Curriculum Vision and Intent

Overall aim

At John Masefield High School, our aim is to provide excellent and enjoyable learning for all of our students through a broad and balanced curriculum, with opportunity for some specialisation in areas of strength or interest from Year 9 onwards. Through developing excellent knowledge in each of our faculty areas and a broader appreciation of culture, our students develop a love of learning.  Through our curriculum we strive to develop in our students the qualities of being conscientious, considerate and co-operative and to enhance their opportunities for life.  By ensuring the curriculum is well planned with clearly defined end points and is carefully sequenced we ensure that our students know more, remember more, and understand better.

Key knowledge

Each of our curriculum areas has judiciously identified key knowledge that will enable students to have a secure understanding of our cultural heritage and the world around us. We have made sure that this key knowledge at least matches or goes beyond national curriculum requirements in all subject areas.

Our curriculum has been carefully sequenced so that students acquire mastery and embed deep and rich knowledge webs in long term memory.  Our students are given many opportunities to apply this knowledge in a broad range of academic and vocational studies, so that they become fluent and skilful in application. This enables our students to not only achieve success in examinations at GCSE and Advanced Level, but also to solve complex real-life problems.

Curriculum subjects have identified precisely defined ‘end points’ for each module.  They have then planned the small components of learning students need to achieve each end point.

Curriculum breadth and balance

A key principle of our curriculum design is to provide a broad, enriching cultural experience through our teaching of subjects and our extensive enrichment programme. This cultural experience includes a wide range of clubs, cultural visits and leadership opportunities so that students enjoy learning and understand how so many aspects of science, the arts and culture are interconnected in a fascinating and exciting way. For example, all students in key stage three visit the theatre, museums and galleries, learn to play two musical instruments to a basic standard and have the opportunity to visit France and Germany for a low cost cultural and languages visit. We ensure that nothing stands in the way of all students taking full advantage of all the school has to offer. Disadvantaged students are supported with costs so that all can afford to attend.  Similar opportunities for older students include all physicists visiting the Large Hadron Collider at CERN in Switzerland, a cultural and literary weekend in London for all students studying English and arts subjects, a French exchange and numerous university and employer visits.

Sequencing learning

In designing our subject curricula, our subject leaders have carefully sequenced the teaching of knowledge, so key concepts that underpin understanding and later knowledge are covered earlier in the course, and then revisited on numerous occasions as more detailed knowledge is built.  We have been led by respected research in cognitive science; the understanding that spiralling knowledge acquisition by constantly revisiting prior learning and ensuring knowledge is embedded in long term memory, is fundamental to designing a high-quality curriculum.  We recognise that short term memory is limited and unreliable. Therefore, we always strive to connect new learning to previous experience and knowledge and make learning relevant to real world contexts, this helps embed learning in longer term memory.

Homework and assessment

Our curriculum is designed to fully engage pupils outside the classroom by integrating homework tasks. These are carefully planned to reinforce recent and past learning and enhancing fluency by ensuring students apply new knowledge to a wide variety of contexts.

Assessment has been reformed in November 2021 so that teachers are continually reviewing how well students are learning and are adapting their teaching to address this.  Key features of how we are now assessing students includes the following:

  1. In nearly all lessons teachers set a starter task for students to commence working as soon as they arrive in the classroom. The vast majority of starter tasks review key knowledge learnt. This enables the teacher to decide whether students need additional teaching or support before moving on to the main teaching points for the lesson.
  2. After the main teaching episode, the teacher checks whether students understand by questioning or checking work, to decide what further reinforcement of the main teaching points are needed.
  3. In the last few minutes of each lesson the teacher uses a plenary activity to gauge how well the students have understood the main teaching points. This helps the teacher plan the next lesson effectively.
  4. From March 2022 students will use a check sheet issued by each subject detailing the key learning points they will cover in each half term, so that students can rate their learning and revise areas they have not yet mastered.
  5. Homework tasks review key learning points in class and are self-marked by students so that they can see for themselves how to improve. Teachers check homework has been completed and give feedback to the class and individual students.
  6. From April 2022 students complete a test or assessment in the final week of each half. 50% of the marks will be on the key learning points covered during the half term, whilst the rest of the marks will be for topics covered earlier on during the academic year to test whether the students have retained their learning in long term memory.  Tests and assessments will be marked as a percentage and students will review the tests in class so that they are aware of further learning needed on topics covered.
  7. We will amend our system of progress checks and reports as soon as is possible to give students average percentage mark for the year so far, alongside class and year group averages.

