Curriculum Statement

Trust Curriculum

Welcome to the curriculum pages.

We have created four helpful steps to help you access the curriculum:

Step 1:

You can view the topics taught in Key Stage Three (Year 7, 8 and 9). They are broken down by faculty and colour coded for year group

KS3 Curriculum Overview

Step 2:

The courses on offer at Key Stage 4 can be viewed via the Key Stage Four Pathways page: Key Stage 4 Pathways

Courses follow the specification of the exam boards used for each subject. This information is accessible viaour Revision Website (please note this link opens a separate website).


Step 3:

Useful information such as the Grouping and Setting Policy, Homework or Pastoral Polices can be view our here Trust Policies


Step 4:

Read the curriculum statement below which describes all curriculum pathways and additional information


For further information please contact using the staff contact list:

Richard Auffret; CET Trust Director of Curriculum, or for specific subject queries Heads of Faculty and Subject


Curriculum Statement



The curriculum delivers a personal, quality first and challenging curriculum where students realise their potential in outcomes of outstanding quality and quantity. It is informed by performance information, and demonstrates that we know our students well.

Students in KS3 study: English; Maths; Science; Art; Drama; Music; History; Geography; Religious Education; Latin; Modern Foreign Language(s); PE; Design Technology.

The way students study these subjects varies:

(9-7) and (9-6) sets follow a more traditional repeating timetable cycle

(7-5) sets focus on English, Maths, Science, Humanities, Art and Technology in a cycle with extended mastery lessons and shorter consolidation lessons. AC teachers plan collaboratively and follow themes in pairs of subjects. Other curriculum areas are studied throughout the year in ‘project mornings’ affording a more succinct experience and better outcomes. (7-5) students have discrete Assessment periods to build their assessment skills. By removing assessments from the main subject curriculum, it also allows challenging course content to be delivered over a longer time frame; slowing the curriculum down. The pace of lessons is unaffected, with more consolidation activities included.

(5) set students in addition have greater curriculum time for Literacy and Humanities in Year 7.

(7-5) and (5) students make accelerated progress through Years 7 and 8, with everyone following the same timetable in Year 9 with access to the full range of KS4 options – Students are Key Stage 4 ready.

Students in KS4 Study: English, Maths, Science, PE, Ethics and three additional options in their core time. There is also a rich twilight GCSE offer.

Detailed information for all Year groups is below.


Curriculum Aims

Our Aim is simple; every student is able to leave Chesterton having realised their potential.

Driven by our ethos and values, our curriculum enables students to study the subjects important to them, develop the skills they will need and shape them as citizens ready for a prosperous future in modern Britain or globally.

Our curriculum is designed so that each student follows a personal curriculum consisting of an outstanding Quantity of subjects where Quality is at the heart of their learning and out teaching.

We have very high expectations for every student, with challenging, aspirational and shared potentials. Students at Chesterton are supported academically and emotionally to enable them to keep-up rather than catch-up.

Within the curriculum, we at every point encourage learners to help shape their own learning.

Some students will arrive at Chesterton having made outstanding progress at KS1 and 2; some may have made average progress; some may not have made as much as they hoped.

Our curriculum is designed so that each student has access to a curriculum which will enable them to make the most possible progress in a broad curriculum during their time with us.


Key Stage Three (Years 7, 8 and 9)

Key Stage Three sequences learning towards from all starting points to Key Stage Four, aiming to secure outstanding outcomes for our students.

Leaders dedicate a large focus to understanding the key aims of each year, for each suject including what we teach and why.

Key Stage Three is designed to enable every student to arrive at Key Stage Four having had the breadth and quality of curriculum to enable them to be Key Stage Four ready, and have access the greatest choice of courses available . All students develop a range of skills from linguistic and mathematical to social and artistic. This offer differs from student to student. However we design the curriculum for a child in collaboration with them and their parents, there is always opportunity for refining; no child is ever stuck in their curriculum.

Across Key Stage Three, most students follow a curriculum of: English, Maths, Science, Computer Science, Geography, History, Latin, Religious Education, Art, Drama, Music, French, Physical Education and Design Technology. The most able students are offered the opportunity within the core to study German. These lessons are 100 minutes long.

For some students, we amalgamate the subjects and content above into fewer areas of study with even greater cross curricular links; for example in Humanities.The day structure allows for greater opportunities for Mastery and Consolidation. These students study the foci of the complete curriculum thefore maintain great breadth with experience Experiences built into their curriculum through Music, Drama, Computer Science and Language. Lessons are combinations of 25 minutes, 100 minutes and 200 minutes.

A small number ofstudents will spend a proportion of their curriculum skills specifically developing their literacy skills through distinct English as an Additional Language (EAL) lessons and/or follow the Lexia Reading Program.

Students who are not quite KS4 ready in core subjects and who are unlikely to take a Modern Foreign Language (French or German) at KS4 can also boost their core curriculum through structured additional Science time. 


Key Stage Four (Years 10 and 11)

Following Year 9, students study a core curriculum,but also have the opportunity to study a range of additional subjects and subjects at different levels.


Key Stage Four – Core Offer

Key Stage four offers a wide quantity of subjects with study time designed to maximise student opportunities. These are GCSEs, Btecs and Cambridge Nationals.

