Our Curriculum Intent

At Woolton High School, we endeavour to ensure that our school community is ‘Safe, happy, healthy and learning so that you are prepared for future learning and employment”

We aim to support our learners to achieve their potential through access to a broad and balanced, personalised curriculum with opportunities for real meaningful progression in a range of academic and vocational areas.

We help learners make meaningful progress in a safe, structured and caring environment and ensure they are able to build positive relationships with adults and peers alike.

Pupils are also encouraged to take responsibility for, and have ownership of, their own personal development and  behaviour so that they can become young people with the skills and attitudes required to become valued members of society.

In order to achieve these aims, we endeavour to create a learning environment that is positive, friendly and supportive of all learners.

We work very closely with Governors, Parents /Carers and our multi-agency partners to ensure that their child’s education is a purposeful, productive and positive experience which helps to prepare them for their next stage of their development.


Our Implementation goal

To HELP our pupils to be academically, personally and culturally prepared.

We believe that learning is a continuous process which involves acquiring core knowledge and skills, underpinned by the reinforcement of vocabulary, reading and oracy. We re-teach, test and adapt our pedagogy to ensure that children know and remember more and use this feedback effectively.

How we organise our curriculum

– Our Curriculum is broad, balanced, challenging and engaging.

– Pupils are organised into Year Groups 7-11 and have a pastoral (FORM) base.

– There are 2 Engagement Centres (KS3&4) that have mixed year groups

– All students access a range academic subjects, as well as a carousel of vocational courses as part of their curriculum offer.

– We offer a pathway for progression towards the following qualifications: Level 1 and Level 2 Qualifications such as GCSE, BTEC, CAMNAT, Entry Level Certificate and Functional Skills.

Careers/Business Studies

Careers/Business Studies



At Woolton High School Careers is a vital part of the curriculum. At WHS Careers is:

Designed for all students to have outcomes that link to the 8 Gatsby Benchmarks

  • Is delivered to years 7-9 through specific Careers lessons and to all year groups across the curriculum. Both have the aim of students gaining as many skills and realistic and engaging opportunities as possible during their time at the school.
  • A wide range of experiences which allow students to realise their true potential.

How we organise our curriculum

  •  Years 7-9 will follow the Skills Builder Curriculum. This will introduce students to Careers and begin to develop their understanding of the key skills necessary to be successful throughout their education and the workplace.
  • Years 10 and 11 will follow BTEC First Award in Business curriculum. This will cover a number of topics that relate directly to employment and enterprise whilst also helping students have a better understanding of the opportunities in both education and the workplace after Year 11.

Further Information

Careers/Business Studies Intent KS3

Careers/Business Studies intent KS4





English is at the heart of our currciulum. It is the aim of the department to make pupils develop an understanding, love and passion for English that will enable them to access learning and employment opportunities in the future. At WHS English is :

  • A pathway to the rest of the curriculum and is fundamental to their educational success
  • A gateway to the human experience through meaning and ambiguity as well as the beauty and power of language
  • Enhanced by the programme of reading develops pupils’ phonics, accuracy and speed

How we organise our curiculum

During their KS3 journey, pupils access Entry level qualifications (Levels 1, 2 and 3).  These qualifications are seen to give pupils a basis in “Literacy skills for life”.  They also set pupils up for their next step at KS4.

In year 10 and 11 pupils will undertake a Functional Skills course (Level 1 and 2). Once they have achieved these qualifications they can begin an AQA GCSE course of study.

This approch aims to give pupils their best chance of maximising their potential within the subject whilst also allowing them to achieve qualifications relevant to college courses they wish to enrol on.

Further Information

English Intent

Engagement Centre TEC1/TEC2


Our Engagement Centres aim to provide an inclusive learning environment tailored to suit individual needs and learning styles, ensuring opportunities for progress towards achievable qualifications. We take an innovative approach in delivering a well-rounded curriculum, in a supportive setting. At WHS the Engagement Centres are :

  • a safe, inspiring environment and consistent approach to routine.
  • Underpinned by the National Curriculum to cover a broad range of topics and experiences.
  • Focussed on  Literacy and Numeracy skills to a level which will support them beyond the classroom and in later life.
  • Passionate about termly educational visits to reinforce, extend and consolidate pupils’ learning and develop partnerships with outside organisations to enrich pupils’ school experience.