Support and challenge

We are aware that students learn at different rates and that some students will find learning more difficult than others.  A core principle for us is all students are supported to learn.  In order to achieve this, we put in place additional structure, small group and individual support to help students struggling to learn key knowledge.  We set students who have mastered key knowledge more complex challenges, where they are required to apply their knowledge to solve a variety of abstract and real-life problems.

Supporting students with special educational needs and/or disabilities (SEND)

We are determined that all students including those with SEND have full access to our ambitious and challenging curriculum.  In order to achieve this, we have put in place the following:

  1. The core principle of mastery – that through structure, support and additional help all students are enabled to access the full curriculum, to understand the key concepts and retain essential knowledge in long term memory. All teachers use teaching methods that are evidence based and have been proven to be effective with SEND and disadvantaged students. We ensure key knowledge is constantly reviewed and revisited to embed the key knowledge in long term memory and use scaffolding where needed so that all students are building their knowledge incrementally.  We then give practice applying the knowledge in scenarios of gradually increasing complexity.  In this way students gain fluency and confidence.
  2. We have identified weak reading comprehension as a major obstacle to learning. Each year between 10 and 15 students join us in Year 7 with reading ages of 8 years or lower. These students have intensive support via our reading recovery programme.  They work with a skilled specialist teacher in small groups of 6 to 8 students.  We have found that students participating in the programme typically increase their reading age by two to three years.  In addition, we provide the following reading support:
  • One-to-one reading daily with trained staff
  • Regular paired reading with student reading buddies
  • One to one bespoke support for students facing specific difficulties
  1. The ‘stage not age’ system used for teaching mathematics gives each Year 7 student access to a high-quality mathematics curriculum. All students are exposed to a curriculum that is pitched at the level of knowledge, understanding and fluency they acquired at primary school, which builds secure mathematical knowledge and understanding. The sequencing of learning in mathematics is carefully arranged to build new knowledge upon prior learning and constantly revisit key concepts and ideas in a range of contexts.  The mathematics teachers place particular emphasis on identifying misconceptions, so that these can be quickly addressed. This approach particularly benefits students with SEND and accelerates their progress in mathematics.  For students who struggle with mathematics and numeracy one-to-one teaching with qualified mathematics teachers, sixth form learning support assistants and ‘maths buddies’ builds confidence and helps students deal with misconceptions and so deepens their understanding of number.
  2. ‘The Hub’ is a learning centre based in two classrooms led by our Inclusion Coordinator and our Special Educational Needs and Disabilities Co-ordinator (SENDCO). It provides bespoke support for students with SEND and also for those suffering with anxiety and other mental health difficulties. The Hub is staffed by specialist staff who confidently lead intervention programmes in numeracy, literacy, reading, handwriting, self-esteem and confidence, social skills, cognitive abilities and other areas identified for individual students eg through an Education and Health Care Plan or a Pastoral Support Plan.

Disadvantaged students

We take great care to remove obstacles to learning for students from disadvantaged families.  We know our disadvantaged students well and work to understand their individual and family circumstances. Some of the difficulties experienced by our disadvantaged students include:

  • Economic hardship for their family
  • A difficult environment at home in which to learn
  • A lack of cultural capital, particularly in terms of fluency and confidence in using a rich and varied vocabulary
  • The stress of balancing being a carer at home with their studies
  • Falling behind at primary school and having gaps in their knowledge in reading, writing and mathematics

Our primary strategy to help disadvantaged students succeed is effective evidence-based teaching that helps all students learn more, remember more and understand better.  Features of this teaching include:

