Curriculum Overview

What is our whole school curriculum intent?

For our learners to be empowered, aspirational and resilient, and to develop a range of independent and employable skills. Our bespoke five-year curriculum consists of a three-year key stage 3 and aims to naturally cultivate individuals who will foster a love of learning and have the desire to achieve. It is broad, balanced and will develop and improve both subject specific and transferable skills that are essential for life-long learning. It will assist the growth of the individual learner enabling them to make sustained progress in all subject areas that sufficiently allows them to reach their full potential. The learning climate will maintain a positive and encouraging environment supporting all students to consistently strive to do their best and achieve their end-goals.

To find out more about the curriculum, please email

What subjects does our curriculum consist of?

Key stage 3 covers Year 7 through to Year 9, and all students study the core and foundation subjects. Students choose their options for key stage 4 in Year 9, ready to start them in the September of Year 10 through until they leave the school in Year 11.


Accessibility of the Curriculum

All students study the same curriculum apart from a small group in key stage 3 where through study support, there is an increased focus on core skills. We are committed to ensuring equality of access to the complete curriculum for all students, through the effective allocation of resources to remove any barriers to learning. Schemes of learning are sequenced to allow steps to be taken to develop and embed knowledge. These sequences of work are further detailed in session plans that are supported by Pupil Profiles for individual SEND students. We are committed to an ethos of inclusion where expectations are high for all students.

How is our curriculum implemented?

As well as our standard operating procedures (meet and greet, do now activity, sharing of learning objectives, boy/girl seating, countdown, silent dismissal), the below are our key aspects of pedagogy when implementing our curriculum. These are our whole school expectations for lessons each day.


The vast majority of students complete a full programme of study, with the average number of GCSEs studied at 8. Our Progress and Attainment 8 scores show an upward trajectory since our 2017/2018 cohort, with both our 2018/2019 and 2021/2022 achieving well. Through our dedication to ensuring all students learn in a positive and conducive environment, we are confident that students will continue to leave Perryfields with a strong set of outcomes and the confidence and resilience to face our ever-changing world.

Personal Social Health Education

Personal Social & Health Education (PSHE) is taught, not only in PDM sessions but is embedded into our curriculum; it helps produce confident individuals who are able to live safe, healthy and fulfilling lives.

Our programme of study for PSHE ensures students are offered opportunities integral to their learning and enhance their engagement with the concepts, processes and content of the subject. We feel this underpins the ethos of Perryfields.

Our aims through PSHE are that students:

  • Become responsible citizens who make a positive contribution to society.
  • Are reflective learners who can evaluate their achievements and strengths in all areas of their lives and recognise their own worth.
  • Are able to demonstrate understanding and empathy towards others who live their lives in different ways. They can assertively challenge prejudice and discrimination (for example that related to gender, race, disability, etc).
  • Can assess their personal qualities, skills and achievements and use these to set future goals.
  • Are able to describe the short and long term consequences of personal health choices and can make decisions based on this knowledge.
  • Are capable of comparing the diversity of ethnic and cultural groups, lifestyles and relationships. They can take the initiative in challenging and giving support in connection with offensive behaviour.
  • Can discuss relationships, feelings and emotions, and can analyse ways of managing these in connection with family events (for example the arrival of a new baby, death of a relative or parental separation).



At Perryfields High school, we are passionate about supporting students through the process of deciding the direction they take after finishing school. We are committed to providing a robust careers programme across both key stages that prepares our young people for a successful transition into adulthood.

With the help of Connexions, we provide impartial guidance and advice on further education, training, or employment.

Across both KS3 and KS4 students have the opportunity to learn about different career paths, not just within PDM but also across lessons with the help of many outside agencies such as employers and education providers.

Key Stage 3

This encompasses years 7 to 9 and offers a range of subjects in order to prepare students for the subject choices they make at the end of year 9 and develop their skills for GCSE. Students are placed within one of three broadly equal bands A, B and C. Students within these bands are set by ability into teaching groups, 3 groups in bands A and B and 4 in C, this could vary across subjects. For example: – A student in teaching group A1 for Mathematics could be in A3 for English dependent on their skill set. These groups are reviewed regularly to reflect student’s individual progress. All students study the following subjects:

Key Stage 3. Years 7 – 9 Subjects Studied
Subjects studied by all students English (6), Mathematics (6), Science (6), ICT (4), History (4), Geography (4), RS (2), Design Technology (4), Drama/Accelerated Reading Year 7 (2), PE (2), Art (2), Music (2), and a Modern Foreign Language (4).

*Hours per timetable cycle denoted in brackets after each subject. This varies very slightly across the Key

*Stage for subjects: Science (Year 7, 5) ICT (Year 7, 3), Geography (Year 8, 3), Modern Foreign Languages (Year 8, 3), Design Technology (Year 9, 3) and History (Year 9, 3). PHSE and Careers are taught within PDM sessions with two hours allocated to these each timetable cycle.

Key Stage 4

This encompasses years 10 and 11 and comprises core subjects (English, English Literature (Year 10), Mathematics, Science, Physical Education, Religious Studies and Personal Health and Social Education) studied by all students and option subjects in which the students can specialise. An extensive programme of guidance is delivered to students in year 9 which prepares them for the choices they will make based upon their own abilities, aspirations and strengths.
Most students will study up to as many as ten subjects to external examination level. This will vary according to the student’s individual strength and abilities.

The courses on offer are reviewed annually to ensure that the school conforms to National Curriculum specifications. Several courses, including Business Studies, DT, ICT, Drama and Science Departments offer the opportunity to study for a BTEC qualification:

Key Stage 4. Years 10 – 11 Subjects Studied
Subjects studied by all students

Year 11: English language and English Literature (6), Mathematics (6), Core Science (10), Additional Learning (3), PE (3), RS (1) PHSE & Careers*

Year 10: English language and English Literature (8), Mathematics (7), Core Science (9), PE (4), RS (1). PHSE & Careers*

Subjects from which the students have the opportunity to specialise in. All option subjects are taught for 5 hours across the timetable cycle. Art (Fine or Visual), Business Studies, Catering, Child Development, Electronics, Product Design, Health and Social Care, Textiles, Drama, Geography, History, ICT, Computer Science, French, Spanish, Law, Music, PE, Psychology, Religious Studies, Science Triple Award. (All 5)

*Hours per timetable cycle denoted in brackets after each subject. PHSE and Careers are taught within PDM sessions (2 hours per homework cycle) Students entering Key Stage 4 are advised as part of the options process as to whether they should pick a humanities subject (History or Geography) and a language (French or Spanish). Where students speak additional languages we endeavour to offer these as additional GCSE subjects to interested students. Homework or Extended Learning is seen as a vital extension to the work carried out in school and is a valuable component in ensuring our students achieve to their full potential. A variety of homework tasks and activities are set within each subject. Further details and guidance can be found in each student’s planner.

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