Curriculum

General Principles
• The curriculum diversity promotes high levels of engagement, achievement and good behaviour for learning because the content is relevant to the individual and therefore sustains a thirst for knowledge and love of learning, offering opportunities for academic, technical and sporting excellence.
• Spiritual, moral, social and cultural (SMSC) ( http://www.smsc.org.uk/ ) development of pupils is inherent across the taught curriculum because teachers plan lessons to ensure students’ SMSC development.
• The PSHEE programme explicitly encompasses SMSC development as well as Careers Education, Information, Advice and Guidance (CEIAG); therefore raising aspiration, progress and achievement.
• CEIAG is promoted throughout KS3, KS4 and KS5, and we currently employ the services of our in-house Careers Adviser, again raising aspiration, progress and achievement. 
• Students are served well outside the timetabled curriculum because there is wealth of well attended extra curriculum activities from homework club to a DT club, as well as community volunteering in the 6th Form.  The school has a strong heritage in sports and successful extra curricular fixture programme, and therefore helping students' well being.

For a summary of each subject, click on the relevant blue button on the left.

Key Stage 3

• The curriculum focuses on ensuring students have opportunities for progress in reading, writing and mathematics. Students reading levels are assessed and an individual Lexia  ( http://www.lexiauk.co.uk/ ) programme is put in place, therefore helping students with deficits make rapid and sustained progress.  
• The KS3 curriculum follows the new national curriculum ( https://www.gov.uk/government/collections/national-curriculum )and is therefore broad and diverse.  Curriculum time is more weighted to literacy, numeracy and science.
• Year 7 students whose KS2 starting point is lower than the average cohort, and often below national average, follow a study skills programme, this also works for Year 8s, and in Year 9 a life learning programme is followed to develop learning skills thus supporting their progress in subjects.
• In KS3  mathematics ICT supports students’ progress through on-line programmes such as Sumdog ( http://www.sumdog.com/ ) because boys enjoy the competitive nature of these programmes to drive their progression.

Key Stage 4 (GCSE)

 • The KS4 curriculum is broad and balanced: details of all courses leading to GCSE or equivalent qualifications are detailed in the Options booklet. This includes personalised learning routes for students to help them progress and achieve their best. There are four KS4 suggested pathways for students to follow to maximise engagement and progression on to the next stage of their learning, whether this be FE, HE including Oxbridge and Russell group, apprenticeships or the world of work
• Through KS4 SEN pupils and pupils who have progressed slowly through KS3 are usually disapplied from an option because their learning skills need further development and therefore undertake a tailored study skills programme.
• Through KS4 personalised intervention programmes run for pupils in English, mathematics and science.  Additionally the lower ability KS4 science students received reduced curriculum time with additional mathematics and English teaching, therefore helping to ensure that pupils make at least 3 levels of expected progress from their starting points.
• As in KS3, in KS4 mathematics ICT supports students’ progress through on-line programmes such as SumDog  because boys enjoy the competitive nature of these programmes to drive their progression.

Key Stage 5 (Sixth Form)

• The planning of the 6th Form curriculum builds from KS4 and is inclusive because there is a wide range of courses, from the academic and facilitating subjects to vocational applied and technical courses, all matched to pupils’ interest and ability; therefore retention rates from Year 12 to 13 are very high, as are successful completion rates. Retakes for both maths and English GCSE are timetabled, and therefore students see the importance in these subjects.

Personal, Social, Health and Economic Education (PSHEE)

At Forest, PSHEE is a programme of study designed to help students to develop their knowledge and understanding of skills which will support them through all areas of their future lives.

 

What does PSHEE include?

  • Health: healthy lifestyles; healthy eating and exercise; mental and emotional health; sex and relationship education; drug, alcohol and tobacco education.
  • Risk: financial and career choices; personal safety and internet safety.
  •  Relationships: developing and maintaining positive relationships; dealing with negative relationships which may include bullying.
  •  Loss: bereavement, separation and divorce.
  •  Change: managing transition; adversity and developing resilience.
  •  Career choices: enterprise, business and finance.
  •  Personal finance: savings, debt and finance.

 

Why is it so important?  

  • It contributes to the health and well being of our students.
  •  It aids in the safeguarding of children and young people.
  •  It contributes to the health of the nation.
  •  It underpins our students future employability through the development of skills wanted by industry.
  •  It supports students in taking responsibility for themselves by making informed decisions.
  •  It prepares our students for their future roles as parents, employers and leaders.

 

 

The Forest School is committed to serving its community. It recognises the multi-cultural, multi faith and ever-changing nature of the United Kingdom.  It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

The Forest School is dedicated to preparing students for their adult life and ensuring that it promotes and reinforces British values to all its students.

The Government emphasises that schools are required to ensure that key ‘British Values’ are taught in all UK schools.  The government set out its definition of British values in the 2011 Prevent Strategy. Information from Department for Education can be found here