Overview of KS4

Key Stage 4 Overview

When students progress into Year 10, they are study in a mixed ability classes, with the exception of maths, which is set based on ability. 

All students study a compulsory curriculum of English Language, English Literature, maths and science, physical education and PSHEE, including Relationships and Sex Education. 

In addition to these compulsory subjects, students are able to choose four GCSE options subjects from the list below. In order to ensure our curriculum is both broad and balanced, students are required to choose one EBacc subject as outlined in green below. 

The curriculum is not narrowed, in any way, for any students. 

Key Stage 4 Options subjects 

Design Technology 

Expressive Arts 

Humanities 

Languages 

Science 

Other approved qualification 

Engineering 

Art & Design 

Geography

French 

Separate sciences 

Business BTEC 

Product Design 

Drama 

History

 

Computer science 

Business GCSE 

Textiles 

Music 

RE Philosophy and ethics 

   

Economics 

Hospitality and Catering BTEC 

 

Sociology 

   

Health & Social Care BTEC 

         

ICT BTEC 

         

Media Studies 

         

GCSE PE 

         

CoPE

Curriculum Intent – What are we trying to achieve through our KS4 Curriculum? 

The KS4 curriculum aims to expose students to the best that has been said, thought and done by humanity and is viewed as everything a student experiences during their time at school either in lessons, through extra-curricular activities including trips and visits. 

We want our curriculum to foster and develop a love of learning in all our students and to nurture and develop them into knowledgeable, successful, confident young people who are articulate and responsible citizens. We want the curriculum to ensure that students gain the knowledge and the cultural capital they need to succeed in life, irrespective of their socio – economic background. 

The vision for the Key Stage 4 Curriculum 

  • A seamless transition from Key Stage 3, with good support for students to settle quickly into KS4. 
  • High expectations of all students based on their starting points. 
  • A well planned coherent curriculum, which builds on prior learning and challenges all learners. 
  • Students are taught well and in a way that helps them to remember things over time through the application of Rosenshine’s principles of instruction. 
  • Students learn well, own their own learning and make good progress in all subjects.
  • Students understand what they are expected to learn and have clear content to learn through the use of knowledge organisers and other resources.  
  • Formal assessments and regular feedback on what students are doing well and what they need to do to improve their work. 
  • High quality work in books and through displays for learning. 
  • Resilient learners who are able to cope with failure. 
  • Excellent relationships between students and teachers. 
  • Involved parents who support the school through attendance at Parents’ Evenings.
  • Students who are well prepared to thrive in Key Stage 4 and Key Stage 5 and the world of work, through acquiring appropriate knowledge, skills and understanding. 
  • A well planned, robust careers education, information and guidance programme using Gatsby Benchmarks
  • Students with high aspirations who have a clear plan in place for progression into Key Stage 4 and beyond. 
  • Students who are happy, engaged, enjoy learning and are proud to attend Tewkesbury School. 
  • Students who achieve well and in most cases achieve on or above the national average and who make good progress based on their starting points so that they are able to follow their chosen pathway after Year 11. 

Click here to see a copy of our broader curriculum vision.  

Curriculum Implementation – How do we deliver our Curriculum? 

The Key Stage 4 curriculum has a strong academic core, with EBacc subjects featuring strongly. The curriculum is very broad and balanced and aims to build on the knowledge, skills and understanding students develop in Key Stage 3. 

The curriculum is planned in a logical order with a clear curriculum overview, and clear end points each half term, which students are working towards.  

Each curriculum area sets out the knowledge, skills and understanding that students are expected to gain and we also use knowledge organisers (see curriculum intent by year group section) to be explicit about the facts and knowledge students need to be able to remember each half term. 

Formal assessments are a key feature, along with mock examination slots across the year. Outside of these, regular reviews of learning and a logical curriculum structure, supports students and helps them to achieve well.

Students receive regular, meaningful and manageable feedback about their strengths and areas for improvement and work hard to continually improve across the two years. 

We report formally to students and parents 3 times per year and these reports clearly communicate: 

  • Students’ GCSE targets (In line with the top 20% of school in the country),
  • Students’ expected GCSE grade 
  • Students’ level of independence
  • Students’ conduct and effort in lessons.
  • Students’ attendance.  

Weekly Curriculum Lesson Allocation for 2022 – 2023 

Subject 

Curriculum allocation in lessons 

English 

5

Maths 

4

Science 

6

PE 

1

Games 

1

Option 1

3

Option 2

3

Option 3

3

Option 4

3

Curriculum Impact – How well are we delivering on our KS4 Curriculum Aims? 

  • Students make progress in line with their peers nationally at the end of KS4. Overall, student progress has improved strongly in the last 3 years. 
  • Attainment 8 is in line with the National average. 
  • Students perform in line with their peers nationally for English. English progress has improved strongly over the last 3 years.  
  • Students perform in the top 40% of school nationally for progress in maths. 
  • Students perform in line with their peers in relation to progress in science. 
  • Languages value added (1.7) is significantly above the national average and in the highest 20% of all schools for both 2018 and 2019. 
  • 94% of students achieved a grade 4+ in languages in 2019. This was in the top 20% of schools nationally in both 2019 and 2018. 
  • Humanities value added (0.9) was significantly above the national average and in the highest 20% of all schools in 2019. 
  • 77% of students achieved a grade 4 in humanities in 2019, which was in the top 20% of schools nationally. 
  • 70% of students achieved a grade 4+ in both English and maths in 2019, which is significantly above the national average of 63% (FFT Aspire) 
  • Attainment in both English and maths is significantly above the national average (FFT Aspire). 
  • Students achieved above the national average in 73% of subject areas in Key Stage 4. 
  • 100% of students go on to appropriate destinations through further education, training and employment. 

Performance Measure 

2019 Result

National Average 

Attainment 8 

46.77 (Av grade 4.7) 

46.55 (Av grade 4.6) 

Progress 8 

-0.11 (average) 

-0.03

English attainment 8 

10.42

9.93

English Progress 8 

+0.08

-0.04

Maths Attainment 8 

9.69

9.05

Maths progress 8 

+0.15 

-0.02

Ebacc Attainment 8 

13.10

13.45

Ebacc Progress 8 

-0.25

-0.03

Open Attainment 8 

13.56

14.13

Open Progress 8 

-0.36

-0.04

% English and maths grade 4+ 

70% 

64% 

% English and maths Grade 5+ 

47% 

43% 

% 5 + GCSE grades inc En & Ma G4+ 

61% 

59% 

% 5 + GCSE grades inc En & Ma G5+ 

45% 

42% 

% 5 + GCSE grades G7+ 

17% 

15% 

Aspects of sex education continue to be taught throughout KS4 as part of the Science and Personal Development programmes. Students are encouraged to have a regard for moral considerations and the value of family life. Material is presented in a non-threatening way. Students are not asked questions of a personal and private nature. Discussion of moral issues, however, is encouraged. Parents have the right to withdraw their child from the sex education programme and should do so in writing to Mr Adams, Deputy Head.

Assemblies are non-denominational in character and it is hoped that parents will not withdraw their children on religious grounds. If parents wish to do so they must contact the Headteacher, Mr G M Watson.