The curriculum at Upper Batley High School ensures that each learner obtains a broad, balanced and engaging diet of subjects. Our ethos is to believe, achieve and you will succeed. Respect is at the heart of everything we do. Respect for a culture of lifelong learning and its power to transform lives is our secret for success.
Our curriculum is not only ambitious but it also embodies mutual respect, humanity and a
passion for learning in every subject. All learners are encouraged to study courses which
link to their future career aspirations, therefore building skills and knowledge for future
learning and employment. We believe that planning for the future early helps success grow.
This is why all our learners receive expert careers guidance to inform them throughout the five-year journey. Our curriculum is designed to offer breadth, depth and creativity and is underpinned by essential core humanitarian values from all learners. The expectations of all learners at Upper Batley High School are unequivocally embedded into the school ethos, whether learners are studying academic, technical or vocational courses.
A five year progressive curriculum plan allows for English, Mathematics and Science to be
delivered according to ability. The subjects of Geography, History, Religious Education,
Arabic, French and Urdu form the Humanities & Languages Departments whilst Art, Design Technology, Music and Forest School the Creatives Department. The Physical Education and More in Common (PSHCE) provision ensures all learners know how to keep physically and mentally healthy and to secure knowledge and skills in relation to technological advances in the 21st Century Computing is also incorporated within our curriculum provision. Learners develop a detailed knowledge of life-long interdisciplinary skills across the curriculum such as creative thinking, communication and problem solving in all subjects.
In Year 7 & 8 English and Science have 5 lessons weekly whilst Maths has an
allocation of 4 lessons. The EBacc subjects of French, Geography and History all have two lessons each week enabling learners to coherently develop their learning. More practical subjects such as Design Technology and Physical Education are also allocated two lessons a week. Art, Computing and Music are allocated one lesson each week as is Religious Education.
Forest school is used as a vehicle to deliver our More in Common (PSHCE) provision in Y7 with a dynamic and exciting approach to assist in developing both resilience and thinking skills. In Y8 and Y9 learners continue to follow schemes of work promoting discussion, exploring the diversities of life including; drug education, financial education, relationship and sex education (RSE) and the importance of physical activity and a diet for a healthy lifestyle along with an emphasis on enterprise and entrepreneurial skills.
Following the ‘Futures’ process in Y8 the curriculum in Y9 to 11 embodies the importance of English and Maths but also allows for increased curriculum time in Science.
Learners who study English, Mathematics and triple science study either Geography or
History and can choose to take a language accompanied by one further option choice from the EBacc or open group of subjects. A similar choice is made available with those learners who study Science Trilogy really promoting the benefits of the EBacc but also promoting the Open Group subjects, which are extremely successful. This makes sure all learners are equipped and ready to meet requirements of employment or further education; enabling learners to acquire information and integrate it into wider concepts.
All learners are encouraged to study a language, but this isn’t a prerequisite if it does not best meet their needs or future career aspirations. The provision for all learners is therefore bespoke and lead by subject specialists who have outstanding subject knowledge. Learners who do not study a language will have a choice of Geography or History followed by three Open Group subjects.
The allocated time for English, Maths and Science is 5 lessons across Y9 to 11. There are currently four option groups in Y9-11 for each year group, each having the same allocation of time which is currently three 50 minute lessons per subject area per week.The subjects studied at UBHS are outlined below.
- English, Mathematics and Science
- Physical Education (1 lesson per week)
- Religious Education (1 lesson per week)
- PSHCE (1 lesson per week)
Learners will choose from the following EBacc subjects.
- Geography or History &
Learners will choose from the following Open Group subjects
- Fine Art
- Business Studies
- Design Technology
- Physical Education
- Religious Education
At Upper Batley High School we are confident learners have pride in what they do, know
how to study effectively and take pride in their achievements. The relationships staff form with learners and parents are exemplary and a real testament to the hard work and
dedication of the whole team. High levels of attendance ensure learning is both purposeful and rewarding allowing aspirations to be fulfilled.
All learners are encouraged to become independent learners; building character and
ultimately become citizens who will contribute positively to society. The performance of all learners is of course monitored rigorously with successes celebrated across the school. The intent and purpose of the curriculum is clear; to give all learners the opportunities to succeed.
Accelerated Reader (AR)
The accelerated reader programme provides a rigorous approach aimed at developing
reading. It is designed to rapidly improve the reading ages of learners and widen their
vocabulary capabilities. Accelerated Reader gives teachers the information they need to
monitor learners’ reading practice and make informed decisions to guide their future
learning. Our ambition is for all learners to reach at least their chronological reading age
although the vast majority of learners arrive significantly below that on entry to our school.
High literacy skills are essential to accessing all areas of the curriculum, as well as
fundamental skills for adulthood so this is a major priority for our school community. The AR scheme works well as boys love the element of competition that can be developed via this system.
A comprehensive set of reports reveals how much a learner has been reading, at what level of complexity, and how well they have understood what they have read. Vocabulary growth and literacy skills are also measured, giving teachers insight into how well learners have responded to reading schemes and class instruction. All learners within the school participate in this programme and over recent years we have seen a dramatic rise reading ages.