselves in a fully professional manner, and gain the skills needed for effective communication within the world of work.
Useful Subject links:
To understand more about our approach to character education as a school, please see this section of our website here.
CHARACTER IN ACTION
CHARACTER IN ACTION
FACULTY OF PERSONAL DEVELOPMENT
FACULTY OF PERSONAL DEVELOPMENT
Intent statement:
The character in action (CiA) curriculum aims to empower students to flourish by developing their ability to act virtuously and with practical wisdom*. The curriculum focuses on exploring different virtues including what it means to have that virtue and its importance for self and society.
* the ability and desire to act with good sense.
How is Character in Action delivered at Warden Park?
Together with Learning about life and Health and Wellbeing, this curriculum forms part of the Personal Development Faculty. The aim of the faculty is to create well planned, obvious and meaningful cross-curricular links between the curricula so that students are able to consolidate their learning and gain a holistic understanding of the various topics and themes.
How do we challenge our students in Character in Action?
We challenge all students through adaptive teaching, engaging content, and purposeful experiences that stretch their thinking, behaviour, and personal growth. Across all areas of the curriculum (Health & Wellbeing, Character in Action, Learning About Life, and Raise) students are encouraged to think critically, reflect on their learning, and step beyond their comfort zones. With clear success criteria, regular self-evaluation, and collaborative learning, we foster ambition, curiosity, and resilience, enabling every student to reach their full potential in a supportive, inclusive environment.
Enrichment across the Faculty of Personal Development:
Our enrichment offer across the personal development curriculum is designed to broaden students' horizons, connect learning to real-life contexts, and promote essential life skills. All students access a wide range of opportunities including guest speakers, workshops, community visits and student-led projects. These experiences develop curiosity, independence, teamwork, and resilience, while deepening understanding of global issues and preparing students to navigate an ever-changing world with confidence and compassion.
Embedding Oracy across the Faculty of Personal Development:
Oracy is embedded across all areas of our personal development curriculum to develop confident, articulate, and respectful communicators. Through structured discussions, debates, presentations, and collaborative activities, students learn to express themselves clearly, listen actively, and engage thoughtfully with diverse viewpoints. We explicitly teach the physical, linguistic, cognitive, and social aspects of spoken communication, ensuring students can reason effectively, build on others’ ideas, and challenge respectfully. This whole-faculty focus on Oracy nurtures students' confidence, critical thinking, and ability to thrive in academic, social, and future professional settings.
CHILD DEVELOPMENT
CHILD DEVELOPMENT
Intent statement:
The intent of this course is to nurture and develop individuals that are motivated and passionate about child development and to equip learners with knowledge of how children are expected to grow, develop and learn and factors which may affect this. It will enable students to gain an understanding of the role of an Early Years Practitioner in a variety of different settings and present the opportunity for learners to gain practical experience of designing and implementing plans for childcare settings and inspire students to want to pursue a career working with children.
How is Child Development delivered at Warden Park?
This is a practical-based qualification available to students to choose as one of their options for study in Key Stage 4. Child Development equips the learner with the knowledge and skills to nurture and care for children in their early years. Candidates will examine child development from the point of conception through to 5 years of age, developing a thorough understanding of the importance of effective early years childcare. This is achieved through a variety of approaches, including undertaking research tasks, examining case studies, exploring public campaigns, liaising with childcare establishments and visiting speakers. Students have 5 lessons per fortnight.
How do we challenge our students in Child Development?
We set high expectations for all students, encouraging them to reach their full potential. Lessons are designed to challenge even the most advanced learners, promoting critical thinking around key Child Development concepts. Students are given clear success criteria to guide their work, helping them understand what is expected and fostering motivation and accomplishment.
We regularly invite industry experts, like midwives, to provide real-world insights that connect classroom learning with professional practice. A variety of questioning techniques, such as peer-to-peer questioning and cold calling, engage students in critical thinking and keep them actively involved.
Enrichment in Child Development:
The Child Development curriculum is enriched through a range of carefully selected experiences that bring learning to life and deepen students’ understanding of real-world childcare. Throughout the year, students benefit from talks by health professionals, parents, and early years specialists who share first-hand experiences of topics such as assisted deliveries, premature birth, and managing childhood illnesses. These opportunities complement classroom learning and offer valuable insights into both the challenges and rewards of caring for children.
In addition to guest speakers, students engage in practical enrichment such as first aid training tailored for young children and planned visits to nurseries. Observing children in real settings allows students to apply theoretical knowledge and reflect on their learning in meaningful contexts. These experiences not only enhance academic progress but also help develop empathy, communication skills, and a deeper understanding of the needs of children and families.
Embedding Oracy in Child Development:
Opportunities for high quality oracy are now firmly embedded in the curriculum. All students are expected to engage in planned speaking activities in lessons. These activities focus on enhancing and deepening knowledge and understanding through the discussion of answers to key questions. Students are given many opportunities to engage with exploratory talk and develop their opinions about a range of themes. Students will debate issues relevant to the subject, for example breastfeeding. Sharing the characteristics for excellent talk in Child Development supports students to engage in oracy in this subject.
COMPUTER SCIENCE
COMPUTER SCIENCE
Intent statement:
In Computer Science we aim to develop students into logical, resilient problem solvers. Our curriculum provides students with a deeper knowledge of computer systems and networks and gives them a wider appreciation for the relevance of technology in society.
We enable students to foster computational thinking skills through their study of logic, algorithms and a high level programming language. They will be empowered to work both independently and collaboratively on varying programming challenges.
Students will also evaluate the impacts of our use of existing technologies and the ethics of emerging new ones. This understanding will allow them to be more informed as they take their next steps into an increasingly digital world.
How is Computing delivered at Warden Park?
Computing throughout Years 7 & 8 is delivered via enrichment days where students will participate in computing workshops. These sessions will be delivered by our specialist computer science teachers along with external experts from industry. Students will participate in three workshops throughout the academic year.
GCSE Computer Science is offered as an option to students in Key Stage 4. Students have 5 lessons per fortnight at Key Stage 4.
How do we challenge our students in Computer Science?
Teachers use collaborative group activities, think/pair/share exercises, and targeted questioning to engage every student. By tailoring these methods to individual needs, they ensure that all students make progress. Teachers model programming solutions, encouraging students to adapt and write their own code, while supporting resilience and problem-solving.
Students who excel are encouraged to go beyond the GCSE curriculum, adding advanced modules to their programs. Regular assessments using exam-style questions, feedback, and exposure to mark schemes help students achieve their best possible grades in their final exams.
Enrichment at Key Stage 4:
Our year 9 curriculum allows us to introduce students to python, a high level programming language, before we begin to study the GCSE content. Students will get the opportunity to take part in mission zero, a raspberry pi and European Space Agency coding challenge where they write a program that will be run on a computer on the International Space Station.
In year 10 our students will undertake a long term programming project which extends beyond the depth of the GCSE syllabus to allow them to apply their knowledge of program design, development and testing. They will plan a project, be supported to write a large scale program which meets the criteria of the project and then test it for bugs. This is an opportunity to model the career of a software developer and for students to put all of their existing skills into practice.
All students have the chance to develop their problem solving and computational thinking skills enter the Bebras Challenge, a national competition.
