Curriculum

Curriculum Intent

Our Curriculum is more than the timetable. 

BET’s vision is that ‘the highest expectations, a culture of Enjoy Respect Achieve, unparalleled opportunities and highly effective teaching combine to develop students who are game changers’. 

We define curriculum as ‘the totality of student experiences that occur in the educational process’. Student experiences should reinforce and increase understanding and knowledge of what is taught formally within the timetable of lessons. Our curriculum, therefore, is far broader than the timetable, encompassing co-curricular clubs, the outdoor programme, and trips and visits programme together with all other aspects of delivery to students. 

It is through this wider definition of curriculum that we deliver the broad, balanced, rigorous experiences required to develop the knowledge, skills, deep learning, attitudes and ambition needed to be a gamechanger.

Students will:

• Experience a broad range of subject choices
• Develop  a range of literacy and oracy skills
• Build character and resilience
• Develop spiritual, moral, social and cultural awareness and understanding
• Promote a positive attitude towards learning and life

Creating a culture of “Game-changers”

There is strong evidence to suggest enabling characteristics have a positive impact on life chances, and such characteristics, alongside increased social and cultural capital, can have a pronounced impact on disadvantaged students.

Experience a broad range of subject choices:

A broad range of subject choices are offered to all learners in order to support understanding and knowledge allowing for progression and development through well-sequenced learning experiences and wider co-curricular opportunities. For each of the subjects we offer we are clear on what knowledge and skills our students must be able to use/demonstrate in a variety of settings by the time they leave us.

Our curriculum allows for all of our students to be appropriately and ambitiously challenged to achieve their potential both academically (Ebacc) and via a vocational programme (Btec Technical awards) striving for all students to fulfil their potential and reach their individual objectives. Our methods of delivery, including immersion language teaching and the Mandarin Excellence Programme, show our commitment to providing a rigorous curriculum that prepares students for life, not just an exam.

Develop a range of literacy and oracy skills

As a school we recognise literacy in various forms alongside the traditional development of a child’s reading and writing, we also aim to develop authentic literacy, numeracy, digital literacy, emotional literacy and STEM literacy. Developing learner’s literacy and oracy skills are the forefront of our curriculum model as we understand the importance of these skills in supporting learners to be able to communicate, articulate and interact effectively in a rich and diverse society.

Pupils who arrive below the expected level of literacy and numeracy are quickly identified and appropriate interventions and support are put into place to enable the student to develop their expertise and support access to all aspects of the curriculum.

Give students a chance to develop resilience, discover passions and ‘go deep’ through our extensive co-curricular and outdoor programmes.

Throughout a learners studies at Bohunt School they will be given the opportunity to participate in numerous co-curricular and outdoor programmes. These range in nature and depth of commitment from attending additional subject sessions to preparing and fundraising for a big expedition in the likes of Nepal or Greenland. Co-curricular activities support our learners in developing their resilience, problem solving and allowing for a greater level of learning to be undertaken providing students with the tool kit to face the challenges and rigour of education today.

Proactively plan for how our curriculum flexes for our disadvantaged students so that their current needs are met, without compromising their future success and social mobility. 

Teachers have high expectations for all students and plan lessons and activities (both curricular and co-curricular) to reflect this. Teachers ensure that any potential barriers are removed and that all learners are supported to achieve their potential and enable them to have every opportunity to pursue their dreams and ambitions. Our specific pathways options in key stage 4 and the transition year in year 9 allows learners to undertake studies that suit their individual needs.

Support students’ spiritual, moral, social and cultural development.

Student spiritual, moral, social and cultural development is an important factor at Bohunt school as we recognise the need to develop each individual learner both academically and socially enabling them to positively contribute to the wider society. Students are actively encouraged to participate in charity events, examples include raising £3000 for Liphook food bank.

Support students’ physical development and responsibility for their own health, and enable them to be active.

All students in both key stage 3 and key stage 4 participate in physical education lessons at least twice per week. Throughout the curriculum, students are taught about specific sporting activities but also the importance of a healthy and active lifestyle and the concept of lifelong participation. This ethos is reinforced via the vast array of co-curricular physical activities available for all students including competitive and non-competitive programmes. Alongside this the tutorial programme supports learners in understanding the importance of lifestyle choices and the negative consequences of bad choices.

Promote a positive attitude to learning and life.

The school ethos of ENJOY, RESPECT, ACHIEVE runs through everything that we do and offer at Bohunt School. Such principles when learned and adhered to allow all students to develop a positive attitude to learning, their community and life. Recognition of students’ hard work and commitment occurs throughout the academic year thus supporting the embodiment of our ethos and the potential to develop “game changers”.

Curriculum Implementation

Our learners’ journey is organised into a two year KS3, a one year transitional year (Year 9) and a two year KS4. This allows students sufficient time to explore their subject choices and broaden their knowledge and understanding prior to further study at GCSE level.  The value of this approach was evident throughout the lockdowns of 2020.

Balance and breadth is maintained at KS3 and KS4 through our co-curricular offer, outdoor programme and trips and visits programme. 

KS3:

The key stage 3 curriculum is designed to allow all students to access a wide range of subjects and experience the opportunities to further enhance their skills and knowledge from their key stage 2 studies. 

Students will study a core curriculum of Mathematics, English, Science, Geography, History, PSRE, IT, Art, Dance, Drama, Music, Technology and PE along with 2 of the following languages, French, Spanish or Mandarin.  

The National Curriculum content is reflected within all of our curriculum maps and learner journeys in order to ensure sufficient variety and range to support the transition into year 9 and key stage 4.

Year 9:

At the end of year 8 students select 4 subjects to study in more depth at year 9. This is deliberate in order to ensure that students are able to fully develop a breadth of understanding of their chosen subjects in order to ensure that our pupils know more and remember more. 

The curriculum plan allows pupils to select 4 subjects in addition to core Mathematics, English, Science, PE and PSRE.

In year 9 pupils are able to move between option subjects and blocks to ensure that they have chosen appropriate courses for their key stage 4 provision and their further education at Bohunt School and beyond.

KS4:

The key stage 4 option programme is designed to enable learners to select subjects that they have a passion for, and desire to, study beyond the key stage 3 and year 9 curricula. Option subjects are planned to ensure broad, balanced and in depth teaching that goes beyond the exam specification allowing students to access unparalleled opportunities and become, ultimately, “game changers”.

Implementation Pedagogical Model

Learning and Teaching is planned around the premise of 5 key concepts. This is applied across all subject areas at all key stages within Bohunt to ensure that students are supported in achieving their potential in all that they study and choose to do.

Curriculum Statement