Queen Elizabeth School

Our Curriculum

Aims & Intent

The QES Curriculum is one of the three main pillars of our school and sits alongside the Pastoral support we provide and high quality Teaching and Learning.

The Foundations

For over 400 years we’ve been providing “Scholarship and Care” for the young people in our community. This remains at the heart of our provision. In establishing our curriculum intent, planning its implementation and evaluating its impact at each Key Stage, we call upon our 21st century iteration of this foundation. We aim to deliver not just a broad and balanced curriculum, but one that is inspiring, challenging, inclusive and dynamic.

QES Values

We believe in a Values led education:

  • respecting traditions & the past
  • working hard and doing your best
  • being decent to people
  • being friendly, polite and courteous
  • looking out for other people
  • getting involved
  • respecting the environment
  • thinking of others less fortunate
  • encouraging global citizenship
  • understanding life is about more than money or material things.
If you have a question about any of the policies please contact school.

QES Successful Learner Model

A successful learner is one who:

  • has an awareness of the ways in which they learn
  • can respond positively to feedback
  • has a wide repertoire of learning skills
  • can learn alone or with others
  • can listen
  • can transfer and build on previous learning
  • can concentrate for a long time
  • can use time effectively
  • is creative
  • enjoys and values learning
  • is at ease with doubt
  • has appropriate personal goals

They have these personal qualities:

  • a sense of self-worth and emotional well-being
  • open-mindedness
  • a willingness to take risks
  • a sense of their place in the world
  • curiosity
  • a desire to question and challenge
  • perseverance and a willingness to practise
  • a regard for the learning of others

QES Literacy

Our definition of Literacy:

“We recognise the fundamental importance of language in terms of a young person articulating their own world view, personality and sense of self. To be literate is to have a voice; it opens the door to a happy emotional, social and professional life. Empowering young people to feel confident in their use of language–including reading, writing and speaking–is therefore at the heart of our focus on ‘scholarship & care.”

To this end, we offer a ‘support and inspire’ approach to Literacy, with differentiated teaching and literacy interventions offering support, and a range of cross curricular literacy initiatives to inspire our young people to celebrate and enjoy their literacy, as well as a vibrant library to enjoy.

We also:

  • understand that learning happens both in and outside the classroom and therefore value the significance of our the diverse range of extra-curricular activities we provide.
  • recognise the specific nature of the curriculum at each Key Stage

Subject Curriculum Intent

Our whole school curriculum intent reflects our schools’ values, our definition of the QES Learner and our Learning Literacy approach across the LLT. Individual subject curriculum intents detail the aims, knowledge and skills to be gained from studying that subject and the reasoning behind it, with an inspirational quote summarizing the importance of studying that subject and the joy it can spark.

Key Stage 3

Our Key Stage 3 curriculum is of value in its own right, recognising three years of learning to
be celebrated and enjoyed.

Curriculum

We want the curriculum at Key Stage 3 to:

  • prepare children for 21st century life as young adults
  • be broad and balanced, varied, creative and flexible
  • enable children to develop into effective independent learners inside and outside the classroom
  • provide children with a deep body of knowledge they can build upon in their future learning
  • enable departments and leaders to establish specific structures and narratives over time, build upon sequencing, and ensure pupils make progress
  • allow for choice beyond Year 9
  • enable a teacher to create a classroom climate that can inspire and support all children

Pupils

We want pupils in Years 7, 8 and 9 to:

  • develop into effective QES Learners (see model)
  • understand and model our School Values
  • feel safe and healthy
  • be excited to learn
  • understand themselves as learners
  • be engaged in every lesson
  • grow self regulation and metacognition strategies
  • grow in confidence
  • feel empowered
  • generate a strong sense of self efficacy
  • enjoy school
  • contribute positively to their school community

They have these personal qualities:

  • a sense of self-worth and emotional well-being
  • open-mindedness
  • a willingness to take risks
  • a sense of their place in the world
  • curiosity
  • a desire to question and challenge
  • perseverance and a willingness to practise
  • a regard for the learning of others

Structure Key Stage 3

Year 7

English, Maths 6 hours
Technology 4 hours (2 hours DT & 2 hours Food/Textiles)
PE 4 hours
Art, Computing, Music, RPE,Theatre 2 hours
French 5 hours
Geography, History 3 hours
Science 7 hours
PD 2 hours

Year 8

English, Maths 6 hours
Science 6 hours (2 hours each for Biology, Chemistry, Physics)
Technology 4 hours (2 hours DT & 2 hours Food/Textiles)
PE 4 hours
French 3 hours
Spanish 4 hours
Theatre Studies 1 hour
Computing, RPE, Art, Music 2 hours
Geography, History 3 hours
PD 2 hours

Year 9

English, Maths 6 hours
Science 6 hours (2 hours each for Biology, Chemistry, Physics)
Technology 4 hours (2 hours DT & 2 hours Food/Textiles)
PE 4 hours
French 4 hours
Spanish 3 hours
Theatre Studies 1 hour
Computing, RPE, Art, Music 2 hours
Geography, History 3 hours
PD 2 hours

Hours are over a fortnightly timetable

Key Stage 4

Principles for Key Stage 4

Our Key Stage 3 curriculum is of value in its own right, recognising three years of learning to
be celebrated and enjoyed.