How we organise our currciulum

  • In the same way as KS3 and KS4

Further Information

TEC 1 Long Term Curriculum Plan 2023 2024

TEC2 Long Term Curriculum Plan 2023 2024

Intent Implement Impact 2023 2024

TEC Maths
TEC English



To inspire in pupils, a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. At WHS Humanities is:

  • A way to improve literacy, culture  and develop creativity through the study of Geography, Art, Languages, History, Music and Religion.

How we organise our currciulum

  • Each topic is broken down in to the core skills and knowledge required
  • We aim to ensure that pupils know and are able to use that knowledge
  • Learning is covered across the 6 humanities study areas relating to each continent.

Further Information

Humanities Intent



ICT as a subject is focused initially on ensuring that pupils have the core transferable skills, by utilising packages for the presentation of work. Throughout ICT  pupils will develop the skills and knowldge necessary to prepare them for modern technologies in the outside world. At WHS ICT is:

  • based on prior knowledge when selecting teaching approaches
  • strongly linked to the intended subject content and helps achieve curriculum goals.
  • led by worked examples to help pupils solve problems

How we organise our currciulum

  • In line with school policy (see Further Information)
  • Pupils have access to a well-resourced, modern computer suite where they are encouraged to work independently, using facilities for presentation of work, examinations and for research.

Further Information

ICT Intent




Mathematics teaches us how to make sense of the world around us through the development of a child‘s ability to calculate, reason and solve problems.  It enables pupils to understand the relationship between number and their everyday lives.  It can also be a tool in the expansion of a child’s horizons, giving them the opportunity to consider new ways of thinking and calculation. At WHS Maths is: 

  • About promoting it’s enjoyment while showing an enthusiasm for learning and the award of qualifications.
  • An exploration, discussion and discovery of the  important elements that we use to promote learning in maths.
  • A curriculum area where we are proud of our success rate in each of the qualifications that we offer.

How we organise our curriclum

  • Pupils will take some or all of the following accreditation:  Functional Skills Level 1, Functional Skills Level 2 and GCSE. see further information.

Further Information

Curriculum Plan



In Woolton High School, PE is a strength of the school.  At WHS PE is :

  • An opportunity to be actively engaged in a range of phyical activities.
  • A positive experience for all learners, regardless of ability

How we organise our currciulum

  • At Key Stage 3 we change the sport in school every three weeks to give our pupils the opportunity to participate in an array of activities, such as handball, badminton, short tennis and Health related fitness.
  • At Key Stage 4 pupils are given the opportunity to choose the Cambridge Nationals Level 1/2 Award or Certificate.
  • This is broken down into either a 2 unit award or a 4 unit certificate assessed by OCR. This allows our pupils to perform presentations, assignments and portfolios in both a practical and theory setting.

Further Information

PE Intent

Personal Development / PSHE


Personal Development is an integral part of life at Woolton High School for every learner.  It provides opportunities for pupils to understand and appreciate how to develop techniques to better regulate their own behaviour, as well as developing the knowledge, skills, and personal attributes that they need to manage their lives now and in the future. 

The Personal Development curriculum at school creates opportunities to for pupils to experience growth and resilience through the promotion of qualities like honesty, integrity, courage, teamwork and communication. These qualities enable our pupils to take important steps towards becoming better prepared for post-16 transition and life after school.

This is fundamental component at Woolton High School. “Personal, Social, Health and Economic (PSHE) education is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future.”

PSHE at WHS is :

  • At the heart of our pastoral currciulum 
  • Is delivered to all year groups 
  • Underpinned by key safeguarding messages

How is it organised

  • It is taught directly on the currciulum during breakfast club, form and EHCP time

Further Information

View Full PSHE Curriculum Plan

PSHE education planning framework

Reading Development

At Woolton High School, we are passionate about developing pupils’ language and literacy skills. As part of this approach, we promote an appreciation of reading through the use of quality and diverse texts and exposure to a range of authors. Reading opportunities support our pupils in developing core skills such as fluency, comprehension, inference and language development as they read increasingly challenging material, through a wide range of ability appropriate texts, across a range of genre.