Embedding Oracy in Computing:
In Computer Science we set high expectations for oracy by expecting all students to engage in the planned speaking activities every lesson. These activities focus on students deepening and enhancing their knowledge and understanding through the discussion of answers to key questions. They include think-pair-share discussions, evaluating emerging new uses of technology and collaborative work when supporting each other in programming tasks.
In addition, students are given opportunities to engage with exploratory talk and develop their opinions about the impacts and ethics of our increasing use of technology as a society. They are asked to consider the effects on multiple stakeholders, both positive and negative. The students develop speaking and listening skills with sentence starters to construct their arguments and advice on how to be a good listener. They also have access to ‘speak like a computer scientist’ guidance which provides support in how to use key terms correctly and avoid misconceptions."
DANCE
DANCE
FACULTY OF PERFORMING ARTS
FACULTY OF PERFORMING ARTS
Intent statement:
Our Dance curriculum is designed with a clear intent to empower students, nurturing their creativity, confidence and self-expression. Through a diverse range of dance styles, techniques and choreographic processes, we aim to provide students with a platform to explore and develop their artistic voices. By fostering a supportive and inclusive learning environment we encourage students to take risks, collaborate with peers and embrace their individuality. Through regular performance opportunities, reflective practices and critical analysis, students gain a deeper understanding of dance as a form of communication and develop the skills needed to excel in their personal dance journeys. Our curriculum empowers students to become confident, expressive and informed dancers, ready to make their mark in the world of dance and beyond.
How is Dance delivered at Warden Park?
This subject is taught in KS3 as part of the core PE curriculum. In KS4 Dance can be chosen as a GCSE option. They have 5 lessons per fortnight dedicated to their GCSE, these are a mix of theory and practical lessons.
How do we challenge our students in Dance?
Teaching in all GCSE Dance lessons is continuously adapted to meet the diverse needs of students, ensuring each one can achieve their full potential. This personalised approach includes various strategies, such as differentiated choreography, customised roles in performances, creative autonomy in projects, ongoing feedback, and one-to-one support. Teachers use their in-depth knowledge of students to effectively tailor lessons to individual needs.
Students benefit from many additional opportunities, such as workshops led by esteemed dance practitioners, a comprehensive theatre trip programme that showcases various dance styles, genres, and historical contexts, and participation in events like Dance Live, primary dance initiatives, and school productions.
At KS4, students are guided towards achieving top grades through regular, individualised feedback, extensive exploration of diverse dance styles, and focused instruction in dance theory. Targeted interventions and a broad range of enrichment opportunities further support their development. The department maintains the highest standards through sharing best practices, learning walks, and collaborative planning and moderation, ensuring excellence in both teaching and outcomes.
Enrichment at Key Stage 4:
Students can anticipate actively participating in a multitude of enriching dance experiences, including the annual dance show, various dance showcases, engaging assemblies, the exciting DanceLive event and inspiring theatre trips. These opportunities not only enhance their technical skills but also foster a deep appreciation for the art of dance and provide valuable exposure to diverse performance contexts.
Embedding Oracy in Dance:
Spoken word and poetry is incorporated into dance which adds depth and meaning to performances. Dancers also collaborate with peers verbally communicating with each other, sharing ideas, give directions and creating an interactive dance experience. Dance lessons often allow for peer feedback which is taken aboard in a verbal exchange.
Curriculum Maps
Curriculum Maps
DESIGN & TECHNOLOGY
DESIGN & TECHNOLOGY
Intent statement:
The Technology department aims to instil in students the belief that good design and healthy eating are central to forming a responsible society. We challenge our students to critically examine the world around them through the medium of food and everyday products with the ultimate goal of becoming an ethical, well-informed consumer. We will empower our students to investigate topics that examine the diverse, global society we inhabit and the sustainable issues surrounding modern living.
How is Technology delivered at Warden Park?
All students are taught this subject in KS3. Students receive four lessons of Technology every two weeks. The Technology department is comprised of two key subject areas, Design & Technology (D&T) and Food & Nutrition (F&N). During each year all students will spend one term doing Food & Nutrition and the remaining two terms in Design & Technology.
GCSE Design & Technology Product Design & Graphics: This subject is taught at KS4, in Years 9-11. Students receive five hours hours of Design & Technology every two weeks, consisting of one double, two hour lesson and three one hour lessons. During Years 9 & 10 all students will have 3 hours of ‘Design and practical’ work and two hours of theory over a two week period. In Year 11 the Coursework (NEA) is continuous until the second term where students follow a full time revision programme.
GCSE Food Preparation & Nutrition: Students have the opportunity to study Food preparation and nutrition in greater depth at Key Stage , building from their food study in Key Stage 3. Students receive 5 lessons every fortnight, two of which are usually dedicated to practical or investigation work. In food preparation and nutrition, we provide opportunities for students to work independently and in teams to develop an understanding of how ingredients work and why. They plan and prepare a wide range of sweet and savoury recipes, selecting and using a variety of suitable equipment safely and hygienically. They will use evaluation skills to critically assess their own work and that of others, considering; nutritional value, technical skills, sensory analysis and environmental impact.
How do we challenge our students in Design & Technology?
High expectations are set for all students, pushing them to think critically and deeply about Technology. Lessons are designed to challenge even the most advanced learners, pushing them to think critically and deeply about Technology.
Students are provided with a wide range of support resources that stretch and challenge them as well as clear criteria including the use of rubrics within Google Classrooms. Students are pushed to develop interpersonal skills so they become highly effective independent learners.
Alumni visits provide insights into college and university pathways, helping students understand the opportunities available in Technology careers.
Food Preparation & Nutrition classes challenge students to excel in both the kitchen and beyond. The curriculum engages students in developing culinary skills and nutritional knowledge, encouraging them to experiment with recipes and ingredients. Students learn to create balanced meals by analysing nutritional content, dietary guidelines, and menu planning.
These classes also build critical thinking and problem-solving skills. Students adapt recipes and make informed food choices, preparing them for real-world cooking challenges and dietary needs.
Enrichment in Technology:
Product Design & Graphics: The Technology curriculum is enriched through a dynamic programme of curriculum-themed weeks, national events, competitions, and collaborative projects. Students engage with initiatives such as Sustainable Design Week, Architecture Week, and British Science Week, fostering awareness of real-world issues like eco-conscious design and innovation. National design competitions, including partnerships with companies, provide opportunities for students to apply their skills to real-life industry challenges, enhancing both creativity and problem-solving.
Beyond the classroom, students participate in curricular projects that connect them with the wider community, including CAD collaborations with local primary schools. These experiences not only deepen technical and design knowledge but also develop mentoring, teamwork, and leadership skills. This approach ensures our students are not only confident designers but also thoughtful, responsible global citizens prepared for further education and future careers in design and technology.
Food preparation & nutrition: Our Food Preparation & Nutrition curriculum is enriched with a variety of experiences that bring learning beyond the classroom and into the real world of food and health. Students take part in national and local competitions such as the Tunnock’s Teacake Challenge and the Plumpton Bake Off, where they develop creativity, presentation skills, and confidence in a fun, competitive setting. These experiences are designed to celebrate talent and give students a platform to apply their knowledge in engaging, hands-on ways.
Further enrichment includes educational trips, such as a visit to Borough Market in London combined with a baking workshop, which helps students explore food culture, provenance, and sustainability in context. Guest speakers, like those from Animal Aid, provide fresh perspectives on ethical food choices and food production, broadening students’ understanding of the social and environmental impact of what we eat. These opportunities aim to inspire a love of food, foster independence, and develop informed, health conscious decision makers.
