Curriculum
The Purbrook Park Curriculum 2025/26
The Purbrook Park School curriculum is based upon the fundamental principles of equality, inclusivity, diversity, democracy and mutual support. Within and across subjects and Personal Development, our ambitious curriculum provides pupils with powerful knowledge, deep understanding, and effective skills, to keep them safe and healthy, as well as to engender a lifelong love of learning.
Our rich and relevant curriculum develops pupils as critical thinkers, powerful communicators, and confident, caring, and active citizens.
It explores cultures and perspectives, within and outside the classroom, on a personal, local, national and global level. It challenges and inspires pupils, igniting their imagination, prompting awe and wonder, and catalysing critical thinking, creativity and innovation, through collaborative dialogue, experimentation, problem-solving, and discovery.
At the end of the Purbrook Park experience, our pupils can compete with anyone, anywhere, professionally and personally, in the world that is their future.
Purbrook Park School operates a two-week timetable with 50 taught lessons throughout week A and week B. Each lesson is 1 hour long. The school closes to pupils at 3:00pm (Monday to Thursday). On Fridays, pupils finish at 2:20pm, this allows for an hour of dedicated extra curricula time for each member of staff, each week.
Pupils benefit from Personal Development Learning throughout their time at Purbrook Park School. From 1:30pm-2:00pm (Monday to Thursday), pupils in all year groups participate in a programme of carefully planned activities across a term, including: ethos activities, study skills, discussion skills, and assemblies.
Our five-year curriculum is designed to be ambitious, and to give all learners the knowledge and cultural capital they need to succeed in life. At Purbrook Park School we believe that a carefully planned and structured curriculum is the foundation upon which excellent learning and development is built. The curriculum is designed and implemented in such a way that it builds on prior knowledge and prepares pupils for the next stage in their education. Our teachers are experts, and we value each subject and its set of essential ideas, facts, stories and concepts, which comprise the knowledge we teach to our pupils. Our curriculum planning interweaves subject-specific skills, and ensures that pupils build on what they have previously learnt. We have ensured that our Key Stage 3 curriculum is of equal ambition and breadth to the national curriculum.
Pupils receive excellent information and guidance when selecting their GCSE options. Most pupils study four option subjects. Disadvantaged and SEND pupils are encouraged to opt for challenging pathways.
Lead Teachers carefully construct a curriculum that promotes a deep understanding of a wide range of topics. Teachers plan learning that allows pupils to embed and recall knowledge through techniques such as careful sequencing, modelling, and retrieval practice. This builds firm foundations for progression to the next level, and to exam success.
Support for learning
Disadvantaged pupils, and those with SEND, are at the centre of our curriculum thinking and planning. In particular, we ensure that our curriculum meets the needs of vulnerable learners (this includes disadvantaged, SEND, and Young Carer pupils) by:
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Prioritising the knowledge and skills that will enhance the cultural capital of these pupils
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Deliberately teaching tier 3 vocabulary in each subject area
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Emphasising the outward-facing and global dimension to our curriculum
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Designing our curriculum in such a way that it benefits all pupils and disproportionately benefits vulnerable learners. Elements of this curriculum design include: careful sequencing of knowledge and skills, quizzing and other methods to ensure the retention of knowledge over time, deliberate practice of key skills.
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Deliberately tilting systems and structures in their favour e.g. hands-down questioning, marking books and intervention
Subject allocation for each year group is as follows (numbers given are hours per fortnight):
Key Stage 3 - Years 7 & 8 2025/26
All pupils in Years 7 follow a broad and balanced curriculum, studying:
|
Subject |
Lessons per Fortnight |
Comments |
|
English |
7 |
|
|
Reading |
1 |
|
|
Mathematics |
7 |
|
|
Science |
6 |
|
|
History - Year 7 |
3 |
|
|
History - Year 8 |
3 | |
|
Geography - Year 7 |
4 |
|
|
Geography - Year 8 |
3 |
|
|
Religious Studies |
2 |
|
|
Information Technology |
1 |
|
|
Art |
2 |
|
|
Design Technology |
2 |
Includes, Textiles, Product Technology, Graphics & Food Technology. Pupils rotate through a carousel structure |
|
Dance |
2 |
|
|
Drama |
2 |
|
|
Music |
2 |
|
|
Physical Education |
5 |
|
|
PSHE |
1 |
|
|
Spanish |
2 |
|
Personal Development Learning is delivered for 30 mins a day for four days a week, by tutors.
