At Quorn Hall School, we believe that our curriculum is the cement which provides our pupils with a solid foundation on which to build their future, both academically and socially.
It drives our students’ independence, knowledge and skills in order to survive and thrive in whatever they aspire to be. Through the subjects we deliver and teach, we are showing our students that with determination and drive they have the power to accomplish anything. We expect our students to take ownership of what they are working towards and our staff show them strategies to succeed.
All teachers and professionals within the school engage in continuing professional development to enhance their skills and competencies and to align with the demands of the breadth and ambitious national curriculum; helping to provide a range of strategies to inspire all of our students.
Our Primary School
Classes in our primary years currently have no more than 8 students.
Our learning environment is a space where students can explore and develop their love for learning in a safe and nurturing way. We focus on teaching and learning around providing an understanding about why it is good to learn and how it will benefit them in later life.
During the day, our students experience a wide variety of subjects, which are all underpinned with English and Maths.
Students can experience Science, Cooking, Forest School, thematic studies, PE, Performing Arts and PSHE.
We also look at the social and behavioural aspects of attending school and learning with others.
Our Secondary School
In Key stage 3 and 4 classes range between 6 - 8 students.
Each morning the classes are taught Maths and English by their class teacher with the support of specialist English and Maths teachers in Key stage 4 in preparation for their qualifications during their time in this Key stage.
Our teaching is highly differentiated taking into account the starting point and progress of the individual student. We work on developing independence skills and a willingness to learn.
In Key Stage 3 and 4 we have adopted a two tier pathway for students to work on this is reviewed termly with teachers and the assistant head teachers in charge of the curriculum, teaching and learning.
The two pathways are built to help be flexible to meet the needs of the individual student and provide a foundation for what they are working towards once they have left Quorn Hall School.
Here is a breakdown of the pathways at Quorn Hall School.
A vocational pathway that is built up with a variety of practical and visual opportunities for students to reach their full potential. Built on a foundation of English and Mathematic lessons which will prepare students to improve their functional skills in readiness for exams in year 11. students will also be given the opportunity to take part in Science, Forest school, ICT, Art, Pe, Performing Arts and Learning for Life, with PSHE and thematic studies running throughout the curriculum timetable, helping students to achieve a number of vocational qualifications along the way.
students will have the opportunity to have dedicated interventions and additional support to bridge the gap between any education they have missed in previous years.
An academic, mainly classroom based curriculum that will prepare students in Key stage 4 to work toward obtaining GCSE qualifications in a number of subjects, pending Joint Council for Qualifications (JCQ) approval.
Each day, students will have dedicated lessons in English and Maths to enhance the knowledge and skills for students to access the specification for sitting GCSE’s.
As well as having the opportunity to access these core subjects, specialist subject teachers will deliver a number of examination subjects across the curriculum which include: Science, ICT, PE, Performing Arts, Art, Design technology and woodwork, Learning for Life and PSHE.
Each student in Key stage 4 will also have access to a careers and employability specialist and have regular transition meetings to prepare them for adulthood and the next chapter in their education.
Below is an outline of the subjects we have on offer at Quorn Hall School.
"What a great school this is, giving young people the opportunity to achieve their very best. Brilliant!"
We now teach Science as a curriculum subject from Year 1 right through to Year 11. All students will be eligible to gain a qualification in science from an Entry Level Certificate in Science to an actual GCSE. Both qualifications are nationally recognised and can be used to gain entry to further education at college.
Key Stage 2
Science Bug Primary Education
Science Bug is a comprehensive science programme for today’s curious kids. Science Bug is designed to build the knowledge and skills needed to spark imagination, fuel curiosity, and nurture confident young scientists. Mainly based on learning by doing outdoor activities, we will also be using the online subscription which allows students to access extra help, practice questions and take part in lots of interactive activities whilst gaining valuable ICT skills along the way. Online learning also enables a student to access work if they are absent from the lesson. Each child will also have access to a text book age appropriate to their needs with simple text and colorful illustrations and lots of fun facts.
Science Bug is a challenging and complete curriculum programme from Year 1 to Year 6.
The objectives of Science Bug:
● is to develop subject knowledge through highly structured lessons directly based upon the National Curriculum.
● is to teach by using resources designed, tested, and proven with primary students across the country in a range of settings, and packed with fun, hands-on activities, videos, and animations.