Embedding Oracy in Technology:
Opportunities for high quality oracy are now firmly embedded in the Technology Curriculum. We believe it is our responsibility to give every student in every lesson the opportunity to express their knowledge and views through the use of excellent oracy. In order to achieve this we equip our students with the language skills and vocabulary necessary to become a “World Class Communicator” from the beginning of year 7 and throughout our GCSE programmes.
In FP&N high expectations for oracy are set by staff and all students are expected to engage in the planned speaking activities during many lessons. These activities are focused on encouraging students to give ideas and form opinions on topical issues surrounding food, marketing and health. The object of all oracy opportunities is to strengthen and enhance the knowledge and understanding of students, through discussion of answers to key questions and topical issues. Students are supported in this through the sharing of characteristics for excellent talk in Food Preparation & Nutrition.
In the Product Design & Graphics pathways, students have numerous opportunities to formally present research or routinely describe products, we explicitly focus on exam board, subject specific vocabulary from the start of year 9.
The result of driving oracy throughout the Technology Curriculum gives our students increased confidence and the ability to explore topics in more detail, resulting in a deeper understanding and greater enjoyment of our subject.
DRAMA
DRAMA
FACULTY OF PERFORMING ARTS
FACULTY OF PERFORMING ARTS
Intent statement:
The Drama department seeks to empower all students to be creative, confident and collaborative members of society, with an appreciation of culture, who are prepared for life beyond school.
We seek to expose students to a wide variety of enriching theatrical texts from range of playwrights, eras and philosophies; this develops literacy and oracy and leads to an understanding of what is needed for the creation of successful performance.
Through the rehearsal process, students develop their creative skills as part of a team. Students become critical thinkers when weighing up the merits of different approaches. Confidence, grit and resilience are developed through performing to an audience. Students learn to work collaboratively and have the opportunity to take on leadership roles within their group. They learn to compromise and reflect on their own contributions.
Successful final performance pieces lead to a sense of pride and accomplishment; students achieve the grades they aspire to.
How is Drama delivered at Warden Park?
This subject is taught in Year 7 and students can choose to study GCSE Drama at Key Stage 4. In year 7 students receive one lesson per fortnight, and at GCSE they have 5 hours per fortnight. The department runs an annual production and Drama students are encouraged to be involved in acting and/or design roles.
How do we challenge our students in Drama?
In Drama, teaching is continuously adapted to meet the needs of each student, ensuring they achieve their best. This is achieved through various methods, such as adapted scripts, tailored backstage roles, creative freedom in projects, continuous feedback, and one-to-one support. Teachers know their students well, allowing them to adjust lessons to meet individual needs.
Students are also offered numerous additional opportunities, including workshops led by expert practitioners, a rich selection of theatre trips covering various styles, genres, and eras, and opportunities to participate in the Arts Award and school productions.
At KS3, we recognise that Drama may be a new subject for many students transitioning from KS2, so the curriculum is designed to embed fundamental performance skills and terminology from the start of Year 7, enabling all students to thrive. This foundation is built upon throughout KS3, with interleaving of specialist vocabulary and skills to ensure all are GCSE-ready by the end of KS3.
At KS4, students are supported to achieve top grades through regular, bespoke feedback, broad exploration of theatre styles, and explicit instruction in theory. Targeted interventions and a wide range of enrichment activities further enhance student learning.
Enrichment in Drama:
Enrichment in Drama happens both within and beyond the classroom, as students have the opportunity to explore and expand their artistic horizons. Through regular trips to London, Chichester and Brighton theatres, visiting theatre company workshops, exploration of theatrical practitioners and extracurricular performances, students delve deeper into the world of theatre, gain exposure to different performance styles, discover new techniques, collaborate with professionals, and broaden their understanding and appreciation of the performing arts, fostering a lifelong love for creativity and expression.
Embedding Oracy in Drama:
In the Drama classroom, oracy plays a pivotal role as students engage in vocal expression, articulation, and effective communication. Through improvisation, scripted performances, and collaborative discussions, students develop their verbal skills, express emotions, convey character motivations, and enhance their overall stage presence, fostering confidence and effective storytelling abilities. Oracy empowers students to bring narratives to life, captivate audiences, and explore the power of their voices on the theatrical stage.
ENGLISH
ENGLISH
Intent statement:
We seek to expose students to a wide variety of enriching fiction and non-fiction texts throughout their time at Warden Park. This will be achieved by helping students to: have developed independent reading and writing skills; be regular, independent readers and writers of texts outside of lesson time; be able to communicate effectively and critically in the wider world; be prepared for their next steps; be able to achieve the grades that they aspire to.
How is English delivered at Warden Park?
Students study English for 8 lessons per fortnight from Years 7-11. We begin formal study of the GCSE courses from the start of Year 10: all students will study English Language GCSE and English Literature GCSE (both with AQA). We build independence through our specific approach to teaching English, as well as our fully differentiated reading lists for each unit of work and our innovative approach to assessment.
Year 7-9 are mixed ability classes, split equally in terms of sex, prior attainment and current pathways. This allows students to be ‘taught to the top’ as all students are provided with access to ‘top set learning’. Currently in year 10 and 11 students are still in sets according to ability.
How do we challenge our students in English?
In the English department, we challenge students by focusing on the most complex concepts and skills and scaffold tasks through inclusive teaching so all students can access and develop them. Group work and oracy are central to our lessons, helping students develop critical thinking skills and confidently articulate their thoughts and feelings. We introduce tier-two vocabulary in every lesson to further enrich their language skills. Our aim is to challenge students to engage with literature critically, developing their own unique perspectives.
Enrichment in English:
The English department offers a rich and varied enrichment program designed to inspire a lifelong love of literature and writing. At Key Stage 3, students regularly take part in national writing competitions, enjoy author visits, and participate in creative writing workshops. Their work is often showcased in the local community, such as through seasonal poetry displays at nearby venues. Trips to the theatre further enhance their understanding and appreciation of literature.
At Key Stage 4, enrichment is centred on deepening students' engagement with the texts they study. Opportunities include watching live performances of key works, such as Shakespeare plays, and exploring wider literature that complements their core texts. These experiences are carefully chosen to broaden students’ perspectives and strengthen their analytical skills.
Embedding Oracy in English:
All lessons have the expectation that students are interacting with one another in a way that allows them to make progress in their learning and in their communication skills. All English classrooms are set up in group tables, with lessons that provide opportunities to share challenging ideas.
Year 7 - 10 complete oracy assessments during the summer term, which involves writing an effective speech and delivering this to the class. This has allowed staff and students to see oracy as a skill; something that needs to be refined and carefully considered.
Year 9 completes an oracy scheme of work, practising debating and public speaking skills.
GEOGRAPHY
GEOGRAPHY
Intent statement:
Geography at Warden Park encourages students to take an active role in understanding and addressing global issues—whether through hands-on fieldwork or participation in events like our COP climate summit. Our curriculum empowers students to become global citizens, developing an awareness and appreciation of the cultural, economic, and social differences that shape our world.
We explore how people interact with and are impacted by both human and physical processes, from volcanic eruptions to economic migration, while also promoting key values such as curiosity, empathy and respect. From the start of Key Stage 3, we emphasise vocabulary development, recognising that geography demands high-level tier 3 language at GCSE. Students are expected to write and speak like geographers from Year 7.