Setting in Years 7 & 8
In Year 7 & 8, pupils are taught in set classes in Mathematics. In Year 7 & 8, pupils are banded in ability bands. These sets are determined by KS2 data, internal assessments, and class work. Regular assessments inform changes of class according to the educational needs of individual pupils.
Key Stage 4 – Year 9 in 2025/26
At Purbrook Park School, we believe that pupils achieve their best when they are able to pursue their interests within the context of a broad and balanced education. Our three-year Key Stage 4 provides a more personalised and less pressured pathway, allowing every pupil to study a wide range of subjects, including four option choices.
By the end of Key Stage 3, pupils have experienced their full national curriculum entitlement in all subjects taught discretely. They transition into Key Stage 4 fully prepared, engaged, and challenged, with consistently high standards of behaviour and learning maintained.
A three-year Key Stage 4 ensures that pupils can keep open the broadest possible pathways into post-16 education. Reducing this to four options over two years would limit choice and compromise progression to KS5. Our pupils, supported by rigorous careers guidance embedded in the options process, are encouraged to select ambitious subjects that will serve them well for their future aspirations.
This structure also supports pupil wellbeing. Feedback from pupils and parents consistently highlights that studying GCSEs over three years reduces workload, anxiety, and stress, helping learners to remain calm, balanced, and motivated.
The Key Stage 4 curriculum combines both core and optional subjects. All pupils study English Language and Literature, Mathematics, Science, Physical Education, Religious Studies, and Personal Development, which includes Careers, Relationships, and Sex Education. Different routes are available in English, Maths, and Science, ensuring that the curriculum is tailored to meet the needs and abilities of every pupil.
All pupils study:
|
Subject |
Lessons per Fortnight |
Comments |
|
English |
8 |
Both Language and Literature are followed |
|
Mathematics |
8 |
Students are prepared for both Foundation and Higher Tiers depending on target grades. |
|
Science |
8 |
Combined and Separate Sciences followed – this is determined at the end of year 9 |
|
Religious Studies |
4 |
All pupils follow the GCSE in Religious Studies |
|
Option Subjects |
4 per subject (16) |
Each option subject receives 4 hours per fortnight. Pupils 'opt' for four subjects, with bespoke guidance, to ensure that a balanced curriculum is maintained. |
|
Physical Education |
5 |
|
|
PSHE |
1 |
|
Personal Development Learning is delivered for 30 mins a day for four days a week, by tutors.
Key stage 4 - Year 10 in 2025/26
All pupils study:
|
Subject |
Lessons per Fortnight |
Comments |
|
English |
8 |
Both Language and Literature are followed |
|
Mathematics |
8 |
|
|
Science |
9 |
Combined and Separate Sciences followed Separate Sciences have an additional 2 hours |
|
PSHE |
1 |
|
|
Option Subjects |
4 per subject (16) |
Each option subject receives 4 hours per fortnight. Pupils 'opt' for four subjects, with bespoke guidance, to ensure that a balanced curriculum maintained. |
|
Religious Studies |
4 |
|
|
Physical Education |
4 |
Separate Sciences pupils have 2 fewer hours |
Personal Development Learning is delivered for 30 mins a day for four days a week, by tutors.
Key stage 4 - Year 11 in 2025/26
All pupils study:
|
Subject |
Lessons per Fortnight |
Comments |
|
English |
8 |
Both Language and Literature are followed |
|
Mathematics |
8 |
|
|
Science |
9 |
Combined and Separate Sciences followed (Separate Sciences use one option block) |
|
Option Subjects |
4 per subject (16) |
Each option subject receives 5 hours per fortnight. Pupils 'opt' for four subjects, with bespoke guidance, to ensure that a balanced curriculum is maintained. |
|
Religious Studies |
4 | |
|
Physical Education |
4 |
|
|
PSHE |
1 |
|
Personal Development Learning is delivered for 30 mins a day for four days a week, by tutors.
