Curriculum Statement

At The Gilberd School we offer a broad and balanced curriculum that goes beyond the fulfilment of statutory obligations. It has been carefully designed to equip students with the knowledge and skills needed for life in a 21st century, modern and diverse United Kingdom and the interconnected world beyond.  We have well-qualified, experienced and committed staff who work hard and are dedicated to achieving the highest standards for all children.  The latest equipment and ICT tools coupled with evidence-based research is used to support a wide range of teaching and learning strategies to stretch and challenge our students.

Our curriculum is ambitious. We balance an emphasis on the English Baccalaureate subjects of English, Mathematics, Science, Geography, History, French and German with more tailored educational pathways at GCSE level.

Students’ creativity is developed through a number of artistic and practical courses at Key Stage 3 and 4 and this framework runs alongside our commitment to the Arts through other enrichment activities.

Character development is central to our school culture.  Gilberdians have the opportunity to take part in a diverse programme of co-curricular activities that include competitive team sports, outdoor education opportunities (including a Combined Cadet Force and The Duke of Edinburgh’s Award), the Arts, STEM (Science, Technology, Engineering and Mathematics) and many more.

These opportunities, and our hugely successful student leadership programme, have been developed to complement the curriculum and help Gilberdians develop a sense of ambition, pride and self-confidence.

Personal, Social and Health Education (PSHE), Citizenship and British values and Careers Education are provided through our highly effective Future Skills programme. This is delivered by form tutors, dedicated experts in particular fields and, where necessary, by external providers.

Literacy is fundamental to successful outcomes at school and beyond. We place a high value on reading across the curriculum as well as accurate and ambitious writing that has, at its heart, a solid foundation in key vocabulary and deeper understanding. In addition to first class teaching, a range of interventions are available to support students who need additional help.

Numeracy skills are also championed, and our students’ mathematical skills are enhanced further by a range of inter-school and international programmes, competitions and master classes.   STEM is heavily promoted at The Gilberd School, with all students at KS3 studying Computing and Technology.

Within the classroom, there is a culture of ambition and personal responsibility. Our students are encouraged to show the highest level of commitment and ambition and as such, challenging, aspirational academic targets are set for all students. We seek to develop confident and resilient learners who are able to act on feedback, problem-solve and confidently approach new learning.

Students are encouraged to act with integrity and to work collaboratively with others whose experiences and situations may differ from their own in order to broaden the understanding of all students. British values of democracy, debate and an appreciation of different perspectives help us celebrate the richness that

such diversity brings and is threaded throughout our curriculum, classroom practice and physical environment.

Our curriculum is reviewed annually to ensure that it meets the needs of all our students (regardless of their academic starting points) and remains relevant in an ever-changing world. Recently this has included close attention to the vocabulary essential for deep learning and progress within each topic and also the diverse range of materials, resources and texts used to underpin learning for a global and diverse community.

The creation of a climate of success and a positive learning environment is at the heart of our culture.  We seek opportunities to celebrate student success and create a sense of pride in our students’ learning and co-curricular achievements.  This gives a feeling of well-being and confidence which we hope extends well beyond our students’ time at school.