Decision-making and critical thinking are embedded throughout, encouraging students to form and justify their views on complex issues. By the time they leave us, Warden Park geographers are confident, informed, and ready to make meaningful contributions beyond the classroom.
How is Geography delivered at Warden Park?
This subject is taught in Key Stage 3. Students receive three lessons per fortnight in year 7 and four lessons per fortnight in year 8. Students can choose to study this subject at GCSE from Year 9. This is one of the compulsory options offered at Key Stage 4.
How do we challenge our students in Geography?
Our geography curriculum is rigorous and challenging, designed to prepare students for both academic success and the complexities of the wider world. We focus not only on geographical knowledge but also on building critical thinking, resilience, and character. All students are supported to exceed their targets through high expectations, responsive teaching, and regular feedback.
Our KS3 curriculum immediately challenges students to think differently about the world they have mapped and studied in KS2, encouraging them to think critically about how geography shapes our lives and global systems.
At KS4, success criteria are explicitly shared in every lesson to guide students towards the highest grades. Teachers use visualisers to provide live feedback on exam answers, helping students refine their technique and deepen their understanding in real time. Assessments go beyond knowledge recall, developing the communication and analytical skills needed for future study and careers.
Enrichment at Key Stage 4:
Enrichment in geography at Warden Park is carefully designed to spark curiosity, develop critical thinking, and prepare students for complex global issues. At KS3, students explore the legacy of geographical scholarship, such as Alfred Wegener’s theory of plate tectonics—analysing where his ideas were groundbreaking and where they fell short. In Year 8, students take part in an in-class COP climate summit, where they present and debate ideas around climate change, sustainability, and global governance. This introduces them to the role of economic stakeholders and decision-making on a global scale, laying foundations for the complex debates they will encounter at KS4, such as combating deforestation and desertification.
Themes of global influence and power continue across all key stages. In Year 8, students examine China’s role in Africa or Europe's role in shaping the African continent. In Year 11 they explore the economic impact of TNCs in Nigeria and In year 9 the role of oil drilling in Arctic regions. In year 10 we take opportunities to use technology to track tropical storms, to simulate a hurricane striking a Caribbean island. These topics lead into A Level studies of global governance, superpowers and hazards, ensuring students are not only well-prepared academically but also empowered to understand and engage with the world around them.
A key enrichment opportunity each year is participation in Earth Week and World Earth Day in April, where students are encouraged to make personal pledges towards sustainability or support global conservation efforts—putting their geographical learning into meaningful action. We also celebrate and raise awareness of the role of soil, glaciers, human rights and the COP climate summit at points throughout the year.
Embedding Oracy in Geography:
Discussion plays a vital role in the development of geography skills and understanding and students will be encouraged to speak about their learning in every geography lesson. Geographers are supported in developing their oracy skills by being encouraged from year 7 to ‘Speak like a Geographer’ and are given guidance on developing both their geography vocabulary and how to effectively speak and listen to different viewpoints.
Students will be prepared to justify their views on the deadliest types of volcanoes, where the North of the UK begins, the best solutions to climate change and how we stop deforestation, all by speaking clearly, using real world evidence and justifying their decisions.
Geographers at Warden Park will be empowered to speak up about local and global issues and the understanding to form powerful arguments.
Our lead learners in Geography will be asked to address the class at the start of a lesson, introduce our enquiry question and any new key terms for the lesson. They will be encouraged and will gain practice in being able to 'place' their learning in the topic.
HEALTH & WELLBEING
HEALTH & WELLBEING
FACULTY OF PERSONAL DEVELOPMENT
FACULTY OF PERSONAL DEVELOPMENT
Intent statement:
Health and Wellbeing examines a range of areas that underpin Personal Development, Health and Physical Education. This includes how people think about health and physical activity, healthy eating, understanding the changing body, mindfulness and mental health. Creating well rounded informed students who feel confident in themselves and how to look after themselves through the next stages of life. Health and Wellbeing provides the opportunities for students to learn values and attitudes that promote healthy and active lifestyles and communities.
Through a combination of theoretical and practical lessons, the curriculum instils the significance of physical activity while honing performance-enhancing skills. Students are encouraged to apply critical thinking, research, and analysis to various aspects of their lives. Furthermore, the curriculum places a strong emphasis on fostering connections with one's identity, building effective teamwork, cultivating resilience, the value of healthy relationships, emphasising respect and mutual tolerance.
How is Health & Wellbeing delivered at Warden Park?
The Health & Wellbeing curriculum is delivered as part of our Core PE curriculum, and as such is delivered by our PE staff to students in their PE lessons. The content listed is covered in a combination of theory and practical lessons. Students have one Health & Wellbeing lesson per fortnight.
How do we challenge our students in Health & Wellbeing?
We challenge all students through adaptive teaching, engaging content, and purposeful experiences that stretch their thinking, behaviour, and personal growth. Across all areas of the curriculum (Health & Wellbeing, Character in Action, Learning About Life, and Raise) students are encouraged to think critically, reflect on their learning, and step beyond their comfort zones. With clear success criteria, regular self-evaluation, and collaborative learning, we foster ambition, curiosity, and resilience, enabling every student to reach their full potential in a supportive, inclusive environment.
Enrichment across the Faculty of Personal Development:
Our enrichment offer across the personal development curriculum is designed to broaden students' horizons, connect learning to real-life contexts, and promote essential life skills. All students access a wide range of opportunities including guest speakers, workshops, community visits and student-led projects. These experiences develop curiosity, independence, teamwork, and resilience, while deepening understanding of global issues and preparing students to navigate an ever-changing world with confidence and compassion.
Embedding Oracy across the Faculty of Personal Development:
Oracy is embedded across all areas of our personal development curriculum to develop confident, articulate, and respectful communicators. Through structured discussions, debates, presentations, and collaborative activities, students learn to express themselves clearly, listen actively, and engage thoughtfully with diverse viewpoints. We explicitly teach the physical, linguistic, cognitive, and social aspects of spoken communication, ensuring students can reason effectively, build on others’ ideas, and challenge respectfully. This whole-faculty focus on Oracy nurtures students' confidence, critical thinking, and ability to thrive in academic, social, and future professional settings.
HISTORY
HISTORY
Intent statement:
Martin Luther King Jr. once said that "we are not makers of history. We are made by history." Our curriculum is designed with this idea of 'relevance' in mind. We aim to empower students with a profound understanding of how the past has shaped the modern world, providing them with a vital perspective on why the world is as it is today and where they fit within it. Through engaging teaching and learning, we aim to cultivate a lifelong passion for history, fostering curiosity and a deep appreciation for the complexities of human societies across time.
Furthermore, our curriculum places a strong emphasis on nurturing the skills of a historian, equipping students with the ability to think critically, analyse historical events and evaluate evidence effectively. We are committed to enhancing literacy skills through high-quality written communication, enabling students to articulate their historical insights with clarity and precision.
Additionally, we recognise the importance of understanding life beyond the borders of Britain. Our curriculum is designed to explore diverse cultures, perspectives, and histories, thus promoting an inclusive worldview as well as fostering empathy and understanding among our students. Through these priorities, we aim to inspire a new generation of historians who are not only knowledgeable but also passionate, analytical, and socially aware contributors to our global society.
How is History delivered at Warden Park?