  • Continual use of formative assessment so that the teacher identifies gaps in knowledge and understanding and addresses these
  • Use of direct instruction, clear explanation, skilful questioning and teacher modelling to give students confidence and help to learn effectively
  • Continual review and revisiting key knowledge
  • Use of clear and specific feedback to the class, groups of students and individuals to help them improve their knowledge and the methods they use to apply knowledge

In addition to this, teachers get to know individual students especially disadvantaged students well so that disadvantaged students are:

  • Seated to next to peers who will be effective learning partners
  • Given bespoke support when faced with specific difficulties
  • Steered towards homework club when they have difficulty completing homework at home

Disadvantaged students, especially looked after children, are prioritised for one to one or small group tutoring through our catch-up programme. We have a team of excellent tutors, the majority of whom are qualified teachers.  The tutoring team work closely with subject staff to plan a programme of learning designed to boost confidence and ensure key knowledge is securely learned.

We use a variety of methods to ensure participation of disadvantaged students in enrichment activities as we believe these are vital in providing cultural capital. These include scheduling enrichment activities during the school day (for instance on our challenge days in the summer term), ensuring all disadvantaged students can participate in challenge day trips free of charge, strong encouragement and support in participating in sporting, artistic and cultural clubs and activities, support and encouragement with applying for leadership positions such as Prefect, Language Leader, Youth Council, Reading Buddy etc.

In curriculum planning for all subjects the development of a wide and rich vocabulary is prioritised so that all students including those from a disadvantaged background can benefit from a greater vocabulary and enhanced cultural capital. Subjects are also encouraged to include cultural opportunities beyond examination syllabi to enrich the curriculum and benefit all students.

As a result of these measures the progress made in the 2019 GCSE examinations was a considerable improvement upon the previous two years, with disadvantaged students progressing as well as their more advantaged peers between taking their KS2 SATS and their GCSE exams.  In spite of this we believe there is room for further improvement.

The Core Curriculum

Our ‘Core Curriculum’ spans all five years and has been carefully thought through to build students’ key knowledge, fluency and understanding. In this way, it avoids a strict division between key stage three and four. We are convinced that this approach ensures coherent and progressive learning, is effective in developing a secure knowledge base in longer term memory and has the potential to make learning both relevant and exciting.

All students study the following subjects throughout their time at JMHS in Years 7-11:

  • English Language and Literature
  • Mathematics
  • Science including Biology, Chemistry and Physics
  • Physical Education
  • Relationships and Sex Education
  • Personal, Social, Health and Careers Education
  • Religious Education and Citizenship

The English Baccalaureate (EBacc)

Underpinning our Core Curriculum is a strong academic core: the EBacc. The EBacc consists of English language and literature, mathematics, science, a modern foreign language and either history or geography.  We strongly believe that the EBacc particularly when combined with creative, practical or vocational subjects provides students with an excellent knowledge of the modern world and an appreciation and enjoyment of culture that will help students succeed in life and gain all the advantages of a broad and enriching education.  We are ambitious in our expectation that the large majority of our students will follow the EBacc, and this large number will grow year on year.

English Language and Literature

The English curriculum focusses on incrementally developing knowledge of the craft of the writer, and the response of the reader. In Year 7, students build knowledge of the fundamentals of a writer’s craft: setting, characterisation and context; this knowledge is subsequently spiralled throughout Years 7 to 11.  Students learn how a writer uses techniques to create meanings and consolidate this knowledge in their own writing.  In this way, the English curriculum aims to ensure that all students develop and utilise a wide vocabulary, become confident and competent readers and write clearly, accurately, coherently and engagingly for a range of purposes and audiences.  The curriculum plans make use of discussion in class so that students can become effective at explaining their own views and listening to those of others both informally and formally.  Through our teaching of English, we develop cultural capital by: fostering a love of reading; becoming confident in writing, and talking about lives beyond their own, whilst appreciating great literature, poetry and drama.


 Our forward looking and ‘cutting edge’ mathematics curriculum has been developed drawing influences from other mastery curriculums from both within the UK and around the globe. The mathematics faculty was fortunate enough to be a host school in one of the early phases of the Shanghai teacher exchange program. This experience and subsequent work led to a complete revolution in both how we order topics and how concepts are subsequently built upon.

