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Curriculum Vision

Curriculum Vision

At The Chase, we believe all pupils, whatever their background, have a right to access the best that has been said and thought. We understand that not all knowledge is equal. Some knowledge is more powerful and is vital to allow students to develop cultural capital.

To address social disadvantage. in our community, our curriculum aims to ensure students have access to cultural capital that will allow them to go on to a career or university of their choice.   In order to work towards social justice and equal opportunities for all pupils at our school, it is essential that the pupils themselves understand the workings of the world that they live in.

Our curriculum is broad and balanced and aims to develop the skills students will need to flourish in an ever-changing society.  The acquisition of skills relies heavily on domain-specific knowledge as they cannot be cultivated independently from the subject matter at hand. As such, our curriculum carefully selects the core knowledge students need to have mastered to develop outstanding disciplinary knowledge.

Wherever possible, the curriculum is sequential and chronological, contextualising content to secure students’ understanding of how the small details form a part of the bigger picture and how it is relevant. This helps students make links between their subjects, such as the crossover between history and literature, for example. The curriculum is progressive in quality and quantity across the years and key stages and mapped in precise detail. This ensures consistency and a shared understanding of high learning expectations.

We provide an environment in which learning can flourish and be enjoyed not just as a means to good academic results but as an interest for life, motivated by the school’s commitment to provide students with access to a wide range of study and enrichment experiences. Examination results are the outcome of, not the motivation for, highly effective teaching and learning.

The Chase School promotes a culture of caring for yourself and caring for others and as such expects the development of:

We believe that we are all capable of extraordinary things and we are here to create the right environment for success.

We have orientated our school’s strategic direction to ensure that no matter what circumstances students arrive at school with everything around them is organised to prepare them for success. High aspiration and resilience are both essential for good mental health: we aim to provide as many positive experiences as possible, guided and aided by high aspiration, which help students to become happier, more positive adults. Our ambitious curriculum has been designed to open doors and ensure that students can secure a place at a leading university or a top class-class apprenticeship or drama or arts school. 

We have high aspirations and high expectations of our students and they should expect that of every member of staff too. 

Aspiration in school gives practice to aspiration in life.

Respect for yourself, respect for others and respect for learning are at the heart of what we promote at The Chase School.

Respect opens space for the development of trust and learning which is essential for all members of our school community to flourish. Students need to trust and follow the lead of adults who are entrusted with the professional responsibility to guide, support and challenge. Adults in school need to recognise that the young people they work with need them to adapt their behaviours to get the best out of theirs. We believe that students should respect their teachers and teachers should respect their students. We believe in the value of discipline to support a respectful culture. 

Respect in school gives practice to respect in life.

Resilience is the key to adaptability: with appropriate support we can all adapt and cope in spite of adversity. In support of our students we utilise problem solving and emotion focused coping strategies.

As a trauma informed school we help our students to recognise the connections between thoughts, emotions and behaviours. 

Resilience in school gives practice to resilience in life.

Self-regulation is an important way in which we maintain momentum, direction and control.

Adaptable students are more ambitious with their future plans, more able to keep up with changes with the learning environment, more likely to experience more positive academic outcomes and less likely to give up. We promote the power of a Growth Mindset where the word ‘YET’ is powerful in recognising that although we may find something a challenge now we can adapt our approach to achieve success. 

Adaptability in school gives practice to adaptability in life. 

Document Title Date Download
Teaching and Learning Policy September 2022 18th Jul 2023 Download
CARE & Safeguarding

CARE & Safeguarding
Admissions

Admissions
Extra Curricular

Extra Curricular
School Ethos & Values

School Ethos & Values
Chromebook Scheme

Chromebook Scheme