This subject is taught in Key Stage 3 and as one of the compulsory options students can choose to study from Year 9. Students receive four lessons per fortnight in year 7 and three lessons per fortnight in year 8. Students who choose to study this subject at GCSE have 5 lessons per fortnight.
How do we challenge our students in History?
History, by nature, is a challenging subject, filled with complexity, nuance, and unfamiliar ideas. To support high achievement, we employ several strategies:
We place high demands on students’ reading by including long extracts, historical scholarship, and primary sources in most lessons, often as whole-class activities to support less confident readers.
Keyword sheets are provided for each GCSE topic, containing essential terminology as well as advanced language for further exploration.
Resources are shared on Google Classroom to encourage students to delve deeper into topics or explore related areas.
Teachers regularly share exam question success criteria, model top-level answers, and use targeted cold-call questioning to challenge students' contributions.
High expectations for behaviour and work output ensure students are consistently challenged to attain the highest grades.
Enrichment in History:
The History department is committed to providing a rich and varied enrichment program that extends beyond the classroom to foster a deeper understanding and enjoyment of the subject.
To provide practical and immersive learning experiences, our program includes recommendations for independent outings to significant historical sites linked to the curriculum. These include visits to museums like the Hunterian Museum and The Old Operating Theatre, as well as attending events like HISTFEST at the British Library. We also offer two school-run trips - one in KS3 to Hampton Court and one in KS4 to the Globe and Golden Hinde in London. Additionally, we recommend specific media resources, such as the "Sick to Death" podcast, to further student knowledge on key curriculum topics. These diverse opportunities ensure that our students are consistently challenged to think like historians and engage with the past in a meaningful way.
Extension beyond the specification: In year 9, students are taught two topics that extend beyond the GCSE specification - The First and Second World Wars. These events are fundamental to understanding modern British society, as well having strong links to 3 of the 4 GCSE topics that students learn about. We also offer a range of extra-curricular opportunities designed to cater to different interests, including engaging with online university courses through platforms like OpenLearn and Futurelearn. Students are also encouraged to participate in a variety of creative and academic competitions, such as a historical fiction writing contest, a "postcard from the past" project, and a First World War propaganda poster competition.
Embedding Oracy in History:
Discussion and dialogue is a critical part of the discipline of history. As such, students are given the opportunity to "talk like a historian" during their lessons. Teachers may share the success criteria for this ambition and model what this sounds like. This might take the form of whole class discussions and debates about historical interpretations, presentations on a historical event, person or topic and various group-talk activities. Verbal questions are carefully targeted and typically posed with a no-hands approach to ensure that all students have an opportunity to talk, every lesson. Through these oracy activities, as well as encouraging excellent talking and listening, we also aim to embed key content and historical knowledge.
Useful Subject links:
INGENIUM
INGENIUM
Intent statement:
The Ingenium curriculum aims to empower students by providing them with the skills they need to be truly independent learners through student-led study of a GCSE course that sits outside of our regular curriculum. The challenge that this presents will build an exceptional level of resilience and develop outstanding communication, research and study skills.
How is Ingenium delivered at Warden Park?
Ingenium is part of our Key Stage 4 options curriculum. Students will study this subject 5 hours per fortnight. The Ingenium course offers students with a high level of academic potential the opportunity to study a GCSE of their choice that sits outside the usual curriculum offering. Students will be involved in planning the curriculum and assessment process as well as identifying the most appropriate resources to support them in their learning. Specialist staff will take on a role similar to that of a university tutor to support students in the development of their knowledge and understanding. The course will provide students with two national qualifications. The first of these is the HPQ (Higher Project Qualification) that aims to develop research, communication and organisation skills. The second will be a GCSE in their chosen subject.
How do we challenge our students in Ingenium?
The very nature of Ingenium provides a significant level of challenge. Students are guided to explore resources that demonstrate what the very highest standards in their chosen subjects look like. They learn how to write their own success criteria for research projects and high-level exam style questions and identify the extent to which their own work meets these criteria.
Students work alongside specialist teachers and their peers to learn how to become critical friends for their fellow students. They develop the knowledge and skills to hold one another to account against high standards.
Students are explicitly taught the latest research with regards to teaching and learning and what this means for them as independent learners in order to give them the best possible opportunity to achieve the highest grades. Guidance is given on the most effective learning strategies and students are supported to make best use of these as they progress through the course.
The oracy element of the course often takes students out of their comfort zone, pushing them to discuss, debate and explore their thinking and ideas around a range of ideas and concepts. The approach of “disagreeing agreeably” is one that is encouraged through debate based activities. Furthermore, students are given the opportunity to participate in public speaking events such as Model United Nations and public speaking competitions.
Enrichment at Key Stage 4:
In addition to achieving a GCSE that is self-taught rather than teacher-led, students will also complete the HPQ qualification, teaching them valuable research and communication skills. As a part of the HPQ, students will work alongside teachers in a style akin to university tutors and business mentors. For these sessions students will be leading the discussions that help them plan the next steps for their personal research project.
Regular “talking points” support the students' broader education into matters beyond their GCSE course, covering current affairs, political debate, cultural and philosophical discussions.
In year 9 students will have the opportunity to plan and take part in an extracurricular visit to a location that is relevant to their course. Previous examples include the Science Museum and the Natural History Museum in London and the Houses of Parliament.
As students progress through the course, they all take part in the Rotary Club Public Speaking competition where they choose a theme and deliver their arguments for and against their proposal they have identified, further building on the research and communication skills they have developed through the course.
Students are given the opportunity for an extracurricular visit to one of our world-class universities. This is a visit that aims to inspire students to become lifelong learners and provide them with a flavour of what university life is like.
Embedding Oracy in Ingenium:
Oracy skills are a key aspect of the Ingenium curriculum. Students develop the quality of their presentational talk by frequently delivering speeches and mini lessons to their peers. This is supported by developing a thorough understanding of the characteristics of excellent public speaking, which enables students to self and peer assess the quality of these pieces. Students engage in exploratory talk through regular talking points that are taken from national and international current affairs and their GCSE course content. Students are taught to value every voice by using structures that help them develop their listening skills and respond to one another as a part of discussion and debates.
LEARNING ABOUT LIFE
LEARNING ABOUT LIFE
FACULTY OF PERSONAL DEVELOPMENT
FACULTY OF PERSONAL DEVELOPMENT
Intent statement:
Learning about life teaches our students to negotiate the challenges and opportunities of an increasingly complex world enabling them to become the best versions of themselves. We deal with real-life issues affecting our children, families and communities. Developing curious, informed, global citizens. Through the use of digital workbooks and carefully designed activities we aim to develop our students understanding of the world we live in. Learning about life is concerned with the social, health and economic realities of our pupils' lives, experiences and attitudes including relationships. It supports pupils to be healthy (mentally and physically),safe (online and offline) and equipped to thrive in their relationships and careers. We emphasise personal development of skills and strategies to self regulate and manage emotions. We teach character attributes such as resilience, confidence and independence. We provide students with the means to form and develop positive relationships. Through understanding of appropriate language, behaviours and ideas regarding all forms of diversity. We teach knowledge and understanding of the wider diverse world, whilst making links between classroom content, life outside the classroom and our community. We strive to empower students to be healthy and responsible members of society, as well as developing the “whole child” intellectually, morally, socially and spiritually.
How is Learning about Life delivered at Warden Park?