Our new mathematics curriculum was first introduced in September 2017, initially just starting with Year 7. Now, all Year Groups follow our new curriculum. Students in all years are taught mathematical content to extend their level of prior attainment.  Within each year group students cover one stage of learning. Every stage is split into 14 equally sized blocks of work which are covered over an 8 lesson period (generally taking 2 weeks). Within each stage the ordering of the blocks of work has been very carefully considered and subsequently refined. There is a strong focus on numerical and algebraic skills within the earlier blocks of each stage. These skills are then built upon within later blocks where there is a stronger focus on geometrical and data handling skills.

In all years an emphasis is placed on students mastering key ideas and concepts. Every lesson has a highly focussed lesson objective. Strategies such as concept/non-concept, directly tackling misconceptions and careful building of skills are used within the majority of lessons. There is a key emphasis placed upon students developing their mathematical vocabulary and accurate use of mathematical notation. Students are given opportunity to develop their skills by being presented with questions that focus on fluency, reasoning and problem-solving.

As a result of the carefully planned mastery curriculum in mathematics, students make strong progress and many go on to achieve success on one of our four advanced level mathematics courses (mathematics, further mathematics, accountancy and mathematical studies).


The science curriculum builds upon and accelerates students’ learning at primary school. The curriculum is carefully sequenced, so that fundamental knowledge and key ideas are first visited early in the course then revisited multiple times. In this way the key knowledge is built upon and connected to a wide variety of scientific applications.

At key stage three there is particularly strong emphases on:

  • Working scientifically and making science relevant and exciting
  • Developing practical scientific skills and the mathematical knowledge and fluency to apply mathematics to solve scientific problems
  • Developing literacy skills and scientific vocabulary through science writing

During the final term of Year 9, students, carefully supported and guided by their science teacher, choose whether to study combined science or three separate sciences to GCSE.  Each year between 35% and 40% of students study the three separate sciences to GCSE. The percentage of our sixth formers studying at least one scientific subject to advanced level is on average 40%, well above the national average and is indicative of the excellent foundation for later scientific study built in key stages 3 and 4.

History and Geography

Our aim of providing a rich and varied curriculum and of ensuring that all students have the cultural capital to lead full and rewarding lives, is reflected in our appreciation of the importance of the humanities subjects.  In addition to students learning about the past and the world today, students develop their thinking skills, oracy and literacy. We have recently increased the teaching time for history and geography in Year 7 and Year 8 by 100% to two hours per week in each subject to enable each subject to fully cover and go beyond the national curriculum content by the end of Year 8. At this point, students are guided to choose to study history, geography or history and geography to GCSE. During Year 9 students have a transitional year between KS3 and GCSE, developing the knowledge and skills they need to succeed with GCSE work in Year 10 and Year 11.

Modern Foreign Languages

In MFL, all Year 7 students study French for a year and receive a German taster session in the spring term to give them a taste of a second language. We encourage students to take up a second language in Year 8 to enable them to become dual linguists and have a wider option of languages at GCSE.

In Year 8, some students will only study French, while some will become dual linguists, broadening their linguistic talent in French and German. By the end of Year 8, dual linguists are given the choice to carry both languages forward or study either French or German in Year 9, whilst single linguists will carry on with French.

Year 9 is a transition year where both single and dual linguists will revisit previous topics whilst extending their vocabulary and grammar in preparation for their GCSE.

In Year 10, the vast majority of student study French, German or both languages to GCSE.   To support students Speaking skills and build their confidence, each GCSE student receives regular 1 to 1 conversation practice with our native speaking Language Assistants.

Covid permitting, we run trips to France in Year 8 and Year 10 as well as to Germany in Year 9 and Year 11.

