Our Curriculum

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)

Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2

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.

Programmes of study are 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 curriculum objectives are to develop our pupils holistically, so that that by the time they leave in Year 11, they are well developed global citizens with leadership skills, who are ready to make a contribution to society.

 What do we want pupils to be able to know and do by the time they leave?  

They must have:



Educational success - Curriculum knowledge and understanding

To develop and consolidate skills knowledge and understating of the programs of study for KS3 and the KS4 syllabus for GCSE, to ensure more assessment proficient learners.  Teach a good level of numeracy, literacy (speaking, writing, reading and listening) and computing skills.

Spiritual and moral foundation - how the world works and God’s role in the world.

A clear understanding of how the world works, God’s role in the world and their lives, and the contribution they can make in their community and society.

Lifelong Learning - preparing them for the next stage of their journey.

They must be prepared for Sixth Form/College, life after school, work and university and explore their opportunities.


Good leadership skills to support transition into adulthood foster the skills and character to be responsible citizens, and promote social and emotional well-being.

 Good citizen

A good understanding about their responsibilities as citizens to produce motivated and responsible learners, who relate positively to each other, to staff and to the surrounding community.

Social and cultural growth (Inclusiveness)

Helping pupils to develop socially and culturally so that they can better understand the world, practice tolerance and treat everyone with dignity and respect.

Physical vitality - health and well-being

Health and well-being/relationships skills to be able to achieve positive self-actualization and self-esteem, essential factors for heightened wellbeing.

The 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 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. More...


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. More...


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

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. 

Year 7-9 English

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.

GCSE English

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.

GCSE English Literature

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.

Year 7-9 History

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.

GCSE History

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. More...
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". More...


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

RSE stands for “relationships and sex education” and as part of Relationships and Health Education is a new approach to teaching children about relationships and health. The Relationships Education, RSE, and Health Education (England) Regulations 2019 have made Relationships Education compulsory. More...
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. More...

Food technology is a distinct and compulsory subject in Year 7-9 at Stanborough School. Its aim is to ensure that all students understand and apply the principles of nutrition and learn how to cook. More...

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. More...

The Well-being and Recovery Curriculum

 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: