At The Stourport High School and VIth Form College we pride ourselves on providing opportunities for our young people to excel both in and outside of the classroom. Ensuring that our students are ‘the best that they can be’ each and every day is our priority. Our curriculum is designed to ensure all students regardless of ability have opportunities and experiences needed to continue their learning journey post sixteen and beyond. Our curriculum will:

* Support students’ academic success by promoting knowledge based learning.

* Is academically challenging and rigorous.

* Is broad and balanced offering both breadth and depth.

* Promotes students’ social, moral, spiritual and cultural development.

* Offers high quality enrichment that broadens students’ horizons.

In achieving this, our school:

* Recognises that all students are individuals and have different capabilities, aspirations and dreams.

* Provides a bespoke character curriculum which prepares every student for life in modern Britain, providing them with the knowledge, skills and confidence to make a positive contribution to society.

* Offers a diverse Key Stage 3 curriculum designed to develop students’ knowledge and understanding in a full range of subjects including the Arts, literacy, Numeracy, Humanities and Technology.

* Provides a Key Stage 4 & 5 curriculum which offers both academic and vocational opportunities for learning. Students will be able to follow courses that will enable them to go on learning and achieving post 16 and beyond.

* Provides each student with a suitable programme of learning and challenge designed to meet individual needs including special educational needs and those more able.


At Key Stage 3 we provide a broad curriculum designed to develop students’ knowledge and understanding in a range of 15 subjects. Our aim for the Key Stage 3 curriculum is to ensure that:

* Subjects build upon Key Stage 2 knowledge, applying key content in a variety of contexts in collaboration with our Primary partners.

* Key knowledge and concepts are interleaved: content is spaced and reviewed throughout the year to ensure mastery.

* Assessment is regular and formative.

* The subject content is challenging and engaging.

* Literacy is a focus across the curriculum, promoted in all subjects as well as during reading lessons and tutorials.

* Students are taught in form groups for the majority of their subjects: ICT, art, music, drama, design technology, food, geography, history, social studies, Spiritual, Moral, Social and Cultural education (SMSC) and sex and relationships (SRE). Form groups are mixed ability.

* English, mathematics, science and modern foreign languages set their classes at Key Stage 3.

* The SMSC and SRE programmes are designed to develop students’ social, moral and cultural development as well as understanding British values and culture.

* Students’ spiritual development is delivered through Social studies, SMSC and the academic tutoring and assembly programmes

* The vast majority of courses complete the Key Stage 3 curriculum at the end of Year 8. All subjects start their GCSE and vocational courses at the beginning of Year 9.

* The extra-curricular programme enriches students learning, opening opportunities to experiences that broaden students’ horizons.


The timetable for Key Stage 3 is based on a two-week cycle and comprises of a 25 period week with 5 periods per day. Each period lasts one hour and lessons are in single periods however, this is changing for the 2018-19 academic year. The timetable will continue to be based on a two-week cycle and will comprise of 30 periods a week with 6 fifty minute lessons per day. These will be a blend of single and double periods.


Year 8 students complete their Key Stage 3 courses and express a preference about which Key Stage 4 courses they will study in Years 9, 10 and 11. Students consider which subjects they would like to study based on their preferred way of learning, interests, ability and future aspirations. Students and parents/carers are given clear information, advice and guidance throughout the options process. Teachers and tutors are supportive in guiding students onto pathways that maximise students’ chances of success.  For the latest Key Stage 4 Course Information, please click here.

Key Stage 3 – Years 7 & 8 subject course content:

Year 7 Year 8
Online Safety How do computers work
What is a computer Website development
Spreadsheets Computational Thinking & Microbits
Control – Algorithms Python programming
Scratch programming Sorting algorithms & Networks
Creative project Animation
Year 7 Year 8
TERM 1: Introduction to Science / Properties of materials (chem) / Ecosystems & Adaptation TERM 1:Electricity and magnetism / Healthy living (systems and health) / Light
TERM 2: Matter – (Elements, compounds and mixtures) / Energy / Cells and organisation TERM 2: Motion and Forces / Acids and Metals / Plants and photosynthesis
TERM 3: Genes (repro/variation) / Separating mixtures / Waves – light and sound TERM 3: Reactions / Earth and atmosphere / HIGHER ONLY – PLANETS/SOLAR SYSTEM

Key Stage 3 Science Curriculum (credit: AQA Examination board)

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.


The national curriculum for science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Key Stage 4 Science Curriculum

Most of our students follow the AQA GCSE Combined Science Trilogy specification, which results in 2 Combined Science GCSE grades.  Some students follow the AQA GCSE separate sciences: Biology, Chemistry and Physics. These courses are more rigorous and in-depth and are not suitable for all students. Decisions on suitability are based on prior attainment in Key Stage 3 Science.  Common content for both courses is given below. The separate sciences involve significant extra content in each of the Biology, Chemistry and Physics units.


Key ideas: The complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas in biology. These key ideas are of universal application, and they are embedded throughout the subject content. They underpin many aspects of the science assessment. Key ideas in biology:

  • life processes depend on molecules whose structure is related to their function
  • the fundamental units of living organisms are cells, which may be part of highly adapted structures including tissues, organs and organ systems, enabling living processes to be performed effectively
  • living organisms may form populations of single species, communities of many species and ecosystems, interacting with each other, with the environment and with humans in many different ways
  • living organisms are interdependent and show adaptations to their environment
  • life on Earth is dependent on photosynthesis in which green plants and algae trap light from the Sun to fix carbon dioxide and combine it with hydrogen from water to make organic compounds and oxygen
  • organic compounds are used as fuels in cellular respiration to allow the other chemical reactions necessary for life
  • the chemicals in ecosystems are continually cycling through the natural world
  • the characteristics of a living organism are influenced by its genome and its interaction with the environment
  • evolution occurs by a process of natural selection and accounts both for biodiversity and how organisms are all related to varying degrees.

Units are as follows:

  1. Cell Biology including Cell structure;  Cell division; Transport in cells
  1. Organisation including Principles of organisation; Animal tissues, organs and systems; Plant tissues, organs and systems
  1. Infection and Response including Communicable diseases
  1. Bioenergetics including Photosynthesis; Respiration
  1. Homeostasis and Response including Homeostasis; The Human nervous system; Hormonal coordination in humans
  1. Inheritance, variation and evolution including Reproduction; Variation and evolution; The development of understanding of genetics and evolution; Classification of living organisms
  1. Ecology including Adaptations, interdependence and competition; ; Organisation of an ecosystem; Biodiversity and the effect of human interaction on ecosystems


Key ideas: The complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas in chemistry. These key ideas are of universal application, and they are embedded throughout the subject content. They underpin many aspects of the science assessment and will therefore be assessed across all papers. Key ideas in chemistry:

  • matter is composed of tiny particles called atoms and there are about 100 different naturally occurring types of atoms called elements
  • elements show periodic relationships in their chemical and physical properties
  • these periodic properties can be explained in terms of the atomic structure of the elements
  • atoms bond by either transferring electrons from one atom to another or by sharing electrons
  • the shapes of molecules (groups of atoms bonded together) and the way giant structures are arranged is of great importance in terms of the way they behave
  • there are barriers to reaction so reactions occur at different rates
  • chemical reactions take place in only three different ways:
  • proton transfer
  • electron transfer
  • electron sharing
  • energy is conserved in chemical reactions so can therefore be neither created or destroyed.

Units are as follows:

  1. Atomic structure and the Periodic Table including A simple model of the atom; The Periodic Table
  1. Bonding, structure and the Properties of Matter including Chemical bonds, ionic, covalent and metallic; How bonding and structure area related to properties of substances; Structure and Bonding of Carbon
  1. Quantitative Chemistry including Chemical measurements, conservation of mass and the quantitative interpretation of chemical equations; Use of amount of substance in relation to masses of pure substances
  1. Chemical Changes including Reactivity of metals; Reactions of Acids; Electrolysis
  1. Energy Changes including Exothermic and endothermic reactions
  1. The Rate and Extent of Chemical Change including Rate of reaction; Reversible reactions and equilibrium
  1. Organic Chemistry including Carbon compounds as fuels and feedstock
  1. Chemical Analysis including Purity, formulations and chromatography; Identification of common gases
  1. Chemistry of the Atmosphere including The composition and evolution of the earth’s atmosphere; Carbon dioxide and methane as greenhouse gases; Common atmospheric pollutants and their sources
  1. Using resources including Using the earth’s resources and obtaining potable water; Life Cycle Assessment and Recycling;


Key ideas: The complex and diverse phenomena of the natural and man-made world can be described in terms of a small number of key ideas in physics. These key ideas are of universal application, and they are embedded throughout the subject content. They underpin many aspects of the science assessment and will therefore be assessed across all papers. Key ideas in physics:

  • the use of models, as in the particle model of matter or the wave models of light and of sound
  • the concept of cause and effect in explaining such links as those between force and acceleration, or between changes in atomic nuclei and radioactive emissions
  • the phenomena of ‘action at a distance’ and the related concept of the field as the key to analysing electrical, magnetic and gravitational effects
  • that differences, for example between pressures or temperatures or electrical potentials, are the drivers of change
  • that proportionality, for example between weight and mass of an object or between force and extension in a spring, is an important aspect of many models in science
  • that physical laws and models are expressed in mathematical form.

Units are as follows:

  1. Energy including Energy changes in a system, and the ways energy is stored before and after such changes; Conservation and dissipation of energy; National and global energy resources
  1. Electricity including  Current, potential difference and resistance; Series and parallel circuits; Domestic uses and safety; Energy transfers
  1. Particle model of matter including Changes of state and the particle model; Internal energy and energy transfers; Particle model and pressure
  1. Atomic structure including Atoms and isotopes; Atoms and nuclear radiation
  1. Forces including Forces and their interactions; Work done and energy transfer; Forces and elasticity; Forces and motion; Momentum (HT only)
  1. Waves including waves in air, fluids and solids; Electromagnetic waves
  1. Magnetism and Electromagnetism including Permanent and induced magnetism, magnetic forces and fields; The motor effect
Year 7 Year 8
What is Geography? Risky World
Map Skills Extreme Weather
Fantastic Places Development & Globalisation
Population  Resource Issues & Solutions
Changing Britain Ecosystems