Physical Education

At JMHS every student participates in at least two hours of Physical Education per week.  Through a well-planned curriculum, and precise teaching by knowledgeable and skilful teachers, students benefit in many ways including:

  • Gaining physical fitness and understanding how to stay healthy
  • Developing their knowledge and skill in a wide range of sports and activities
  • Developing the personal qualities of self-discipline, teamwork, and resilience

Students are given the opportunity to participate in a wide range of extra-curricular activities, to officiate and coach and act as sports leaders.  Our GCSE and A-Level PE courses enable students to develop a strong knowledge and understanding of understanding of anatomy and physiology, movement analysis, physical training, socio-cultural issues, and the psychology of sport

Religious Education and Citizenship

Religious Education and Citizenship at JMHS uses the questions of enquiry set out in the Locally Agreed Syllabus for Herefordshire (2020-2025). Our intention is to increase the cultural capital of students by introducing them to the many rich and varied traditions of thought about complex and relevant issues such as morality, mindfulness, responses to inequality, the environment and the arts.

Through a focus on religion as a ‘lived’ experience, RE at JMHS aims to support students to become informed and empathetic citizens of modern, diverse Britain and preparing them for the wider world.  No one religion or worldview will take precedence above others, and students are encouraged to view ideas respectfully but critically, as well as to notice similarities common to our shared humanity.

Citizenship lessons encourage students to participate in decision-making and make them aware of the rights and opportunities available to them both immediately and in adult life as citizens of the UK. Topics covered include those such as voting, the responsible handling of money and the workings of the British justice system.

Personal and Social Education and Relationship and Sex Education

PSHE has always been at the forefront of our pastoral care at JMHS, however the new, statutory ‘Relationships ​Education, Relationship and Sex Education, and Health Education’ curricula have facilitated more opportunities for PSHE provision across the school. This is important to fully prepare every student at JMHS for a fulfilling and happy life after school. All students are provided with PSHE education via several different mechanisms which include:

  • Bespoke workshops delivered by Designated Safeguard​ing Leader-trained senior pastoral staff (eg Year Leader or SLT member – 6 workshops per year)
  • Tutor delivery (weekly)
  • Specialist delivery through the Science faculty (9 modules)
  • Assemblies and guest visitors
  • Remote / on-line learning
  • Topical opportunities (weekly picture news resource for tutor delivery)
  • Literacy / class reading PSHE texts (Year 7-10) and cross-curricular activities

Students have opportunities to develop literacy, language and vocabulary through PSHE themes. This rich diet of delivery, highlighted as exemplary practice in a recent RSE / Health consultation by Herefordshire Children’s Services, ensures that a comprehensive package of PSHE learning is enjoyed by all students.

Creative, practical and vocational subjects at JMHS

Creative and Performing Arts

At JMHS we believe that arts education is vitally important for two reasons.  Firstly, all young people have an entitlement to be exposed to an appreciation our cultural heritage, to be taught the basics of drawing, painting, design, dance, drama and music and be given a chance to learn about and enjoy great art works, literature, drama, poetry, dance and music.  Secondly, many students are passionate and hugely motivated by their studies in the arts, eagerly participating in our annual school production, orchestra and ensembles, dance shows and much else.  For this reason, the arts have a central place in our curriculum. Every student studies drama, dance, music and art at key stage 3.  We build on this entitlement by offering all of these subjects at GCSE and fine art, dance, drama, graphics, music and photography in the Sixth Form.  Each year there is a strong take up in arts subjects at GCSE and A-level.  We are one of the few schools in the West Midlands to have such a strong emphasis on the arts curriculum and extra-curricular arts.

Technology and vocational subjects

Our strong academic core is complemented and supported by our ambition to fully include technological and vocational subjects in our curriculum. Our curriculum aims to ensure that these subjects are seen by our students as relevant to the ‘real world’ and as enjoyable and satisfying, not least due to the considerable amount of practical work involved.  In Year 7 and Year 8 all students develop their knowledge and skills in design and technology, food and nutrition, and computing.  Students are able to choose to study one or more vocational or technological subject in Years 9 to 11.  Our curriculum offers a wide range of subject choices in the extended key stage 4, so that as many students as possible can study subject areas where they have a genuine strength and passion.  These subjects include business studies, computer science, food and nutrition, health and social care, 3D design and travel and tourism.  The opportunity to commence these subjects from Year 9 is particularly motivating for students who wish to spend time studying subjects they see as practical and relevant to their future lives.

