Curriculum

Our curriculum has evolved to reflect the needs of our students. It is anticipated that it will continue to evolve, particularly as government policy changes. Our curriculum offer is therefore subject to change.

It should always be remembered that a curriculum is more than just a timetable of events in a student’s working week and it is about more than end results.

At Sanders, we aim to ensure all our students aim for the best possible progress to become the people who will make considerate and positive contributions here and in other communities throughout their lives. It is important to us that students are prepared for full participation in life in modern Britain and the modern world. We place great importance on our students being global citizens and are looking at increasing the number of students who look to learn a second language. We take account of students’ individual needs and strive to ensure that they all experience success.

Students participate actively in their learning and they are regularly given opportunities to work with others as well as being consulted as to their views of the learning experience through faculty reviews. To be successful in life we believe that students need to work hard while they are here, evident as one of our key values, ‘Hard Work’.

We value the fundamental British Values of appreciating democracy, the rule of law, respecting others and diversity, all things we expect to see within lessons and shown through their time at school. We ask for parents/carers to support this as their child’s first educators and being someone who is influential in their progress and development.

Our curriculum is aspirational, varied and challenging and designed to allow all to achieve their full potential across a range of subject areas. We aim to develop students’ personal and thinking skills through a range of subject areas as well as the planned form time curriculum.

Our curriculum is very broad, relevant, balanced and personalised and is organised in such a way that it provides students with the opportunity to learn expected behaviours based around our attitude to learning attributes (readiness to learn, learning talk, responding to feedback, summarising my learning, thinking creatively and working as part of a team). This approach also supports their learning and allows us to deliver our mission and aims.


Key Stage 3 Curriculum

We offer a broad and balanced curriculum to all of our students as well as an extensive range of extracurricular activities.

In Years 7, 8 and 9 students study: Art, Business (through their IT lessons), Design and Technology, Drama, English, Food, French, Geography, History, Information Technology, Mathematics, Music, Physical Education, Religious Education, Science and Textiles.

Students experience all of the potential GCSE options within Year 9, which enables them to make fully informed GCSE option choices.

Key Stage 4 Curriculum

We offer a broad curriculum to all of our students. An increasing number of our students follow the English Baccalaureate (Ebacc) which will help students to face further education and employment with confidence and compete on a global scale. The pathways we offer allow students to have a wide variety of options open to them when moving into Key Stage 5. It is the combination of subjects which keeps future doors open.

The subjects that we offer the students is determined by their preferences and so can differ for year groups.

In addition to studying English, Geography/History, Mathematics and Science students are afforded the opportunity to select three additional subjects from a range of subjects: Art, Business Studies, Childcare, Dance, Design and Technology, Drama, French (compulsory for most), Hospitality and Catering, Information Technology, Media, Music, Physical Education, Religious Education, Textiles, Triple Science,

All students will follow lessons of Physical Education and Spiritual, Moral, Social and Cultural (SMSC). Further details on Key Stage 4 course and syllabus are provided to the students and parents/carers at the appropriate times throughout their educational journey.

There are students for whom the above is not appropriate and for this group of children we look at alternative pathways, this is decided on an individual basis. (Example Construction, Child Care) and this differs from year to year depending on the context and needs of the year group/students.