Students at Tring School experience a curriculum which contributes to a well-balanced education, developing the abilities and skills of individuals so that they take a valuable, positive and active place in society.
The curriculum meets the need of each student, regardless of gender, race, religion, sexuality or disability. Our primary aim is for each student to be self-assured and caring, an active and well-rounded citizen with integrity, who respects others and contributes positively to society.
The curriculum demonstrates breadth, balance, cohesion and relevance. It is delivered through a variety of appropriate learning and teaching methods which create an ideal environment for effective learning. This includes provision for students with specific needs and differentiated tasks for more able students. We equip each student to make informed and realistic decisions at each stage in their school career.
Confidence and fluency in numeracy, language and literacy are recognised as essential foundations for success in all subjects. As well as dedicated teaching, mathematical fluency and spoken language, reading, writing and vocabulary, are developed in all relevant lessons.
Assessment and feedback are a key part of the curriculum. Summative assessment includes internal and external tests, and teacher-assessed class and coursework. There is regular communication with parents through our reporting system and parents’ evening for every year group. Formative assessment is more diverse: it includes written feedback from teachers (SIR - Strength, Improvement, Response marking) but also covers verbal feedback, peer and self-assessment.
If you have any questions regarding our school curriculum please contact Mr Nigel Barlow email@example.com.
Curriculum at Key Stage 3
Year 9 into Year 10
During Years 7, 8 and 9 your son or daughter will have been following the programmes of study for Key Stage 3 of the National Curriculum. By Year 9 most students are ready to start making decisions about their courses for GCSE, and many have developing ideas about their future careers.
Choosing subjects to study in Key Stage 4
Choosing subjects to study in Key Stage 4 can be an exciting time, but it can also be difficult for some students. The most important feature of any course of study up to the age of 16 is that it provides balance and does not “close doors” to possible future careers. It is for this reason that we place some constraints on the option choices and so ensure that all students follow a basic core of subjects. However, we hope that the choice available allow individual students to follow their developing interests.
Year 9 Options Booklet 2019-21
There is close co-operation between parents, pupils, teachers and the Careers Service. Parents should try to make sure that their children can answer “yes” to the following questions when deciding on subjects.
- Consulted family, teachers, Careers Service and any others who may be able to help?
- Read the subject information available in the Year 9 Options Booklet 2019-21.
- Understood what is involved in the study of the subjects in terms of the topics to be covered, amount of coursework to be completed, meeting deadlines etc?
- Been interested and successful in these subjects lower down the school? (This, of course, is impossible to answer for totally new subjects.)
- A need to study this subject because it may be helpful in your future career?
- Followed the rules concerning the choice of a balanced curriculum?
Here is the link for the GCSE options to be submitted online www.sims-options.co.uk
Curriculum at Key Stage 4
In Years 10 & 11, students follow a curriculum designed to prepare them for GCSE examinations and post-16 opportunities. The curriculum includes compulsory (core) and four optional subject areas; each element can be differentiated to suit the individual needs of students. Tring is committed to offering a broad range of optional subjects so students can pursue their areas of interest. The core subjects are currently: English Language; English Literature; Mathematics; the Sciences and Philosophy & Religious Studies. Detailed guidance is offered to students and parents in order to ensure each student follows an appropriate curriculum, particularly in light of the recent major changes to GCSE specifications.
In Key Stage 4, students are generally taught in mixed-ability groups in their option areas; Art, Business, Creative Media, Computer Science, Drama, Business, D&T, Hair & Beauty, Modern Languages, Music, PE & Sociology. Academic setting is used in; Mathematics, English, Science, Geography, History, Philosophy & Religious Studies, Construction and Health & Social Care.
In Years 10 & 11 all students follow the Life Skills programme (non-examined), delivered through a bespoke programme, which is delivered at different points over the course of the Key Stage. The programme includes topics such as global issues, personal finance and political understanding. Again, outside speakers are arranged as much as possible to give the students as broad an understanding as possible of the subject. Sex and relationship education is delivered through the Science and PRS curricula and the Life Skills programme. All students participate in PE lessons at Key Stage 4.
Able & Ambitious
At Tring School, we are dedicated to raising aspirations for all students by encouraging them to broaden their horizons, stretch their knowledge and understanding and we ask them to set themselves challenging goals, both in and out of lessons.
Provision for Able & Ambitious students
At KS3 and KS4 able students are identified as those who are in a high attainment category and the top 10% of the year group. Students are clearly identified to all teaching staff and they have stretch and challenge activities built into learning activities within the classroom. In all subjects, stretch and challenge tasks are set; these tasks are for all students to ‘have a go at’ if they wish, however, those students that are able should be aiming to complete these in every lesson. Our able students will also be suitably challenged by staff in each subject area to ensure they reach their potential.
All of our students are guided by specialist teachers on out of school activities and tasks to supplement their learning through our 'Super Curriculum'. All subject areas provide a range of suggestions about activities students can complete at home, useful places they can visit to enhance their learning, and resources they can read and watch to increase their understanding of the topics they are covering in lessons. Our Super Curriculum is available via the link on the school website. All students are encouraged to attempt as much of the Super Curriculum as possible, and are rewarded with achievement points for completing these.
Additional enhancement activities are also arranged within departments, and on our Extended Learning Days to inspire both our able and ambitious students' learning and development. Where we have identified that a student has a particular interest in, or aptitude for, a particular subject area, we encourage them to participate in these enrichment activities. Additional extension and enrichment tasks are set by subject teachers, when appropriate and may include work from a key stage above and any involvement in any of the following: enrichment trips, lunchtime clubs, mentoring of younger students in a particular subject, differentiated work for lessons and for home learning. Where possible, students may also be able to enter competitions within the school and with other schools across the county.