Three Year Key Stage Four for foundation subjects

During Year 8 we have planned an extensive and carefully designed programme to help each student choose four ‘foundation subjects’ to study from Year 9 to Year 11. This programme includes:

  • An impartial careers guidance as part of PSHE
  • An options evening for parents and students with subject presentations
  • Taster lessons in subjects they have not yet started
  • The chance to talk to subject teachers and current students
  • An individual interview with a senior member of staff

We have chosen to develop our vision of a three-year key stage four curriculum in foundation subjects as we strongly believe that it benefits our students. We have designed and planned our curriculum for our students because:

  • Year 9 is used as a foundation year in all subjects, developing a breadth of knowledge and understanding of key concepts that will give them the confidence and a strong foundation when they start to tackle GCSE work in Year 10 and Year 11
  • Our curriculum retains balance and is not narrowed as all students study either history or geography and approximately 70% study a modern foreign language to GCSE
  • The three-year key stage four provides greater motivation for students who are more interested and committed to their studies during Year 9
  • Through very careful curriculum planning, increased teaching time and skilful delivery of the curriculum we ensure that by the end of Year 8 students fully meet national curriculum requirements in foundation subjects
  • The three-year GCSE course allows subjects to be covered in more depth so that students develop a love of the subject
  • Having a three-year course allows student to develop their knowledge and understanding at a steady pace, reducing stress and anxiety which is better for mental health

The enrichment curriculum

A key pillar of our curriculum is to provide all groups of students with a rich cultural experience. To make our learning enjoyable and exciting and to provide students with the cultural capital they will need to succeed in life, we plan to provide an extensive range of extra-curricular and enrichment activities.  These include:

  • A well-stocked and attractively presented School Library run by a full-time librarian.
  • Book clubs, author visits, poets in residence and joint projects and participation in the annual Ledbury Poetry Festival.
  • Regular visits to art galleries, concerts and the theatre to enhance appreciation of the visual and performing arts and support learning in the arts and English Literature.
  • Over 100 students participate in musical ensembles, choirs, the jazz band, swing band and our orchestra, and play in at least two large concerts per year.
  • Our annual whole school musical production with over 100 students participating including a large cast and ensemble, live band, technical team and back stage team.
  • Over 80 students participate in dance clubs and perform at our two dance shows per year.
  • Highly successfully after school sports clubs and teams who regularly win county championships in a wide variety of sports with particular strengths in athletics, badminton, basketball, cricket, football, handball, hockey, netball, rounders and rugby union.
  • House sports competitions at least once per term in which every student participates.
  • Arts and sports colours are awarded annually to students who make an excellent contribution to extra- curricular sports and the arts. In 2019, approximately 150 students were awarded sports colours and 120 arts colours.
  • Affordable cultural and MFL visits to Normandy, Paris, Cologne, Mosel and Berlin. These are very popular and by Year 11, over 50% of students have participated and greatly enjoyed one of these visits.
  • Regular opportunities for fieldwork in geography and history in which all students participate.
  • Two Challenge Days per academic year in which all students participate in enrichment and off-site activities. In 2019 these activities included a visit to the Black Country museum, a performing arts experience day, a practical problem-solving day, a STEM day led by a local science employer looking at drug development, an environmental awareness day, outdoor adventurous activities, university and college visits and an enterprise day based on developing and marketing a new product.
  • A variety of other clubs including masterminds, environmental groups and HEAL club, chess club, art club, practical club and cookery club.
  • Mathematical enrichment activities including challenge days for able mathematicians, participation in UK Individual and Team Maths Challenges for all age groups in which our mathletes have performed exceptionally well.
  • A broad range of science activities including stem clubs, university and employer visits, attending lectures and practical workshops and winning the Physics Olympiad for local state and independent schools.
  • Approximately 25% of students participate in the Duke of Edinburgh Award Scheme.
  • A very wide range of leadership schemes including mentoring younger students, Reading Buddies, Maths Buddies, Arts Leaders, Language Leaders, Sports Leaders, Primary Transition Leaders, Prefects, House Captains, House Sports Captains and sixth formers acting as Learning Support Assistants. These activities are particularly valuable in developing an ethic of service and the qualities of being conscientious, considerate and co-operative.