Curriculum overview

All students follow a broad and balanced curriculum across three years at Key Stage 3, studying English, Mathematics, the Sciences, History, Geography, Religious Studies, Modern Foreign Languages, Computing, PE, PSHE, Drama, Music, and Art and Design Technology.

Year 9 is a year of both consolidation and personalisation. As well as continuing their core subjects, students choose three Creative Option areas from Art, Design Technology, Textiles, Food Technology, Music and Drama - allowing them to go deeper into the disciplines they are most drawn to before making their GCSE choices.

To see what students study year by year, visit the Curriculum Structure pages.

At Key Stage 4, all students study a core of compulsory GCSE subjects: English Language, English Literature, Mathematics, Combined Science, Core PE and PSHE. They then choose four option subjects from a wide range including the humanities, languages, creative arts, technology and vocational courses.

This structure ensures every student leaves Year 11 with a strong qualification set that reflects their ability and effort - while giving them meaningful choice over the subjects they pursue in depth.

To find out what is covered in each GCSE subject across Years 10 and 11, visit the Curriculum Structure pages.

Confidence with reading underpins success in every subject. A student who reads fluently and widely is better equipped in the classroom, in examinations, and beyond school.

Our Reading Canon runs from Year 7 through to Year 10. Students read together four times a week during tutor time, with a fifth session in assembly - working through approximately five or six complete books each academic year. Texts are chosen deliberately to span genres, voices and perspectives, and include titles such as I Am Malala, Ghost Boys and The Hate U Give. Reading is led by a tutor or key adult, modelling fluency, with students following at pace. In Year 11, tutor time shifts to targeted English and Maths intervention as students move into the final stretch of their GCSEs.

Beyond the Reading Canon, literacy is treated as a whole-school responsibility. Subject teachers across all disciplines reinforce precise use of language, support students with subject-specific vocabulary, and hold consistent expectations for written communication.

Assessment at Arnewood is designed to move learning forward, not just measure it. Across all subjects, students receive regular formative feedback through our Feedback that Moves Forward model - targeted, specific responses to their work that identify what to do differently, not just how well they have done.

This sits alongside summative assessments that give students, teachers and parents a clear picture of progress and identify where additional support is needed. Students who understand where they stand and what to do next are better placed to take ownership of their progress.

Preparing students for life in modern Britain is a serious responsibility, and one taken seriously across the whole curriculum - not just in designated lessons.

Democracy is explored in History through the development of suffrage and parliamentary power, and in PSHE through student councils, civic responsibility and consent. Individual liberty features in English through character studies and author intent, and in PSHE through work on online safety and personal boundaries. The rule of law runs through PSHE, RS and PE. Mutual respect and tolerance are built through Geography's study of cultural difference, RS's engagement with different belief systems, and a Reading Canon that includes texts which confront prejudice and celebrate diverse experience.

Student voice is taken seriously at Arnewood. Year Councils, the School Council and the Arnewood Listens initiative give students genuine participation in decisions that affect them - not as a token gesture, but as a genuine part of how the school works.

The curriculum timetable is the foundation, not the ceiling. Arnewood runs an extensive programme of clubs, competitions, trips and performances throughout the year.

The annual school production draws on the talents of students across every year group - recent productions include Frozen and Shrek: The Musical, with the school selected as Southeast representatives to perform the West End version of Frozen. The Music department runs an Orchestra, Choir and regular concerts. The Duke of Edinburgh Award programme gives students the opportunity to develop independence, resilience and teamwork. Sports teams compete at local, regional and national level. A Chefs Club gives students who love food the chance to develop skills and enter competitions. Trips run to destinations including New York, Poland and the Azores.

The expectation is that every student finds something beyond their timetable that stretches, challenges or simply sustains them.

Parents and carers have a right to request to withdraw their child from sex education delivered as part of RSE in secondary schools which, unless there are exceptional circumstances, we shall grant up to three terms before their child turns 16. At this point, if the child themselves wishes to receive sex education rather than be withdrawn, the school will plan for this to happen in one of the three terms before the child turns 16 - the legal age of sexual consent. Requests for withdrawals should be put in writing and addressed to the headteacher. Withdrawals will be considered on a case-by-case basis and in consultation with professionals. A copy of withdrawal requests will be placed in the student’s educational record.

There is no right to withdraw from relationships education or health education at secondary school as the government maintains the contents of these subjects - such as family, respectful relationships (including friendships), safety (including online safety) - are important for all children to be taught.