The Haverstock Curriculum
Haverstock School Curriculum Intent Statement
The curriculum sits at the heart of our work to achieve our vision for our students:
To provide a first-class education for every young person, empowering them to be fulfilled in a world of possibilities. Haverstock students will be equipped to strive for excellence in their studies and beyond. They will develop the knowledge, skills and character to make a real contribution to society.
The Haverstock curriculum is designed to develop students' academic and intellectual abilities. We do this through the rigorous study of:
• The knowledge within in each subject, including retrieval practice to ensure it is embedded
• The unique processes for generating and evaluating knowledge in each subject.
Our knowledge-led curriculum is carefully sequenced to both harness students’ curiosity and support and stretch them to make excellent progress in each subject so that they are well-prepared for success in qualifications and the next stage of their lives.
Our intervention programmes are designed to ensure that all students can access their full curriculum entitlement at every stage and go on to reach their true potential as learners.
Find out more about our subjects below.
Mathematics is a creative and connected discipline, which empowers students to become responsible and critical citizens. As a universal language, Mathematics enables students to make informed judgements about the world around them and participate in discussions in wider society. It has both relevance and utility in students’ future studies and in the world of work.
Our curriculum is challenging and accessible to all students. We combine substantive and disciplinary knowledge and believe that students of all ages and starting points should learn about both forms of knowledge with an appropriate level of structure. The two forms of knowledge together give students access to ‘powerful knowledge’ through which they meet problems of varying unfamiliarity that go beyond their experiential knowledge.
- Substantive knowledge includes content (concepts and procedures) of the domain. Our curriculum is designed so that students develop fluency of the fundamentals of mathematics. This is achieved through explicit teaching and regular opportunities for retrieval practice.
- Disciplinary knowledge includes the forms of inquiry, reasoning and problem solving that are unique to the discipline. These are based on specific habits of mind, forms of reasoning (that include questioning, exploring, conjecturing, generalising, explaining and proving) and steps or heuristics for solving problems.
Through a mastery of substantive and disciplinary knowledge, students are empowered to become agents of their own learning. They develop into independent learners who are capable of expressing their curiosity in domain-specific ways and of directing their own mathematical inquiries by the end of secondary school.
As both forms of knowledge are based on a precise mathematical vocabulary, the curriculum includes the language for learning required to enable students to communicate effectively in the classroom and to engage with the wider mathematics community by, for example, reading articles and books about the subject.
The Haverstock Science department aims to inspire students to see the transformational potential of science in society and their own lives.
Studying Science equips students with the depth of knowledge and understanding of the natural world which will enable them to lead fulfilled and informed lives, whilst empowering them to become critical thinkers who can effectively use logical thought and the scientific method to solve problems.
The science curriculum will provide students with the tools and experiences needed to successfully contribute to a scientifically advancing society.
Chemistry is the study of the substances of which matter are composed, the investigation of their properties and reactions, and the use of such reactions to form new substances. The Chemistry curriculum aims to evoke curiosity in our students, and develop investigative skills that will lead to a deep knowledge of the fundamental aspects of Chemistry. The elementary building blocks of life begin with Chemistry, and students will learn how they are everywhere; from the air we breathe, to food, and medicine. Chemistry makes up our environment and will determine the future of our planet.
Biology is the study of living organisms. Through the Biology curriculum students will learn to apply the scientific method to develop their understanding of life. This begins with cells as the basic unit of life, and leads to the processes that allow cells to function and combine to form complex biological systems. Students will consolidate their knowledge and apply it to explain how organisms interact, reproduce, and evolve, and how this affects the world around us.
The aim of Physics is to describe and explain the universe at its most fundamental level, from the smallest building blocks of matter to the vastness of time and space. Theoretical Physics attempts to address human beings’ natural curiosity about our origin, identity and destination, whilst applied Physics has brought about the development of the modern world. Students of Physics will gain an appreciation both of how much we already know about our universe and how much there is still left to discover.
To empower students with the skills needed to access and interpret the myriad uses and contexts of the English language confidently and critically. We want to encourage students to be curious about literature, to support them as they question and think about what they read, and as they discover more about themselves, their own identities and universal experiences. We want to create a life-long habit of reading, regardless of students’ personal areas of interest.