Curriculum

We want the curriculum at Key Stage 4 to:

  • be broad and balanced
  • prepare pupils for 21st century life as young adults
  • provide children with a deep body of knowledge they can build upon in their future learning
  • enable departments and leaders to establish specific structures and narratives over time, build upon sequencing, and ensure pupils make progress over time
  • allow for choice beyond Year 11
  • enable a teacher to create a classroom climate that can inspire and support all children

Pupils

We want pupils in Years 10 and 11 to:

  • develop into effective QES Learners (see our Successful Learner Model)
  • understand and model our School Values
  • feel safe and healthy
  • be excited to learn
  • understand themselves as learners
  • be engaged in every lesson
  • grow self regulation and metacognition strategies
  • grow in confidence
  • feel empowered
  • generate a strong sense of self efficacy
  • enjoy school
  • contribute positively to their school community
  • be well prepared for external assessment
  • have an excellent foundation for the next steps in their education, training or employment

They have these personal qualities:

  • a sense of self-worth and emotional well-being
  • open-mindedness
  • a willingness to take risks
  • a sense of their place in the world
  • curiosity
  • a desire to question and challenge
  • perseverance and a willingness to practise
  • a regard for the learning of others

Options

The curriculum offer of options at Key Stage 4 is founded on the following principles:

  • pupils’ needs come first
  • breadth and balance
  • choice
  • flexibility of provision
  • ability to access progression routes

Courses at Key Stage 4

Our provision for students in Years 10 and 11 also combines three elements.

Compulsory Core

All students study

  • Maths
  • English
  • English Literature
  • Science – Double Science worth 2 GCSEs
  • Personal Development lessons
Students wanting to study 3 Separate Sciences use one of their options to create the additional time.

Options

Students have a choice of 5 of the following courses:

  • Art
  • Business
  • Computer Science
  • Design & Technology
  • Drama
  • Food
  • French
  • Geography
  • History
  • iMedia
  • Latin
  • Modern History
  • Music
  • PE
  • Religious Studies
  • Separate Science
  • Spanish
  • Textiles

Additional

All students also:

  • Follow a comprehensive Personal Development, Form Time and Assembly programme
  • Take non-examined PE lessons
  • Participate in work experience during the Key Stage.

Structure Key Stage 4

Year 10

English6 hours
Maths7 hours
Science9 hours (3 hours each for Biology, Chemistry, Physics)
Option Subjects (inc Separate Science)5 hours
PD1 hour
Games2 hours

Year 11

English7 hours
Maths6 hours
Science9 hours (3 hours each for Biology, Chemistry, Physics)
Option Subjects (inc Separate Science)5 hours
PD1 hour
Games2 hours

Hours are over a fortnightly timetable

Sixth Form

Our provision for students in Years 12 and 13 is outlined in the LLT Sixth Form Contract which is reviewed annually with the Student Leadership Team.

Aim

As stated in our Sixth Form contract:

“To develop young people who are independently minded, critical thinkers who will leave us with the
ability to use both their intellect and their compassion in making decisions in the wider world.”

Broad Study

Our Sixth Form students have:

  • access to a ‘Values Led’ Education in and beyond the classroom
  • an individual timetable
  • a comprehensive Personal Development programme including:
    • advice and support with access to Higher Education, Gap Years, Apprenticeships and the world of work
    • information, advice and guidance for staying safe and healthy and developing a strong sense of self worth and well-being
  • a comprehensive assembly and form tutoring programme
  • the opportunity to participate in and lead extra-curricular activities
  • the opportunity to develop leadership skills
  • the opportunity to extend your curriculum with independent study through the Extended Project Qualification
  • the opportunity to support the community with voluntary work
  • the opportunity to participate in work experience (both as part of a weekly timetable and during work
    experience week in July)

The Sixth Form Study Diet

  • Students take a minimum of three subjects with standard contact time being 8 hours per fortnight per subject
  • Some students will also take a fourth subject,, an EPQ or an AS in Further Maths or Core Maths

Sixth Form Course Entry Guidelines

We require students to achieve 5 grade 5’s at GCSE or equivalent (including Maths and English) to access the curriculum but individual subjects have entry guidelines too. Click on the Entry Guidelines to find further information.