● is to support and offer guidance personalised to the needs of the student and to ascertain progress and offer interventions where appropriate.
Key Stage 3
Pearson Entry Level Certificate in Science
Students in Key Stage 3 will study for the Entry Level Certificate in Science over a period of 2 years. It consists of 6 topics, 2 from each topic of Biology, Chemistry and Physics. They will take a test at the end of each topic which will usually be at the end of each term. Each of the six externally-set tests will focus on a specific area of content from the specification, shown as follows:
Paper 1: Biology 1A – Cells, genetics, inheritance and modification Cells, Genetics, Inheritance and modification
Paper 2: Biology 1B – Health, disease and the development of medicines Disease, Prevention and medicines, Health
Paper 3: Chemistry 1A – Atoms, compounds and states of matter Atomic structure, The periodic table, Ionic bonding, Covalent bonding, Metallic bonding, States of matter
Paper 4: Chemistry 1B – Separating mixtures, breaking down substances, acids and metals Methods of separating and purifying substances, Breaking down ionic compounds, Acids, Metals
Paper 5: Physics 1A – Forces, movement and energy Motion, Forces, Energy
Paper 6: Physics 1B – Waves and radiation Waves, Electromagnetic spectrum, Atoms, Radiation
There is no set time for when each test is completed or how long the student takes to complete each test which makes it suitable for all students. A student can also re-sit each paper after a period of two weeks. Each paper is worth 25 marks. At the end of the course the marks will be added up to give the student a final level overall:
Entry Level 1 30/150
Entry Level 2 65/150
Entry Level 3 100/150
Key Stage 4
Edexcel GCSE (9-1) Combined Science with Entry Level Certificate
This GCSE has been created to be co-taught with the Entry Level Certificate. This means that we will be able to differentiate and match a course to suit the individual needs of the students. At the end of Key Stage 3 the students will all start studying for a GCSE in Combined Science. Towards the end of Year 10 the students will be entered for one of 3 options:
1. Consolidate knowledge of Entry Level Certificate and gain a qualification at the end of two years.
2. Study for the Entry Level Certificate in Further Science which will be sat at the end of 2 years.
3. Study for the Combined Science GCSE which will be sat at the end of two years.
We also have a brand new science laboratory complete with a prep room. This will allow us to do more practicals than ever before and help prepare our students for the assessed practical part of the Combined Science GCSE which involves completing 10 practicals over the course of their GCSE studies.
‘The more that you read, the more things that you will know. The more that you learn, the more places you’ll go.’
- Dr Seuss
What do we want to achieve?
We want all of our students at QHS to develop a passion for reading! The thought of reading can be very daunting for many of our students and we intend to change this through bringing fun and interest back to reading by making it enjoyable and relevant to the individual. At QHS we think carefully about our students' range of needs and learning abilities. We have invested in the highly rated HiLo books chosen by our students as well as a wide range of reading materials including comics and gaming books.
We have developed our library especially to be used as a reading space; this is really important for our SEMH students as it provides the opportunity for our students to develop their appropriateness in behaviour for learning skills, as the library is one of our amber zones which means behaviour needs to be modified in this area.
Each student has access to online learning platforms targeting dyslexic readers; Nessy which is a great way to encourage students' engagement in reading as it makes learning new vocabulary into a game, another online platform we use is ‘accelerated reader’ to bassline and develop reading skills targeting the gaps in learning. Epic books are also used again adding more online reading choices available to those students who find it easier to read online.
This is used daily in Lower School and where appropriate for the main school students. Throughout QHS we have a lower-than-age related reading ability with most of our cohort of students, we are constantly being inspired to design new and engaging lessons due to the range of behaviours displayed by our student body.
All teaching and learning staff have been trained in KTC phonics with Anne Smallberger and have adapted these lessons to be appropriate for their class groups. Subject specific keywords are explored throughout each lesson and are revisited to ensure they are embedded.
How do we intend to achieve it?
Bespoke daily reading lessons have been developed for our students. Reading areas are used daily for guided reading, class reader and daily one to one or two to one reading interventions. Reading areas are displayed with different appropriate reading materials that can be extended and used for role play. Our older students have access to reading with headphones to create a private zone using technology to access reading. Audio books that are also readable, are used to help generate reading for pleasure, as well as a wide range of reading resources.