The content listed is covered in lessons, home learning, tutor time and assemblies. Students have one learning about life lesson per fortnight at Key Stage 3, in Key Stage 4 students have two learning about life lessons per fortnight. In Years 9 & 10 Learning about Life is taught on a carousel basis. The Year 11 Learning about Life curriculum finishes at the end of Autumn Term 1 and then transfers to our Year 11 Revision & Masterclass programme.
How do we challenge our students in Learning about Life?
We challenge all students through adaptive teaching, engaging content, and purposeful experiences that stretch their thinking, behaviour, and personal growth. Across all areas of the curriculum (Health & Wellbeing, Character in Action, Learning About Life, and Raise) students are encouraged to think critically, reflect on their learning, and step beyond their comfort zones. With clear success criteria, regular self-evaluation, and collaborative learning, we foster ambition, curiosity, and resilience, enabling every student to reach their full potential in a supportive, inclusive environment.
Enrichment across the Faculty of Personal Development:
Our enrichment offer across the personal development curriculum is designed to broaden students' horizons, connect learning to real-life contexts, and promote essential life skills. All students access a wide range of opportunities including guest speakers, workshops, community visits and student-led projects. These experiences develop curiosity, independence, teamwork, and resilience, while deepening understanding of global issues and preparing students to navigate an ever-changing world with confidence and compassion.
Embedding Oracy across the Faculty of Personal Development:
Oracy is embedded across all areas of our personal development curriculum to develop confident, articulate, and respectful communicators. Through structured discussions, debates, presentations, and collaborative activities, students learn to express themselves clearly, listen actively, and engage thoughtfully with diverse viewpoints. We explicitly teach the physical, linguistic, cognitive, and social aspects of spoken communication, ensuring students can reason effectively, build on others’ ideas, and challenge respectfully. This whole-faculty focus on Oracy nurtures students' confidence, critical thinking, and ability to thrive in academic, social, and future professional settings.
MATHS
MATHS
Intent statement:
Students who are empowered through maths to: think, reason and approach problems in an organised and logical way; contribute positively to a world that is ordered and mathematical; appreciate the power and beauty of mathematical discovery through the ages; recognise how maths relates to today's world and today's problems.
How is maths delivered at Warden Park?
This subject is taught to all students. In Key Stage 3, students receive seven lessons per fortnight. In Key Stage 4, students receive eight lessons per fortnight.
Strong academic outcomes are achieved through:
detailed schemes of work, reviewed and updated annually, which provide frequent problem-solving opportunities and clear differentiation to support all students; regular and frequent homework to support learning;
frequent and supportive assessment so that students know how they are progressing; an emphasis on collaboration so that students learn to communicate their thinking and support each other;
well structured revision programmes so that students are thoroughly prepared for major assessments.
Perseverance and independence are developed through:
a departmental assessment strategy in KS3 that explicitly promotes character-for-learning in maths (PIMs grid);
teaching and teaching-resources that emphasise the importance of comprehension (BUG the question), cognition (thinking time; think, pair, share; problem solving; AO2/3), collaboration (brain, book, buddy, boss; teamwork; dynamic groupwork) and commitment (perseverance and independence; homework).
Independence is understood to be an increasing ability to work things out either without help, or by knowing how to get help appropriately (as opposed to a policy of isolationism!). An emphasis on collaboration and teamwork so that students support each other in working towards a common goal.
How do we challenge our students in Maths?
Students at Warden Park are consistently challenged in Maths across all levels through a comprehensive curriculum and high-quality teaching.
At KS3, students are taught in Advanced and Standard classes, where they participate in a range of in-depth problem-solving activities designed to extend their learning. Lessons are well differentiated and ensure appropriate challenge for all. All students have the opportunity to take a practice Maths challenge, with the top 60 from each year group advancing to the UKMT Junior Maths Challenge.
From Year 10, our most talented mathematicians are placed in an Accelerated group. In addition to their GCSE studies, these students undertake an additional Maths course. We currently offer the OCR Additional Maths course, a Level 3 FSMQ, which introduces them to post-16 Maths topics, including AS and A Level Maths and Further Maths. Advanced students also have the opportunity to participate in the UKMT Intermediate Maths Challenge.
Our Sparx homework programme further challenges students by adapting tasks to suit their individual abilities.
Enrichment in Maths:
The Maths Department offers a comprehensive enrichment program designed to foster a deeper understanding and love for mathematics beyond the regular curriculum. A core component of this offering is the "Maths Club," which runs every Monday after school for one hour throughout the year for all year groups (Years 7-11). This provides a consistent opportunity for students to engage with mathematical concepts in a more informal and collaborative environment.
In addition to the regular Maths Club, students are encouraged to participate in the highly respected UKMT (United Kingdom Mathematics Trust) Junior and Intermediate Maths Challenges, held at various points in the academic year for different year groups. These challenges provide an excellent opportunity for students to test their problem-solving skills against a wider cohort. The department also celebrates "Pi Day" and dedicates a "Maths Curriculum Week" to special activities, further broadening students' exposure to the fascinating world of mathematics. For Year 11 students, targeted after-school intervention sessions are provided to offer additional support in preparation for their GCSE exams.
Embedding Oracy in Maths:
In maths lessons, we aim to inspire students while equipping them with the language to confidently communicate key concepts and reasoning. We focus on fostering logical thinking and encouraging students to explain and justify their answers. By emphasizing oracy, we help students engage in deeper discussions about mathematical ideas. Strategies like ‘Think, Pair, Share’ promote peer collaboration and thoughtful exploration of problems.
To support students in speaking like mathematicians, we use sentence starters and key vocabulary, encourage drawing diagrams, and provide prompts like “tell me more” to expand their thinking. Techniques like the 5:2 rule ensure students actively engage in discussion and reflection, while the “Say what you see, think, and know” strategy helps them articulate their understanding with clarity.
MEDIA
MEDIA
Intent statement:
Media Studies prepare students for the society we envision for tomorrow, to enable students to become critical, intelligent consumers of the mass media. Media has always been part of our lives. Still, in today's modern world, we could consider media literacy a critical aspect of developing students' digital fluency as part of a 21st-century skill set. We aim to foster an understanding of the media’s power to influence, shape and define our concepts of identity, reality and social values.
We want students to take responsibility for their media consumption habits and help them understand the effects of their choices. Lastly, we aim to empower and inspire students to express themselves through the construction of creative, original and thought-provoking media products.
How is Media delivered at Warden Park?
This subject is available to students as one of their GCSE options from Year 9 onwards. Media studies GCSE is taught in 5 lessons per two-week block. It is a creative subject with a high demand for literacy and developing various skill sets including creativity and using organisational skills, media analysis and the relationship of media theory to practice. The course is assessed over three components two of which are written exams and one of which has a creative practical media production.
The subject relates well to the media-rich world that we live in and asks students to open their eyes to this world and how it is manipulated and designed to create media messages.
How do we challenge our students in Media?
We use high-quality exemplar material from past students to demonstrate how to achieve top grades in the Non Examined Assessment (NEA). We also utilise exam board-marked scripts for work graded 7 and above to model best practices. Emphasis is placed on accurately using the theoretical framework of media and applying a structured framework for extended writing questions.
Enrichment at Key Stage 4:
Enrichment in Media Studies is encouraged throughout Key Stage 4 by “ Getting Into Media'' activities. One such activity is Friday film club, a targeted lesson where students are encouraged to watch and discuss various genres. Students are encouraged in this and through other “Getting Into Media” activities to broaden their consumption of the media to more than online streaming and social media-based channels.
