WGS Curriculum policy aims

WGS is a selective, co-educational, socially diverse day school. The curriculum offers a broad, balanced curriculum to students, with equal access for all to linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative areas. The curriculum in each subject is designed to offer continuity and progression of learning.

Flexibility and individual learning

The school works hard to ensure that programmes of study are suited to all. Differentiation of learning experience ensures that there is access and opportunity for all students to learn and make progress. Attention is given at all levels to students reflecting upon the process of learning, through study skills days and explicit reference to metacognition. The existence of both the school’s unit for Specific Learning Difficulties (OpAL) and the new Big Six programme have strengthened awareness that an understanding of students’ learning styles and preferencesis central to effective learning for all.

Progression

As students progress through the school, there are increasing opportunities for them to follow their own interests, though a balance is maintained. Setting is not used, except in Maths (from Year 9). The school has a wide range of extra curricular activities which support skills learned in the classroom or help develop wider interests. The school does not take part in government tests (SATs), though parents of Big Six students may request that their children be tested at Key Stage 2.

OpAL

Students are admitted by potential and ability and given a slightly adjusted curriculum to serve their own strengths. Learning support takes place in the periods given over to languages for other students. As students rise through the school, they have access to a full, balanced curriculum, choosing in the same way as others. However, in their GCSE years they are allowed to choose a more limited range of options if they wish.

Big Six

Students are offered a curriculum that encourages them to think about the process of learning. The curriculum is topic-based and designed to be crosscurricular, taught by a relatively smallnumber of teachers ranging widely across disciplines.

PSHE

Personal, Social and Health Education (PSHE) and Citizenship are taught throughout the lower and middle schools. The course is designed to help students to lead confident, healthy responsible lives in a democratic and tolerant society. Students have the opportunity to reflect on their own experience and development, whilst at the same time showing understanding of others. PSHE is also developed through other curriculum areas, through the pastoral system, and through the school’s overall ethos.