KS3 will start with an important stage aiming to bridge the gap between primary and secondary study of English. Disciplinary knowledge will be built from the bottom up in cycles of units that continually re-visit the core tenets and skills of English Language study. By the end of KS3, students will have an ingrained awareness of texts as constructs. They will have thought about a range of universal concepts and themes contributing to their ‘essential knowledge’ as ‘educated citizens.’ They will have a firm footing in skills required to unpick meaning and intention across a range of texts, both fiction and non-fiction. They will also have solid skills to achieve precise meaning and intention of their own in their personal writing. KS3 students are encouraged to broaden their reading for pleasure with fortnightly sessions in the library where the librarian, Ms Lawrence, and their English teacher take an active role in discussing and guiding students’ reading journeys. In Year 7, students also participate in the externally delivered ‘Words Awry’ project and the Journalism Project which provide regular opportunities for creative and imaginative writing. Previous years have benefited from hearing speakers linked to particular units to broaden their understanding - for example, Laura Bates speaking on feminism to support the Female Perspectives in Fiction unit in Year 9.
By the end of KS4, students will have built on the foundational skills of ‘doing English’ at KS3 by formalising analysis of texts in more extended writing opportunities. Students will see the inherent link between text/writer/context/reader more readily and will be able to apply this awareness seamlessly in expressing their understanding of a range of texts across time and place. Students will hone their personal writing and their authorial voice. They will use what they read to inform their writing and vice versa, positioning themselves as expert users of the English language. A key factor in the co-curriculum for KS4 Language is reminding students that the subject is rooted in the discipline of Linguistics, which comes much more clearly into focus at KS5. With that in mind, we ensure students have the opportunity to explore English Language outside the curriculum with, for example, workshops and lectures run by language development researchers based at The British Library on topics such as accent and dialect or the history of the English Language.
By the end of KS5, students will have accessed a gateway to the academic study of Linguistics. Students will appreciate this branch of the subject of English as an inherently ‘social study.’ They will question, observe and investigate a broad range of language usage in contexts from children learning their first words to medieval recipes. They will learn how language can be used as a tool or as a weapon in both latent and in manifest ways to fulfil myriad purposes. This will enable them to see the power and the significance of all media of communication across society and cultures, and in turn to have better autonomy as social agents themselves as they decode meaning and enact their own change as communicators in the world. In addition, by the end of KS5, students will not only have deepened their substantive knowledge of English Language, but their disciplinary knowledge will have undergone a significant step change, as they evolve into more academic students capable of research and enquiry. Beyond the curriculum, students are encouraged to take advantage of Haverstock’s close proximity to The British Library, and the wealth of resources it holds. We also use our links with the Queen Mary University Linguistics Department to offer talks delivered by postgraduate students into some of the most current and relevant debates around language use in the field, such as language in social media and changes in regional pronunciation. Students are encouraged to study language in real world scenarios and are supported in pursuing these interests. They might visit a Reception class to collect their own data on child language acquisition or engage with discourses surrounding language through ‘The Accentism Project’, which encourages them to observe how and why language bias manifests in everyday life.
By the end of KS3 students will have encountered a meaningful selection of great literature, and will have engaged with these texts effectively through a combination of support and guidance as well as challenging ideas. They will have learned to empathise with people from across time and cultures, and to confront a diverse range of voices and ideas. The texts offered will ensure students’ access to cultural, philosophical and literary thought with the aim of building a firm contextual foundation from which to analyse literature effectively. Through engagement with carefully selected and ambitious texts, students are able to access both ‘canonical’ literature but also to widen their understanding and questioning of the concept of the canon itself with texts from diverse and, at times, more marginalised authors. We aim to equip students with the skills to think critically about their reading, and by aiming high with the texts we offer, we give them the opportunity to really challenge themselves in their thinking. In order to put appropriate emphasis on the text itself and students’ ideas and interpretations of it, KS3 will primarily encourage the disciplinary knowledge of producing a personal, evidence-supported response to a given text whilst also considering its context in terms of time, place and genre. English students in KS3 take an active part in the annual World Book Day and are encouraged to participate in a sponsored Readathon. There is also at least one opportunity to see a live production of a play that they study, such as ‘Macbeth’ at the Globe theatre, which Year 7s were invited to this year.
