Curriculum Intent

Tring School Curriculum Intent

We are a comprehensive CoE school serving a traditional market town and surrounding villages. A high proportion of our students are high prior attainers. Within our community we have Special Educational Needs and Disability (SEND), Pupil Premium (PP), a minority who arrive “not secondary ready”, girls, boys, non gender specific students, all sexualities, ethnicities and cultures. Approximately 70% of our students stay for our sixth form, with 30% going onto college or apprenticeships to study courses from levels 1-3.

At Tring, academic progress and personal development are woven together. Our curriculum offers personalised opportunities for every student to thrive and be ready to compete with the best in the next stage of their learning journey. Every subject insists upon all students being readers, in every subject opportunities to promote diversity and inclusion are taken, and in every subject passions are ignited and fuelled.  Our curriculum intent complies with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014.

If you have any questions regarding our school curriculum please contact Mr Iain Rogers

Curriculum at Key Stage 3

In Years 7 to 9, all students follow a curriculum designed to develop essential skills and knowledge in a broad range of subjects.  Each department offers a relevant, balanced and differentiated curriculum that has regard to the National Curriculum. 

The curriculum includes the teaching of Drama, Music & Art and humanities subjects are taught as discrete subjects.  On entry to Year 7, students will study either French or Spanish and we expect them to continue this study till the end of Key Stage 4. 
In Key Stage 3 students are taught in mixed-ability groups in the following areas; Music, Art, Drama, PE, D&T & Computer Science.  Academic setting is used in; Mathematics, English, Science, Geography, History, MFL and Philosophy & Religious Studies.  When students start Year 9, they will start to embark on preparing for their GCSE studies in the following subjects; PRS, English & Maths.
In Years 7 to 9 all students follow the Life Skills programme, delivered through a fortnightly lesson.  In Life Skills students cover a variety of topics including PSHE (personal, social, health and economic education), Citizenship, Careers and Financial awareness.  The programme is supported by valuable visits from outside agencies.  In addition, all Year 8 students follow a resilience programme.  This programme, delivered through a fortnightly lesson which aims to build resilience and promotes realistic thinking, adaptive coping and social problem-solving skills.  The ‘resilience strategies’ are revisited during Life Skills lessons in Years 9.  Sex and relationship education is delivered through the Science curriculum and the Life Skills programme.

Year 9 into Year 10

During Years 7, 8 and 9 your son or daughter will have been following the programmes of study for Key Stage 3 of the National Curriculum. By Year 9 most students are ready to start making decisions about their courses for GCSE, and many have developing ideas about their future careers.

Choosing subjects to study in Key Stage 4 can be an exciting time, but it can also be difficult for some students. The most important feature of any course of study up to the age of 16 is that it provides balance and does not “close doors” to possible future careers. It is for this reason that we place some constraints on the option choices and so ensure that all students follow a basic core of subjects. However, we hope that the choice available allow individual students to follow their developing interests.

There is close co-operation between parents, pupils, teachers and the Careers Service. Parents should try to make sure that their children can answer “yes” to the following questions when deciding on subjects.

Have You:

  • Consulted family, teachers, Careers Service and any others who may be able to help?
  • Read the GCSE Options Booklet 2024-26 available in the Document Folder at the end of this page.
  • Attended the Year 9 Options Evening held on 6 December 2023 (copy of presentation available below)
  • Understood what is involved in the study of the subjects in terms of the topics to be covered, amount of coursework to be completed, meeting deadlines etc?
  • Been interested and successful in these subjects lower down the school?  This, of course, is impossible to answer for totally new subjects.
  • A need to study this subject because it may be helpful in your future career?
  • Followed the rules concerning the choice of a balanced curriculum?

Year 9 options evening presentation 2023

Here is the link for the GCSE options to be submitted online

Curriculum at Key Stage 4

In Years 10 & 11, students follow a curriculum designed to prepare them for GCSE examinations and post-16 opportunities.  The curriculum includes compulsory (core) and four optional subject areas; each element can be differentiated to suit the individual needs of students. 

Tring is committed to offering a broad range of optional subjects so students can pursue their areas of interest.  The core subjects are currently: English Language; English Literature; Mathematics; the Sciences and Philosophy & Religious Studies.  Whilst studying a foreign language is not compulsory, there is an expectation that students will continue to study a language until the end of Key Stage 4.  Detailed guidance is offered to students and parents in order to ensure each student follows an appropriate curriculum, particularly in light of the recent major changes to GCSE specifications.

In Key Stage 4, students are generally taught in mixed-ability groups in their option areas; Art, Business, Creative Media, Computer Science, Catering, Drama, D&T, Geography, Health & Social Care, History, Music, Retail Business, PE (GCSE & BTEC) & Sociology.  Academic setting is used mainly in Maths.  English, PRS & Science currently have a blended model.

In Years 10 & 11 all students follow the Life Skills programme (non-examined), which is delivered over one hour per fortnight. The programme incorporates statutory sex and relationship education and includes other topics such as careers guidance, personal finance and political understanding.  Outside speakers are arranged as much as possible to give the students as broad an understanding as possible of the subject matter. All students participate in PE lessons at Key Stage 4.

Able & Ambitious

At Tring School, we are dedicated to raising aspirations for all students by encouraging them to broaden their horizons, stretch their knowledge and understanding and we ask them to set themselves challenging goals, both in and out of lessons.

Provision for Able & Ambitious students

At KS3 and KS4 able students are identified as those who are in a high attainment category and the top 10% of the year group.  Students are clearly identified to all teaching staff and they have stretch and challenge activities built into learning activities within the classroom.  In all subjects, stretch and challenge tasks are set; these tasks are for all students to ‘have a go at’ if they wish, however, those students that are able should be aiming to complete these in every lesson. Our able students will also be suitably challenged by staff in each subject area to ensure they reach their potential.

All of our students are guided by specialist teachers on out of school activities and tasks to supplement their learning through our 'super-curriculum'. All subject areas provide a range of suggestions about activities students can complete at home, useful places they can visit to enhance their learning, and resources they can read and watch to increase their understanding of the topics they are covering in lessons. Our super-curriculum is available via the link on the school website. All students are encouraged to attempt as much of the super-curriculum as possible, and are rewarded with achievement points for completing these.  

Additional enhancement activities are also arranged within departments, and on our Extended Learning Days to inspire both our able and ambitious students' learning and development. Where we have identified that a student has a particular interest in, or aptitude for, a particular subject area, we encourage them to participate in these enrichment activities. Additional extension and enrichment tasks are set by subject teachers, when appropriate and may include work from a key stage above and any involvement in any of the following: enrichment trips, lunchtime clubs, mentoring of younger students in a particular subject, differentiated work for lessons and for home learning. Where possible, students may also be able to enter competitions within the school and with other schools across the county. 


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