Behaviour for learning is paramount in all we implement through our curriculum as many of our students have a range of concentration span abilities due to their SEMH needs. We navigate this by knowing each student as an individual and we have adopted a little and often approach to reading. We are continuously assessing the immediate needs of our children and adopting our planning to meet such needs.
Reading is also a way we can help with some of the SEMH needs of our students, for example presenting social stories around behaviours that instill. We embed life skills through reading and include practical use of reading through carefully planned learning pathways, for example reading a bus timetable and accessing public transport. We aim to create more confidence and self esteem through reading by making it fun and relevant to meet the needs of our students.
Why are we so passionate about reading?
We hope to create more independent readers who enjoy reading for pleasure. We realise at QHS that many of our students may have not experienced reading for pleasure and have low self esteem around reading for a number of reasons, our focus is to begin to close the gap in reading for so many of our young peers to enhance their opportunities for more prosperous outcomes, by being able to access more of the curriculum.
Lower School embed reading throughout the curriculum daily and aim to create reading for pleasure and academic purpose. We believe that creating stronger, more confident readers will help to raise their self esteem and sense of self worth. Our hope is through reading interventions, carefully chosen text, social storytelling, role play and modelling expectations on behaviour through reading we can help to create citizens that can enter into society with decision making skills that will allow QHS students the best outcome regardless of their starting point in life.
Reading for us at QHS is both aimed at achieving better academic outcomes and understanding societal expectations on their behaviour. Reading is a way of life and we intend for our students to realise this and take pleasure from being able to access more of the world through reading.
‘There is no such thing as a child who hates to read, there are only children who have not found the right book.’ Frank Serafini
We are very passionate about improving our students' sense of self-esteem and motivating them to succeed both in and out of a classroom setting and so we are very proud to introduce the performing arts to our curriculum. The performing arts help children with special needs by helping them to build fine motor and problem solving skills and it enhances the ways in which they can communicate and express themselves.
Every student has access to our bespoke, fully equipped music room and every student can take part in our dance and art therapy too encouraging them to develop into effective and confident communicators who have excellent problem solving and team building skills.
'Play gives children a chance to practice what they are learning.'
- Mr Rogers
Key Stage 2
Engagement is key to the successful study of Mathematics and we are constantly striving to improve the experience our students receive. Every piece of work completed by our students is marked and instant feedback is provided informing them of both their success and next steps. This is emulated through learning environments and effective modelling.
We find our approach to planning, delivering and reviewing Mathematics has been very successful in raising the self-esteem of our students, resulting in a high level of engagement with the subject. In addition to this, we actively explore concepts with our more able students to challenge their thinking and understanding.
"We complete Maths sessions every day."
We utilise various schemes to aid in our delivery. Our Mathematics curriculum planning follows Maths No Problem supplemented with White Rose Maths, and TT Rock stars. This ensures that our students are following the complete National Curriculum. We then take the objectives and differentiate accordingly to meet individual’s needs. Each day is supported with a focused arithmetic session. Our set of key non-negotiables for every teacher and classroom in mathematics strives to ensure clear expectations, rigour, great presentation and a clear/fluid learning journey, which allows all students whatever their starting points to reason about maths and apply their learnt skills.
Key Stage 3
Quorn Hall School recognises the importance of Mathematics in Key Stage 3. Our students get the opportunity to follow a broad Mathematics curriculum that addresses their gaps in knowledge, builds on their prior knowledge and stretches them a little further each year, thus preparing them for KS4 study and beyond.
Mathematics is taught 4 times a week and our vision is to create an environment in which all students can make progress through a kinaesthetic, engaging, immersive and a creative approach.
We use the White Rose Maths KS3 maths text books where mathematical concepts are broken down into small steps to help all students make progress and experience a smooth and successful transition from KS2 to KS3 Maths that builds on ability and progress in primary maths.
Students are able to master topics which are then interleaved and revisited in other contexts to aid memory and make connections.
"We ensure that students secure conceptual understanding with models and visual representations."
The White Rose Mathematics curriculum is furthered supplemented by access to TT Rock stars and My Maths software to ensure regular opportunities for consolidation, revision and memory connections to be made.
Student's pathways are closely monitored throughout KS3 so that a flexible approach to gaining qualifications in Mathematics at KS4 is possible.
