This document curriculum overviews below, present an outline of the content of the topics and/or learning objectives taught throughout the year. These are presented in half-termly sections, dividing Key Stage Three (Years 7-9) and Key Stage Four (Years 10 and 11)

Our curriculum is designed to provide young people with the core knowledge and cultural capital needed both for further academic study, while enabling them to develop as citizens and engage effectively in the world beyond school.

Our curriculum is designed to be balanced and rigorous, in order to maximise students’ knowledge, as well as their cognitive and personal development.  We continually work to provide coherence within and across subjects, while also mapping the curriculum vertically from Key Stage 3 to Key Stage 4.

Everything students learn in school, alongside the taught curriculum, is seen as part of the whole curriculum. This includes the approach to spiritual, moral, social and cultural development, as well as the extra-curricular provision, which provides a significant ‘hidden curriculum’.

Our pupils will learn to use the language of art. They will draw and paint in familiar and unfamiliar situations exploring new processes as well as the traditional materials and techniques. They will also enter fine art competitions.

We offer the AQA GCSE Biology syllabus and new specifications which provides range of lessons from Human biology, Plant biology and Environmental studies.

In Business, students will learn the importance of Business and People, Marketing, Production and Finance and the impact of the external environment on a business. They will develop their technical, numeracy and literacy skills. They will learn subject terminology and be able to identify different types of business organisations.

The topics taught for paper 1 include: Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry, Chemical changes; and Energy changes, the rate and extent of chemical change; Organic chemistry; Chemical analysis, Chemistry of the atmosphere; and Using resources.

Computer science is more than just gaming and working with computers. It is developing skills to solve problems; it is allowing you to exploit your creativity; it is helping you strengthen your analytical thinking skills; it is preparing for the future.

In EAL, it’s all about enabling learners to become proficient communicators in English, both in the everyday and academic spheres. Interactive activities are used to hone speaking, writing, reading and listening skills, empowering learners to deal with real situations and meaningful tasks. Our learners are inspired to become life-long lovers of the English language and language learning in general. 

The main goal of this curriculum is to guide students in the acquisition of solid technical accuracy in English language, emphasising the good use of grammar, coherence, and creativity.

English language focuses on developing core literacy skills: reading and writing for both fiction and non-fiction. Students will develop the ability to use and explore language in different contexts and for different purposes and audiences. It also includes some analysis of literary and media texts. Students will have opportunities to write creatively and demonstrate their ability to discuss different topics and make formal presentations.

The curriculum, in English Literature aims to create, build and sustain a love of books: novels, plays and poetry, in students. Students will develop the ability to analyse plot, characters, themes, language and structural devices and context. They will study old and modern texts, learn subject terminology, make comparisons between literary works and develop their ability to identify literary terms and state their effects on the reader.

“Master French through Learning”. Our vision is to develop strong, lifelong linguistic skills in our students which will enhance their vocational abilities and employability skills. All the learners will regard themselves as world citizens as they become proficient in the French language.

We strive to develop an understanding of patterns and responses in the physical and human environments, climate change and the sustainability of our planet, appreciate the  fragility of our planet, and recognise their individual and collective roles as stewards.

Pupils are trained in the skills needed in the study of history, learning to analyse effects from causes as they investigate periods, characters and events from the past.

The subject is packed with fascinating themes, ideas and concepts, from William the Conqueror’s audacious assault on England, culminating in the epic Battle Hastings; the philandering and murderous instincts of Henry VIII; the Gunpowder Plot, directly leading to the Popish Recusants Act in 1605; to the Night of Long Knives under Nazi dictatorship.

At Stanborough, we have four operational greenhouses and we also do open field cultivation of crops such as tomatoes, beans, spinach, beetroot and radishes. The school garden has helped students to develop a greater respect for food by showing them what it takes to grow and harvest even one vegetable. It encourages parent and community involvement as many parents and people around the community buy the fresh organic produce from the school garden.

We seek to support English learning for our Full Immersion Experience (FIE) students. In this class, we explore British History, Culture and Values. This promotes an understanding of the British people, our cultural diversity and how we relate with the rest of the world.

We pride ourselves in providing our students with a curriculum that is designed to ensure progress and development of mathematical skills they’ll need in life and in their further education. We have collaboratively developed a skill-based scheme of work that promotes problem solving, resilience and ensure full curriculum coverage.

Our educational philosophy aims for greater understanding and awareness of the functioning of our Human Body and the physiological basis of it, learning how to use it in an effective way, laying the foundations for improving our quality of life in the most holistic sense of the word, referring to the well-known axiom of "Mens sana in corpore sana".

The Physics topics we teach are: Forces, Energy, Waves, Electricity, Magnetism and Electromagnetism, Particle Model of Matter, Radioactivity, and Space Physics.

KS4 Religious Studies covers the OCR national curriculum. Our two study focuses are Christianity and Islam. We look in detail at their ethics, moral and philosophical points of view.

Spanish is the second most widely spoken language in the world, therefore in Stanborough Secondary School, we believe that learning Spanish will not only be useful to enhance communication with speakers of other languages, but it will also grant our students a valuable skill and it will help them in their future career enhancing their employability.

 Stanborough Secondary School experienced many challenges in the last academic year, including the impact of COVID-19. We thank and praise God that He has sustained us. Knowing and understanding that pupils and staff had suffered trauma, loss and bereavement, would be uncertain about what school would look like, and would be anxious and fearful of contact with each other, the Curriculum leader and Pastoral leader worked together to develop a Well-being and Recovery Curriculum for the new academic year.

Stanborough staff and pupils value relationships – it is often said that the school is like a family – so leaders knew that the first task would be to re-build relationships. School closed on 12 March, and the school switched to online teaching and learning (very successfully!). Leaders also knew that a programme had to be put in place to help pupils and staff recover from their losses (one pupil lost five family members during this time) and to help pupils to value learning and use their time wisely, especially the Year 11s.

The school’s values (respect, courage, resilience and excellence) underpin everything that we do, so time was spent on these values during the week before school started, in a ‘Back to School’ programme for both parents and pupils. More time was spent on the values during the first week of school.

The Well-being and Recovery Curriculum is divided into three phases:

1. A holistic approach– the first three weeks of school.
2. Focused recovery– personalized (individual pupils beginning with SEN pupils and those who are suffering with anxiety and bereavement).
3. Deep recovery– a longer time period is required, as is parental and external agency involvement.

The aims of the Well-being and Recovery Curriculum are to:

• Create a safe environment and learning space for both pupils and staff
• Acknowledge loss, trauma and bereavement and support pupils in their recovery
• Re-build relationships
• Re-engage our pupils in their learning
• Strengthen the resilience that we know both staff and pupils have (demonstrated during online lessons)
• Assist and support pupils and staff in their well-being
• Create an environment where pupils can express themselves freely and be supported

Useful websites for supporting students, staff and parent's well-being:

• Let me know if you want any of the added to the top of briefing notes.
• Education Support helpline and counselling (A national free service)
• Looking after each other & ourselves - Anna Freud National Centre for Children and Families.
• Mental Health at Work - National agencies supporting different professionals in their roles.
• Every Mind Matters - Looking after your mental health and emotional wellbeing during coronavirus including guidance, advice and tips on how to  maintain your mental wellbeing if you need to stay/ work at home.
• The Educational Psychology Service have also expanded Contactline service across Hertfordshire which is available Monday to Friday from 2:00pm to 4:30pm. Tel: 01992 588574
• Strategic Leads for MH in Schools Staff Wellbeing session – Twice monthly publicised on https://healthyyoungmindsinherts.org.uk/schools (Schools free  training page)