KLB School Curriculum Intent

An inspiring curriculum for all

At KLB we have a curriculum that is broad and balanced.  Our subject curricula are designed to make clear the most important knowledge for each subject, including subject specific skills. 

From Year 7 to Year 9 our curriculum follows the National Curriculum, enhanced by most students studying two languages through Key Stage 3.  Our options process for Key Stage 4 is designed to allow a wide combination of choices, whilst encouraging students to maintain their broad and balanced curriculum through continuing their study of both a language and a humanity at GCSE. 

As we believe that curriculum goes beyond the timetable, we offer an exciting range of sports, arts, trips and enrichment activities to all of our students.  This is underpinned by our strong sense of community at KLB.

Subjects

This section of the website introduces the subjects that make up our curriculum. Across these pages you can read about how we consider the sequencing of skills and knowledge within each subject area, at each stage of education, and how these build toward agreed end points. You can read about how each subject department plays their part in promoting the key skills of numeracy and literacy, and ensures that opportunities for character development are not missed. You can access these pages by clicking on the subject links below.

Explore our curriculum by year group

Using the year group links below, you will be able to explore syllabus covered in each subject for each year group. Guidance is also given on how to continue to help and encourage your child in their studies.

Teaching and Learning

We are absolutely committed to providing students with the highest possible quality of teaching and learning. The focus for teaching and learning will naturally vary from lesson to lesson and from subject to subject but across the curriculum, three distinct but inextricably linked aspects to learning will be evident:

  • The development of attitudes and attributes to support young people to be, for example: determined; adaptable; confident; risk-taking; enterprising.
  • The development of skills, for example: literacy; numeracy; ICT; linguistic; technological; investigative; artistic and musical
  • The development of knowledge, understanding and cultural capital, for example: scientific; cultural; historical; geographic.

In order to inspire students, we also recognise the importance of developing teachers as learners through their own professional development in order to ensure that we continually monitor, review and develop our own practice.

Assessment

The purpose of assessment is to provide everyone involved, students, parents, and teachers, a clear indication of real strengths and areas to be developed. We work hard to ensure assessments are relevant and appropriate but also not excessive and disproportionate. Various forms of assessment are used, from formal end of year exams, unit tests to in-class quizzes. They are all designed to provide feedback that enable the learner to understand how to make the best possible progress.

At Key stage 3, We have developed a new approach to assessing your progress which will not only be based on formal tests but which will give you a chance to show what you have learned in a much wider range of assessments.

Reports

Information of how progress is reported for each year group is given below:

Year 7 reports
Year 8 reports
Year 9 reports
Year 10-11 reports

Homework

Homework is an integral part of the school curriculum and an essential component of all students’ education. It helps children to become confident and independent learners and it supports their preparation for further and higher education and lifelong learning. Our aim is that children take responsibility for their own learning, that they develop into confident and committed students and that they regard homework positively as contributing to that learning. Homework enhances the work carried out in school in a range of ways including the following. It provides:

  • opportunities for students to gain further practice in the work carried out in the classroom which will consolidate and reinforce skills and understanding;
  • opportunities for students to develop into resilient and independent learners by attempting work without the direct support of a teacher or other students;
  • opportunities for students to learn facts, vocabulary and other information more efficiently than can be achieved in timetabled lessons;
  • opportunities for more general research which may not be possible within the time constraints of timetabled lessons;
  • a mechanism for promoting the home – school partnership, enabling parents to appreciate what their children are learning;
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