Religious Studies in Year 9, 10 & 11
All pupils in Years 9 and 10 follow the GCSE in Religious Studies, a compulsory subject at Key Stage 4 within the National Curriculum. At Purbrook Park School, we believe that Religious Studies plays a vital role in shaping well-rounded, thoughtful, and responsible young people.
Studying Religious Studies provides pupils with the opportunity to:
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Develop moral and ethical understanding – Pupils explore a wide range of contemporary issues, such as human rights, relationships, social justice, and the environment. They are encouraged to think deeply about their own values and beliefs, and how these influence decision-making.
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Promote respect and tolerance – Pupils learn about diverse faiths, worldviews, and philosophical perspectives. This fosters empathy, mutual respect, and an appreciation of cultural and religious diversity, as well as an understanding of those who hold non-religious beliefs.
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Build critical thinking skills – Through discussion, debate, and analysis, pupils learn to construct reasoned arguments, challenge assumptions, and evaluate different viewpoints. This helps them become reflective and independent thinkers.
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Strengthen communication and empathy – Pupils are taught how to express their ideas clearly and respectfully, while also listening to and considering the perspectives of others. This cultivates the skills of dialogue, compromise, and respectful disagreement.
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Prepare for life in modern Britain and beyond – By grappling with ethical dilemmas and real-world issues, pupils are better prepared to navigate complex moral landscapes in their personal lives, their future careers, and as active citizens in a global society.
We believe that Religious Studies is not only an academic qualification, but also an essential part of our pupils’ personal development, enabling them to become respectful, informed, and open-minded members of society.
GCSE Option Subjects 2025/26
The wide range of option choices encompasses both academic and vocational qualifications, and allows for learning pathways both within and beyond Key Stage 4. Pupils must select one subject from History, Geography or Spanish, and then they can select 3 others.
Year 9 |
Year 10 |
Year 11 |
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History |
Geography |
History |
Geography |
History |
Geography |
|
Engineering |
Spanish |
French |
Spanish |
French |
Spanish |
|
Cam Nat Sport |
Dance |
Cam Nat Sport |
Dance |
Cam Nat Sport |
BTEC Dance |
|
Drama |
Photography |
Drama |
Photography |
Drama |
Photography |
|
Business Studies |
Art |
Business Studies |
Art |
Art |
Business Studies |
|
3D Design |
Sociology |
3D Design |
BTEC Food |
3D Design |
Textiles |
|
Textiles |
BTEC Food |
Sociology |
Textiles |
Sociology |
BTEC Food |
|
Music |
|
|
|
CNat iMedia |
|
All subjects are GCSEs unless stated otherwise.
Vocational Subjects
Pupils are permitted to choose a maximum of 2 Vocational Subjects. The subjects that we offer are:
These qualifications allow our pupils the greatest chance of achieving their full potential. Pupils engage well with the course and often surpass their target grades. They develop important skills that GCSE PE cannot, with the varied presentation of coursework, as well as the non-negotiable deadlines, leading to improved time management and the ability to work under pressure. Throughout the course, we also teach pupils leadership skills which develops many of the social and employability skills that tie in so closely with our core curriculum.
- BTEC Performing Arts (Dance)
We study BTEC Dance because it develops performance, creativity, and technical skills while preparing students for real-world opportunities in the performing arts. The course is practical, industry-focused, and assessed through a variety of performances and projects, helping students grow in confidence and professionalism.
- BTEC Hospitaility & Catering (Food)
We study BTEC Food because it focuses on practical, vocational skills that prepare students directly for careers in the food industry. Unlike GCSE, which is more theory-based and exam heavy, the BTEC gives hands-on experience, real-world problem-solving, and continuous assessment, making it better suited for students who want applied learning and pathways into employment or further vocational study.
If you would like any further information about any aspect of our school curriculum, please contact the lead teacher in each subject directly, or alternatively, email us at admin@purbrook.hants.sch.uk