Key Stage 4
Students in KS4 are working towards gaining Mathematics qualifications. We have a range of these on offer including entry level, functional skills and GCSE, so that students can aim to gain a qualification that is achievable and tailored to them.
All students will initially follow the NCFE Functional skills curriculum which is tailored for students looking to become confident in their use of fundamental mathematical knowledge and skills.
Functional Skills qualifications support our students to demonstrate their understanding by applying their knowledge and skills to solve simple mathematical problems or carry out simple tasks.
If appropriate, students will then go on to follow the Edexcel GCSE (9-1) Mathematics Foundation Level course.
The topics followed are straightforward and written in clear and simple language making the assessments accessible to all students, to give them every chance to show their mathematical ability and reach their potential.
"Above all else, the teaching and learning of mathematics should be fun for all concerned, and not something to fear."
Overcoming barriers students have built up over time is a key facet of building confidence and instilling a “can do” approach in all.
The maths department recognises the need to make lessons engaging, involving and as fun as possible, incorporating games, puzzles and quizzes that are designed to encourage students to forget that they are actually involved in learning what, up until this point, has often been a challenging experience for many.
Why Teach Phonics?
We are always eager to provide opportunities for students to be successful and develop a positive self image and we believe that learning to read and write are essential to achieving this.
Our students will learn to segment words to support their spelling ability and blend sounds to read words. Through effective teaching we hope that students will develop the confidence in their own abilities to become fluent readers and writers and this is a crucial component in the Cavendish Curriculum.
How We Implement:
We use the Department of Education document ‘Letters and Sounds’ to provide an overview for the teaching of phonics. We use a phonics small step tracker to assess and then plan effective next steps for students in Lower School, KS3 and KS4. Through daily sessions students work on the next steps appropriate to their development to build on their prior knowledge.
They have discrete, daily phonics sessions where they revise previous learning, are taught new graphemes/phonemes, practise together and apply what they have learnt. Through Letters and Sounds, the students are taught the 44 phonemes that make up all the sounds required for reading and spelling. These phonemes include those made by just one letter and those that are made by two or more. students work through the different phases and as they grow in confidence and experience, they are introduced to alternative ways of representing the same sound.
Our Aim Is:
For students to become more confident readers and writers by the time they leave.
To plan effective ‘next steps’ in phonics teaching.
That students can learn to read and write so they can focus on improving their fluency and comprehension before, hopefully, developing their own passions for reading and writing.
"We are passionate about ensuring all students become confident and enthusiastic readers and writers."
Computing is taught as a curriculum subject from Year 1 right through to Year 11. Our computing curriculum has been developed with the National Centre for Computing Education and is a spiral learning system where themes are revisited at least once a year to consolidate and build on prior learning.
The curriculum builds up to a choice of 3 pathways in Key Stage 4 with a range of qualifications to suit our pupils' individual needs.
Key Stage 2
At Key Stage 2 computing is hands-on and explorative, pupils explore multiple interactive devices, and programs, and learn about how technology can improve our lives when used responsibly. Pupils begin to learn basic coding and digital program use. They also learn the basics of staying safe online
Key Stage 3
At Key Stage 3 pupils begin to delve deeper into the basic programs and concepts they encountered in Key Stage 2.
They develop key skills in office programs and computer handling in order to be competent IT users in their daily work and personal lives.
As part of learning how to stay safe online they explore aspects of cybersecurity.
They learn how computers work and connect with each other and develop their programming skills.
They use IT devices to be creative in a multitude of ways, creating digital artefacts such as images, videos, audio files, alternative representations, websites and apps.
Key Stage 4
Essential Digital Skills
Entry Level Certificate in Computer Science.
GCSE in Computer Science.
In Key Stage 4 learning is tailored more specifically to the needs and future requirements of pupils preparing to enter college or work environments..
With this in mind we have 3 pathways that Key Stage 4 pupils may follow;
1. Study towards meeting the Essential Digital Skills Framework in order to consolidate skills for learning and life.
2. Study for the Entry Level Certificate in Computer Science which will be sat at the end of 2 years.
3. Study for the Computer Science GCSE which will be sat at the end of two years.
Please do not hesitate to contact us if you have any questions.
To view our Curriculum Policy, click here.