A member of
Insignis Academy Trust

Insignis Academy Trust currently consists of Sir Henry Floyd Grammar School and Princes Risborough School, however, its purpose is to work with other schools to create a significant enhancement to the education of students in and around Aylesbury.

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Princes Risborough School

Princes Risborough School

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Curriculum Overview

INTENT 

The aim of our curriculum is to ensure that all students leave Princes Risborough School with excellent academic outcomes and go on to be:

  • Positive in their future choices and ambitions
  • Responsible and active citizens in their communities
  • Successful in the world beyond the school gates

 Our curriculum aims are to develop Positive, Responsible and Successful students in preparation for their adult life as positive members of the community. It promotes the spiritual, moral, social, cultural, mental and physical development and resilience of all students. The curriculum is designed to engage and significantly challenge all students of all abilities and create a personalised learning experience for every student, where they are prepared well for the opportunities, responsibilities and experiences of later life.

After a broad and rigorous Key Stage Three we start our GCSE options in Year 9 with the expectation that the vast majority of students will take English, maths, science and Citizenship as a core requirement and then four Options at least one of which must be an ‘EBacc’ subject; Humanities, a Modern Foreign Language and IT. A broad range of 6th Form courses at both A Level and BTec offer excellent routes into Higher Education, Apprenticeships and the world of work. 

Extended curricular activities are considered to be an integral part of the curriculum to enhance social and cultural development which is reflected in the school’s  clubs, visits and trips. These range from a wide variety of sporting activities to ski trips, beekeeping club, DofE and many more.

Inclusion

The school has a responsibility to be an inclusive educational institution where all participants are valued and progress effectively. Meeting the legal, social and personal needs of students, staff, governors and visitors are important factors for the school’s inclusive debate. Central to the school’s inclusion policy is the need to provide a broad, balanced and ambitious curriculum for all students. The National Curriculum is seen as a starting point for planning the school’s curriculum, which meets all the needs of individuals, groups and cohorts of students.

In developing the curriculum the school aims to increase the participation in and access to learning for all stakeholders. It is expected that our curriculum will strive to meet all of the different learning needs of our students within the constraints of the institution.

Practice

Key Stage 3

At Key Stage 3 all students follow a common curriculum that meets all the requirements of the National Curriculum. As well as the ‘core’ English, maths and science, students also follow courses in IT, RE and Personal, Social and Health Education and the creative arts, performing arts and Technology all taught by specialist teachers. IT, Literacy, Numeracy and Citizenship are also incorporated into every department’s schemes of work.

Students are taught in sets according to ability in English, Mathematics and Science and mixed ability groups for their other subjects. Movement between sets occurs as necessary to ensure that students are learning at the appropriate level.  Our KS3 curriculum is designed to be unashamedly ambitious for all of our students, regardless of their barriers or starting points. We deliberately pitch our learning to ‘the top’, accepting that it will take some pupils longer to get there and they will require more support, but that every pupil will get there eventually.

Key Stage 4

In order to improve access for learners and facilitate accelerated learning we have created a three, rather than two, year Key Stage 4 for GCSE Option subjects.

Programmes of Study begin in Year 9. Students all access the ‘core’ of English, maths, science and citizenship as well as PE. Additionally they choose four ‘Options’ with the expectation that the vast majority will access the challenging ‘EBacc’ – courses in Humanities, Modern Foreign Language and IT – which will be a strong foundation for studying at higher education. The wide range of option subjects offered also includes those of a more applied, BTEC or vocational nature. In addition, we offer a wide range of Design and Technology subjects, such as: Product Design, Textiles and Food. Students are set according to ability in English, Mathematics, Modern Foreign Languages and Science and in mixed ability groups for their other subjects.

Post 16

For Post 16 students the Sixth Form provides Level 3 courses. At Level 3, students can take GCE A’ Level courses in a wide range of subjects which are outlined in the Sixth Form Prospectus but represent all departments and key areas of the curriculum. BTec courses are offered in Business, Sport, Health and Social Care, Performing Arts, Applied Science and Travel and Tourism.  All Sixth Form students follow a programme of Personal and Skills Development that support the development of key skills and provide careers and higher education advice and guidance.

Additionally students have the option of completing the AQA Extended Project. Core PE is also offered in a timetabled period. Cross-curricular themes such as Fundamental British Values are addressed throughout the curriculum as well as through Form Time and assemblies.  There are significant opportunities for student leadership through our Head Students and Deputy Head Students but also through Interact and Young Enterprise.  Students also have the opportunity to develop a broader portfolio of skills by volunteering to help in lower school lessons and by running lunchtime clubs.