Embedding Oracy in Media:
In Media Studies oracy is an important part of the course. Students are encouraged to voice opinions about media-related subjects such as “Feminist perspectives in the Media”, “ Political bias in the news”, “Social message and comment in advertising” as well as discussing “Historical perspectives in Media contexts”. There are a number of ways oracy skills are developed including the use of Talk Partners and other talk tactics.
Curriculum Maps
Curriculum Maps
Useful Subject links:
French specific links:
Spanish specific links:
MFL
MFL
Intent statement:
The MFL department empowers students to become happy, independent, confident and open minded young people, equipped for our multi-cultural society and the global marketplace. We promote understanding and respect of other nationalities through language learning.and cultural awareness. We have high expectations both of achievement and behaviour, irrespective of a student's prior attainment. Effective levels of challenge and regular adaptation of materials enable the best from all students. Languages by their very nature develop and foster the academy's character attributes. We are continuing to develop and explore our character for learning traits within different themes. Engaging, fun and competitive activities promote positive relationships within the MFL classroom. In MFL we place great emphasis on knowing each of our students both as individuals and as learners which is essential to building strong relationships. We build in the relevance of languages for future study, work or leisure opportunities for students to have a clear sense of purpose in their language learning journey. Recognising achievement and success is key to empowering students and making them feel valued. For example, regular postcards and emails home as well as consistent use of the academy's reward system.
How is MFL delivered at Warden Park?
Students at Warden Park study two languages at Key Stage 3. Students have three hours per fortnight in both Spanish and French. Students can opt to study a language as a GCSE from Year 9. We are proud to say that over half of our students choose to study a language at Key Stage 4.
How do we challenge our students in Languages?
In MFL, our curriculum is designed to teach to the top and to push students to achieve their highest potential. At KS3, we cater to all levels of prior knowledge, encouraging students to speak confidently in pairs, groups, and whole-class settings. We focus on phonics and the “speaking like a linguist” criteria, using sentence builders (Conti’s EPI approach) to challenge students while providing support for those who need it.
At KS4, mixed-ability classes follow a rigorous curriculum with scaffolding for those requiring extra support. Exam skills such as dictation, reading aloud, and translation are embedded, ensuring students are confident when tackling past papers. We encourage students to reuse complex structures in both written and spoken work to excel in exams.
Language learning is extended beyond the classroom through websites like SentenceBuilders, LanguageGym, and ActiveHub, as well as our current residential offerings, which include travel to Salamanca and Paris.
Enrichment in MFL:
Our KS4 MFL curriculum deepens challenge through exposure to authentic materials, advanced grammar structures and revision sessions. It helps to bridge the gap to A‑level by strengthening fluency, independent study and exam technique. Students also enjoy rich cultural experiences—from residential trips to France and Spain, and cultural lessons bringing languages to life and enhancing confidence and intercultural understanding
Embedding Oracy in MFL:
Through a range of ‘Conti’ activities students develop the confidence to communicate verbally and in the written form. Conti’s EPI (Extensive Processing Instruction) method is the result of extensive research into L2 acquisition and focuses heavily on exposure to the receptive skills in the same way that you learn your maternal language (L1). They develop self efficacy and resilience through a range of activities which develop their language skills through modelling, retrieval, structured production and fluency.
MUSIC
MUSIC
FACULTY OF PERFORMING ARTS
FACULTY OF PERFORMING ARTS
Intent statement:
The Music Department seeks to enrich the lives of our students through the delivery of an exciting, modern and inclusive curriculum where students are empowered to discover and achieve their own musical ambitions. We challenge students to become confident, creative and resilient musicians and learners who have the skills required to independently perform, create and discuss music throughout their lives. Students develop their communication, problem solving and teamwork skills alongside their practical ability through a diverse range of activities that allow them to experience music and culture from a broad range of places and traditions.
How is Music delivered at Warden Park?
This subject is taught at KS3 and KS4. Students receive two lessons per fortnight at Key Stage 3. Students can opt to study this subject at GCSE from Year 9, which is delivered in 5 lessons per fortnight.
How do we challenge our students in Music?
In Music, students are shown examples of excellent work and provided with clear assessment criteria, helping them succeed. At KS3, all students are expected to share their work with the class and receive supportive feedback. At KS4, teachers provide in-depth guidance on exam mark schemes and model both composing and performing. Students are shown a variety of previous work including work that has achieved Level 9, full marks and beyond.
Teaching techniques like cold calling, peer teaching, and regular 1-on-1 time ensure that all students make progress. Independence and problem-solving are encouraged, and the department’s community atmosphere fosters a love for learning and achievement. Teacher expertise in a wide range of different musical styles and interests allows students to work in a style in which they excel.
A nurturing and celebratory community feel within the music department creates an atmosphere of aspiration where students enjoy working hard to achieve the best they can. High quality extra-curricular musical activities - such as performing in school musicals or concerts - turbo-charge student learning in a professional and high reward environment. Trips to see professional musical productions inspire students and demonstrate excellence.
Enrichment at Key Stage 4:
Enrichment is fostered within the classroom as students broaden their musical horizons, exploring styles and concepts that challenge their thinking and musicality. Beyond the classroom, students are strongly encouraged to participate in concerts, performances, trips, and workshops that take place throughout the year. Students also benefit from visits by local colleges to learn about studying Music beyond GCSE.
Embedding Oracy in Music:
Through collaborative activities such as group performances, improvisation, and discussions about musical concepts, students learn to express themselves verbally and musically, articulate their ideas, listen actively, and provide constructive feedback, fostering effective communication and enhancing their overall musical experience.
Curriculum Maps
Curriculum Maps
Useful Subject links:
PE
PE
Intent statement:
The PE department seeks to empower all of our students to have lifelong involvement in activities that promote a healthy lifestyle and encourages physical, social and mental wellbeing. We seek to expose students to a wide variety of enriching opportunities through individual and team sports. For students to be able to achieve the grades they aspire to.
How is PE delivered at Warden Park?
Core PE: All students must undertake Core PE throughout years 7 -11. This subject is taught in 1 hour lessons. Students receive lessons as follows:
Year 7: 4 hours practical per fortnight plus a further period of Health & Wellbeing.
Year 8: 5 hours per fortnight plus a further period of Health & Wellbeing.
KS4 (Years 9-11): 2 hours per fortnight
In years 10 and 11 students have the option to choose their own pathway of activities, this is based around performance, participation or dance options. Students then follow a series of activities based on the pathway they choose.
GCSE PE: This subject is taught at GCSE level, which students can select to study from Year 9. Throughout the course students will study both theory and practical elements. The make-up of theory and practical lessons changes as students move throughout Years 9-11 as follows:
Year 9 & 10: 3 theory lessons and 2 practical lessons
Year 11: 4 theory and 1 practical lesson
How do we challenge our students in PE?
Students in PE have a clear understanding of how to succeed. At KS3, exemplary work is modelled using video footage, teacher demonstrations, or standout student performances. All students are encouraged to share their work and receive constructive feedback from peers and teachers. Additional challenges include coaching small groups and collaborating with other talented students to create routines and plays.
