The curriculum at Park View has four principles at its heart:

1. Entitlement

  • The curriculum is designed to put students at the centre, focussing upon meeting their individual needs and aspirations rather than those of the school.
  • It ensures that all students have equal access to all courses and facilities and to guidance and counselling, regardless of creed, gender, colour, national or ethnic origin, or disability
  • It promotes differentiation of teaching and learning through ability setting in some areas and through differentiated resources in others, supporting the least able and stretching and challenging the most able
  • It aims to develop the independent learning skills and resilience of each student in order to equip them for the next phase of their education
  • It  ensures that students have an equal right to fair and unbiased assessment.


2. Breadth and Balance

  • The curriculum is broad and balanced, aiming to facilitate the development of the talents and interests of all, within the constraints imposed by staffing resources, the split-site and the timetable structure.
  • Our curriculum has been developed to meet the needs of  Park View students and has been designed with them specifically in mind. It is intended to represent the highest standards in educational practice nationally whilst meeting local need.
  • It recognises that we are educating the whole person and so not only develops the key aspects of learning within each subject , in terms of knowledge, conceptual understanding and skills, but also the broader concepts which underpin all of human existence, in terms of familiarity with aesthetic, creative, cultural, linguistic, mathematical, moral, physical, scientific, spiritual and technological principles.
  • It supports students’ physical development, enabling them to make informed choices about their own lifestyles.


3. Mastery

  • Our curriculum is designed to provide all our students with the core knowledge that is the foundation of success in adult life. We aim to maximise their cognitive development so that they become active and economically self-sufficient citizens.
  • At the heart of our curriculum lies a respect for the subjects we teach and for the insight that each provides into the world around us. We teach children how to think, how to criticise, how to be active, rather than passive recipients of information; but each of these skills are taught within the context of the rich knowledge each subject provides.   By instilling our students with the best of what has been thought, said and done in each subject, we hope that our curriculum enables children to appreciate and participate in the full richness of the human experience.
  • Our curriculum specifies the knowledge that should be taught in each subject and has been mapped in order to promote a horizontal integrity across all subjects as well as a vertical coherency within each subject as regards the development of knowledge and skills.


4. Stability

  • We have worked hard to arrive at the curriculum which we have and will not constantly look to amend it significantly; while we will make adjustments in the light of monitoring and evaluation, we will aim for stability over many years, so that teachers can develop expertise and hone their delivery. We aim to constantly build teaching materials to support the curriculum, with our emergent use of Knowledge Organisers being an excellent example of the development of high quality resources to support learning.
  • We aim to enshrine the principle of stability into our internal assessments in order that we will be able to gauge progress by comparing one year group with its predecessors. This is now possible because of stability within the national picture of external examinations.