The curriculum should inspire and challenge all learners and prepare them for the future. The school’s aim is to develop a coherent curriculum that builds on young people’s experiences in the primary phase and that helps all young people to become successful learners, confident individuals and responsible citizens. 

Birkdale High School’s curriculum policy aims to:  

• Have students at its centre. 

• Have an ambitious curriculum that is fit for purpose with scaffolding employed to support all learners in meeting end points. 

• Value vocational and academic routes equally. 

• Nurture the talents of all and celebrate success. 

• Value our work with Primary Schools and post-16 providers to ensure an effective transition for all students. 

• Involve parents/carers and the whole school community. 

• Foster highly effective, research- driven teaching and learning strategies.  

• Prepare all students for a successful adult and working life in a 21st century global society. 

• Ensure the school meets and exceeds national standards in achievement, attainment and progression. 

• Ensure students not achieving age-related expectations upon entry close the gap and catch up with their peers.  

• Ensure Disadvantaged and SEND students close the attainment gap and achieve similar results to other students nationally.  

• Create a learning environment that is inspiring and engaging for all students. 

• Fulfil statutory requirements.  

A successful implementation of this policy will enable all students to: 

• Achieve high standards and make outstanding progress against individual prior attainment.  

• Use effective learning and thinking skills and become independent learners.  

• Possess high quality functional skills, including key literacy, numeracy and ICT skills.  

• Enjoy and be committed to learning, to 19 and beyond.  

• Value their learning outside of the curriculum and relate it to the taught curriculum.  

Birkdale High School’s curriculum will:  

• Lead to qualifications that are worthwhile for employers and/or entry to higher education.  

• Stretch and challenge all students to fulfil their potential.  

• Provide equal access for all students to a range of learning experiences beyond statutory guidelines.  

• Prepare students to make informed and appropriate choices at all stages of their education.  

• Help students develop lively, enquiring minds, an ability to question and argue rationally and an ability to apply themselves to tasks and physical skills.  

• Encourage students to use language and number effectively.  

• Ensure students develop personal moral values, respect for religious values and tolerance of other races beliefs and ways of life.  

• Equip students to understand the world in which they live.  

The curriculum is organised into Foundation Stage (Years 7-9) and Examination Stage (Years 10 – 11) 

Foundation Stage (Years 7 – 9) 

Each year group is generally split into two bands within which boys are taught in mixed ability groups in most subjects. The exception to this is mathematics, which is setted by ability from year 7.  Using prior attainment from Key Stage 2, some pupils are identified to be part of our Excel Pathway which entitles them to additional literacy support in place of studying a second modern foreign language (French). Tutor time is used to enhance the personal development curriculum in addition to supporting attendance, careers education, wellbeing and academic performance. 

Years 7 & 8 

Students choose their options in the summer term of year 8. This allows the boys to embark on a new timetable from year 9 that suits their individual needs, interests and aspirations. The core purpose of the curriculum in year 9 is to build and embed fundamental skills and knowledge that are essential for success at GCSE and Examination Stage study.

Option choices: 

Years 9, 10 & 11