Within the Core Curriculum, all students study: English Language, Maths, Core Physical Education, and Ethics. Most Students also study English Literature as part of the above course.

All students study Science as either separate Biology, Physics and Chemistry courses, or a combined Double Award Science.

Top Set Maths students are able to study for the FSMQ  (Free Standing Maths Qualification: Advanced)

Key Stage 4 – Options Offer

Information on KS4 courses is available via our KS4 Pathways Page

Click here to see the Btec Policies

Key Stage 4 – English Literature / Numeracy Support

Students who require additional support in either English or Maths can substitute one of their option for a separate English Literature or Maths courses.

Key Stage 4 – Twilight

Students can also take twilight GCSEs in: Spanish, Latin, Sociology and Astronomy. These lessons occur in an extended school day model.


Additional Information

Language Provision Summary

The guidance below summarises the 5 year language provision from above:

Year 7, 8 and 9

French and German

All students in Yr 7 start the year studying French in mixed ability groups. From the second half this term, students complete an assessment, and are set. The top set on both halves will study French and German in their languages time, all other set study French only. This continues into year 8 and 9.


In Year 7, students in top set English study Latin in lieu of an English lesson. Other sets can access the same course via a twilight. From Year 8, Latin is exclusively twilight.


All students can study Spanish as a twilight in Years 8 and 9 as an additional language course.

Years 10 and 11

Students are encouraged to study a language at KS4, however it is currently not compulsory. French and German are available in option time, and Spanish and Latin continue as twilight classes.

Post 16 and Carers

Post 16 Information is available here: Post 16

Careers Information is available here: Careers


Additional Curriculum Information


Literacy is promoted across the curriculum managed by a designated literacy co-ordinator. The core development of cross curricular literacy is through feedback and this is support by initiatives like focus events, literacy starters, toolkits, subject glossaries and assessment foci.


Numeracy is fundamentally important for all pupils.

It is a proficiency that is developed not just in Mathematics but also across the whole curriculum.

Numeracy is a proficiency which is developed not just in mathematics but also in other subjects. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It requires understanding of the number system, a repertoire of mathematical techniques and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data are gathered by counting and measuring, and is presented in graphs and diagrams, charts and tables.

(Key Stage 3 National Strategy Framework for teaching mathematics)

We are committed to developing the numeracy skills of our learners, in the belief that it will support their learning, enabling them to access the whole curriculum and, in turn, raise standards for all.

It is important to recognise that all teachers are teachers of numeracy.

We aim:

  • To adopt a whole-school approach to Numeracy across the curriculum in order to raise standards of attainment for all learners.
  • To recognise the importance of Numeracy in all subjects across the curriculum.
  • To identify the Numeracy content in every subject’s SoL to ensure joined-up thinking with the mathematics curriculum
  • To develop a common understanding of how different mathematical concepts might be taught across the curriculum, to aid consistency
  • To encourage staff to take responsibility for the development of numeracy in each subject area.
  • To encourage cross-curricular projects that cross over boundaries between maths and other subjects
  • To ensure that the maths SoL takes account of the numeracy content in other subjects’ SoL, in order to best support the learning of the students

Writing, Reading and Maths:

Throughout the curriculum these skills have high prominence lead by staff with responsibility for ensuring progress. We have Whole School Reading Time, Dedicated CPD, Specialised Courses, Different KS4 Literacy Pathways, 1:1 Support, Progress Support Teams and EAL Specialist Teachers.

Promoting Active and Engaged Learners

The curriculum and shape of the school day differs significantly for different cohorts and different year groups. We believe these changes allow for engaging courses delivered outstandingly by teaching staff and in time chunks” suitable for the different concentrations spans of different cohorts of students. It also facilitates challenge in all areas of the curriculum.

Religious, Personal and Social Education:

RPSE is core in KS3 and delivered as Ethics in KS4. Our tutorial time is also 25 mins per day where Ethical and Personal and Social Education is consolidated within our vertical tutor system, and tutor program. PHSE is also embedded across the curriculum and covered in assemblies, tutor time and drop down days

Extra Curricular:

Please see Chesterton’s extensive extracurricular provision here: Extracurricular


Both House and Year group assemblies are appropriated weekly under a formal and outcome/curriculum mapped plan lead by a member of staff with outcome responsibility.

Pastoral Care:

All students have 25 minutes tutor time per day with two tutors. Throughout the year, students cover a wide range of pastoral topics through a range of delivery methods including debates, group work and private study. There are a range of team building and completion activities, alongside whole school reading time.

The role of the second tutor is to provide personal academic mentoring to each student throughout the year.

Some students are invited to Breakfast clubs.

Some students have targeted pastoral drop-in sessions at the end of each day.

We have referral access to support agencies.

We provide careers guidance support.

We have access to a school Nurse.


The SEND department follow the SEND guidelines from the 2014 Code of Practice, which states quality first teaching importance. Quality First Teaching is teaching which is planned around the needs of each individual student. Information for support in quality first teaching and individual students is supplied and updated by the SEND department. Further support for some students is supplied by the SEN specialist, Progress Support Workers and other outside agencies. More information on SEND can be found here: SEND

June 2019



Chesterton Community College
Gilbert Road

01223 712150

Mrs Lucy Scott