At GCSE, students gain in-depth knowledge of exam board mark schemes and how coursework is assessed. They are provided with live models of skills, grade 9 responses, and structured time for independent essay writing. During KS4 core and GCSE lessons, teachers use techniques like cold calling, think/pair/share, and peer teaching to engage and stretch students. Extra-curricular activities and professional sports trips further inspire and challenge students to excel.
Enrichment in PE:
Physical education at Warden Park is enriched with varied opportunities that extend far beyond the 3G pitch and sports halls. From Year 7 onwards, students can join numerous clubs and take part in our District, County and National competitions.
Students also develop leadership through the Sports leaders programme, contribute to the Inter community competitions and gain inspiration from watching professional sports people perform, past examples include cricket at the County ground to rugby games at Twickenham. Whether building technique, creativity, or confidence, our enrichment offer ensures students grow and develop a passion for sports.
Embedding Oracy in PE:
Core PE: In Core PE we set high expectations for oracy by expecting all students to engage in the planned speaking activities every lesson. These activities focus on students deepening and enhancing their knowledge and understanding through the discussion of answers to key questions about tactics and technique. In addition, students are given opportunities to engage with exploratory talk and develop their ideas about a range of sports, primarily acting as a coach during peer or group work. Students are supported in this through the sharing of characteristics for excellent talk in PE using Ipads and sharing what a perfect example would look like. Can you run demonstrating the technique of an Olympic athlete? Can you model this technique? Can you Layup in basketball like an NBA player?
GCSE PE: Students will have the opportunity to focus on Oracy in all theory and practical lessons and this will be embedded from the start of year 9. In theory lessons this will be developed by paired starters looking at AO1 information on each topic. This then develops into Oracy for revision sessions using the department oracy resources. During practical lessons students develop their oracy by giving peer feedback about technique, this will look at strengths and areas of development for their partner compared to the perfect model. Students receiving feedback will have the opportunity to discuss the quality of feedback received and if this was constructive in allowing them to improve.
RAISE
RAISE
FACULTY OF PERSONAL DEVELOPMENT
FACULTY OF PERSONAL DEVELOPMENT
Intent statement:
RAISE' is a bespoke part of our curriculum offer and is designed for students who need support in learning how to cope with the demands of Key Stage 4 and daily school life. Striving for; Resilience, Active citizens in our school community, increasingly Inspired, improving Self regulation and Enthusiasm for learning. Raise seeks to help students raise their achievements in their academic pursuits as well as help them to raise their own aspirations for themselves by providing opportunities for them to succeed and learn how to cope in times of challenge.
We do this through investigations into self regulation strategies designed to empower our pupils and promote a greater sense of identity and wellbeing. Raise provides a safe and nurturing environment and promotes the building of positive relationships. Raise provides opportunities for success and accomplishments through modules and certification in First Aid, Charity fundraising and community projects.
How is Raise delivered at Warden Park?
This is an option offered to identified students as an option choice for study in Years 9-11. Students have 5 lessons per fortnight.
How do we challenge our students in Raise?
We challenge all students through adaptive teaching, engaging content, and purposeful experiences that stretch their thinking, behaviour, and personal growth. Across all areas of the curriculum (Health & Wellbeing, Character in Action, Learning About Life, and Raise) students are encouraged to think critically, reflect on their learning, and step beyond their comfort zones. With clear success criteria, regular self-evaluation, and collaborative learning, we foster ambition, curiosity, and resilience, enabling every student to reach their full potential in a supportive, inclusive environment.
Enrichment at Key Stage 4:
The Raise curriculum is thoughtfully designed to integrate a diverse range of enrichment activities, offering a holistic educational experience that extends beyond the core academic programme. Community-based educational visits, alongside student-initiated trips, promote meaningful engagement with the wider world. Enrichment opportunities such as the AQA Unit Award Scheme and participation in the Duke of Edinburgh’s Award support the development of creativity, collaboration, and problem-solving abilities. These experiences play a vital role in nurturing essential life skills, including empathy, resilience, and independent learning, ensuring that students are well-equipped to navigate a broad spectrum of future challenges and opportunities.
Embedding Oracy across the Faculty of Personal Development:
Oracy is embedded across all areas of our personal development curriculum to develop confident, articulate, and respectful communicators. Through structured discussions, debates, presentations, and collaborative activities, students learn to express themselves clearly, listen actively, and engage thoughtfully with diverse viewpoints. We explicitly teach the physical, linguistic, cognitive, and social aspects of spoken communication, ensuring students can reason effectively, build on others’ ideas, and challenge respectfully. This whole-faculty focus on Oracy nurtures students' confidence, critical thinking, and ability to thrive in academic, social, and future professional settings.
SCIENCE
SCIENCE
Intent statement:
To empower students to cultivate a deep understanding and appreciation for the scientific method and the natural world. We aim to foster critical thinking, problem-solving, and scientific inquiry skills, nurturing curious and responsible citizens who can apply scientific knowledge to real-world challenges and contribute positively to society's advancement.
Next stage ready students will be able to interpret the everyday science they experience, ask the right questions and interpret statistical information with a critical eye. We will deliver the content of the science curriculum linked to real and everyday scenarios so that students can interpret the science they have learnt in novel contexts. Where opportunities arise students will be challenged to deepen their knowledge. Students who are curious make the best progress, we will encourage the asking of questions and the self regulatory use of digital technology to make for a deeper understanding. Students who are curious make the best progress, we will encourage the asking of questions and the self regulatory use of digital technology to make for a deeper understanding. Encouraging independence and collaboration in the troubleshooting of ICT and Science experimental work. A wider understanding of the world they live in and being able to use models to explain abstract ideas.
How is Science delivered at Warden Park?
This subject is taught to all years. In Year 7 and 8 students receive 5 (Year 7) or 6 (Year 8) lessons per fortnight. Students are required to study this subject to GCSE from Year 9; there are ten science lessons per fortnight of science. Year 8 students who are both interested in and academically suitable for are advised to take a route to three GCSEs in Biology, Chemistry and Physics. The default route for students is to follow the combined science route to a double combined science grade.(2 GCSEs).
How do we challenge our students in Science?
In Science, teachers use various methods to make learning engaging and challenging. Students participate in tasks suited to their level and work in groups to learn from each other. Hands-on experiments encourage deep thinking and problem-solving. Technology, such as virtual labs, enhances learning, while real-world examples show the relevance of science in daily life. Regular low-stakes assessments and feedback help students improve, and opportunities like STEM clubs and competitions provide further challenges. Teachers ensure all students are supported and succeed in their studies.
Enrichment in Science:
Students will have a rich and balanced science curriculum delivered in lessons and made relevant with real life examples of application and careers information. In addition, students have the opportunity to join after school STEM clubs for Key Stage 3 and Key Stage 4 students which are run by our STEM coordinator. Further enriching activities will include national competitions such as the Physics Challenge.
Embedding Oracy in Science:
In Science we set high expectations for oracy by expecting all students to engage in planned speaking activities every lesson. These activities include structured discussions, debates, presentations and opportunities to articulate their scientific ideas, engage in collaborative problem- solving and develop their reasoning skills. These activities focus on students deepening and enhancing their knowledge and understanding through the discussion of answers to key questions and scientific concepts. Additionally, the focus on group work during practicals encourages active participation and fosters a supportive learning environment grounded in exploratory talk. By consciously weaving oracy into our science lessons, we empower students to become effective communicators, critical thinkers, and confident contributors to scientific discourse. Students are supported in this through the sharing of characteristics for talking like a scientist.
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