Thomas Keble School believes in the need for all students to have a broad and balanced curriculum. The development of independent learning skills, both to advance immediate objectives and to establish the basis for life-long learning is central to our work. Find our KS3 and KS4 curriculum below:

OFSTED (2014) The school works effectively to promote equality of opportunity and to encourage respect and tolerance for ways of life beyond the experience of most of its students.

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Thomas Keble School Curriculum Statement

This statement deliberately does not seek to identify the skills required by a ‘21^st century learner’ or to second-guess the qualities that employers of the future will be seeking in our young people.  Our aims are no less ambitious but, we hope, more realistic: to ensure all students gain the skills and confidence to become effective and resilient learners within a mutually respectful community that is caring and supportive of its members and considerate of the diversities of society more widely.  Through such an approach, we aspire to encourage our learners to be adaptable to the evolving challenges of the 21^st Century.

At Thomas Keble, we recognise that embedding effective curricular development takes time.  We are determined not to be distracted by external accountability pressures and attempts to ‘play the system’.  Instead, we are committed to retaining a broad and balanced curriculum with equality of access for all; and to reviewing research into effective learning and its pedagogical implications to adjust our approaches in order to maximise their effectiveness.  Our approach is to tweak what we know works, rather than embark on a series of fragmented initiatives.

We recognise that each subject is unique and so Heads of Department, as the experts in their areas, are empowered to develop and structure their curriculums with their department colleagues.  From September 2019, a significant increase in subject Teaching and Learning Community (TLC) time is intended to enable departments to discuss and decide:

• INTENT: What elements of curriculum content they are teaching so that students can access each academic discipline and tradition;
• IMPLEMENTATION:
  1. When they are teaching each element so that students can appreciate the relationships between them;
  2. How they are teaching each element effectively so that all students can access and be engaged by the curriculum.
• IMPACT: How and when to assess what students know, understand and can do.

Sequences of learning across all five years should be underpinned by:

• Consistent challenge for all;
• The embedding of subject-specific skills alongside the coherent layering and spiralling of subject-specific knowledge;
• Explicit teaching of each aspect of the TK Learning Process: Understanding – Transforming – Reviewing – Applying.