Allocated Reading Time is timetabled through ability level ‘streamed’ groups to ensure that Reading groups are working through texts that are appropriate to every pupil’s stage of learning, rather than pupil age.


Reading is embedded across all subjects and as such, teachers harness opportunities to reinforce the development of literacy skills, including reading,  across all areas of the curriculum.




We offer a science curriculum that provides children with the foundations that they need to recognise the importance of science in every aspect of daily life and within the world around us.




At Woolton High School science is:


  • Delivered in a manner that hooks the children’s interest,enabling them to develop a sense of excitement and curiosity through scientific enquiry.


  • Used to encouraged pupils to ask questions and work scientifically to further their understanding and scientific knowledge.


  • A way to enable the development of key scientific vocabulary which supports in the acquisition of scientific knowledge and understanding.




How our curriculum is organised.


  • During KS3, all pupils study biology, chemistry and physics.
  • We deliver the knowledge and skills necessary to embark on KS4 science.
  • At KS4, all pupils will study for a double award science AQA entry level qualification.





In science, pupils follow the AQA entry level GCSE curriculum. They achieve this by exploring, discussing, testing and developing scientific principles and the explore the relationships between living things, familiar environments and the real world.


STEM activities are implemented to gain an appreciation for materials, tools and processes and give students an understanding of how science is linked to other subjects.


Further Information

Science Intent


Vocational curriculum



Vocational learning means work-related learning. We provide a variety of vocational options for our pupil’s.  Pupils can build experience in the following vocational activities: Brick laying, Catering, STEM, Arts & Crafts, Horticulture and Upcycling. These activities are undertaken on a carousel basis so that each learner will access units on each activity throughout the academic year.

We have access to very good facilities for these vocational areas and our teaching and learning helps you develop the practical skills, understand theory and experience develop workplace skills needed for employment in the different areas taught. These ongoing works experience opportunities contribute to our overall aim of preparing all of our learners for post-16 courses and employment.



 How we organise our curriculum:

  • The curriculum is split up into six vocational subjects
  • Each group will spend half a term on each subject
  • Pupils will learn skills linked to each subject area
  • Lessons will be delivered in different environments



Subject areas:


  • Horticulture
  • Brick Work
  • Catering
  • STEM
  • Arts and Crafts
  • Upcycling





During KS3 and KS4 all pupils are grouped and rotate around the six subjects. Each pupil has two vocational lessons per week and rotate every half term.





Pupils will be given a certificate of excellence for engagement and attainment. A certificate will be displayed in the vocational curriculum display for the star of the term for each option.


Further information

VOP Art-Design

VOP Brick Laying

VOP Horticulture

VOP Upcycling

VOP Catering




As a school we are part of and committed to : Promoting children and young people’s mental health and wellbeing.

  • Our approach is delivered through 8 key principles*:

    • Curriculum teaching and learning to promote resilience and support social and emotional learning
    • Enabling student voice to influence decisions
    • Staff development to support their own wellbeing and that of students
    • Identifying need and monitoring impact of interventions
    • Working with parents and carers
    • Targeted support and appropriate referral
    • An ethos and environment that promotes respect and values diversity

  •  Children and Young People’s Health Coalition

As a school we are registered with the Education staff wellbeing charter . We use the charter to

  • show staff that you take their wellbeing seriously
  • open a conversation with staff about their wellbeing and mental health
  • create a staff wellbeing strategy
  • create a wellbeing-focused culture




At WHS we promote the development of a range of personal development life skills such as resilience, confidence, inter-personal realations, independence and how to keep mentally healthy.

At WHS Wellbeing is: 

  • organised around a whole-school five step approach: leading change, working together, understanding need, promoting well-being and supporting each other 
  • an integral part of our pastoral and cultural curriculum

How our curriculum is organised

  • We are working with Restorative Thinking to develop and improve our wellbeing offer.