By the end of KS4, students will have been challenged through literary texts that have been selected from the AQA GCSE specification to broaden their ideas and consideration of significant ideas and contexts. The suite of texts we have chosen ask students to think deeply and critically about universal themes such as politics, gender roles, war and identity. They will build on the foundation skills in KS3 that drilled down on engaging with the texts themselves and students’ own responses by focusing mostly on interpretation and context, and will start to fill out their analysis in KS4 by incorporating more close reading and the analysis of writers’ methods into their responses. They will be supported in joining up all elements of the assessment objectives to express their ideas fluently in independently produced pieces of academic writing. It is important for students to also have access, however, to critically acclaimed writers voicing opinions around some of the most current issues in society today. We were fortunate enough to be able to have Laura Bates, the feminist author of Everyday Sexism: The Project that Inspired a Worldwide Movement, come to give a talk to a whole cohort of students which was both thought-provoking and inspiring.
By the end of KS5, students will have deepened their substantive knowledge of English Literature, and their disciplinary knowledge will have undergone a significant step change. They will have developed an academic skill-set that will prepare them for a range of higher education pathways by engaging in complex, critical schools of thought including feminist, Marxist and psychoanalytical thinking. Students will study a challenging selection of texts, including authors who have shaped the modern world and challenged ways of thinking through their works, from Jean Rhys to George Orwell. Students are encouraged to explore the rich literary backdrop of London and are supported in accessing live theatre performances with members of the English Faculty, such as Stef Smith’s adaptation of Ibsen’s A Doll’s House at The Young Vic, and a ‘virtual trip’ to see A Streetcar Named Desire through National Theatre Live. Performances of set texts are screened regularly for students to enable them to experience different interpretations of their texts. Students have opportunities to engage with authors, poets, and playwrights, such as talks by Laura Bates and Margaret Atwood, providing new insights on literature direct from the creators of texts.
Language for Learning
Across all key stages, there is a focused and specific emphasis on Language for Learning both within and outside of the English curriculum to hone and build on students’ communication skills – reading, writing, speaking and listening. Examples include frequent oracy opportunities built into the KS3 curriculum such as dramatic monologues, debates and presentations, vocabulary investigation and enquiry, and effective reading strategies that support students in the comprehension and retention of knowledge. At KS5, the English faculty also delivers a bespoke Academic Language for Learning course that students take alongside their English A levels in Year 12. In these classes, students are trained in all aspects of how to perform well in an academic context, from avoiding plagiarism, to using secondary sources and critical theory, and structuring an academic essay.
Humanities at Haverstock is dedicated to instilling a passion for the shared ethos of all the distinct Humanities subjects, this being a deep understanding of people and the planet and our engagement with it as global citizens. All curriculum areas provide students with a powerful knowledge base alongside a creative aspirational learning experience that encourages resilience and adaptability, equipping students to be able to fully cope with the needs of an ever changing world. Challenge opportunities are built into lessons to allow all students to develop their knowledge and understanding and provide them with the confidence to engage with the world beyond Haverstock. All students study Humanities in Years 7 ,8 and 9 with GCSE Geography, History, RS and Citizenship for Years 10 and 11. At KS5 students have the opportunity to study History, Geography, Politics and Sociology.
Common themes run through the Humanities subjects: respect, diversity, democracy, law, and individuality all of which contribute to deepening our students’ understanding of their country and the origins of current thinking as well as social structures. A study of Humanities promotes the need for students to question ideas and information and to become critical independent thinkers who are able to arrive at substantiated judgements. As such, they are well placed to make informed choices that will impact positively on a local, national and global platform. Students are provided with real-life examples of how skills within Humanities build for lifelong learning There are a variety of external trip opportunities and visiting speakers to maximise students’ experience. Annually students participate in the Jack Petchy ‘Speak Out Challenge.’
History at Haverstock aims to equip our students with both powerful knowledge and the skills required to be well–rounded individuals. The curriculum is designed to instil a love and passion for History through the development of key historical skills and a depth of knowledge. It will help students to gain a better understanding of the world in which we live. Our curriculum builds for students a chronological map connecting the dots from the distant past to modern day Britain. Furthermore, it helps students to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity. Critical to achieving this are experiences outside of the classroom which maximise the local history on our doorstep. KS3 students have the opportunity to study the history of the Regent’s Canal and the impact of Georgian architecture on the local area. Students at GCSE have the opportunity go on a public health walk and visit the Old Operating Theatre and Fleming Museum as part of their GCSE study.
The curriculum has been designed to provide students with the opportunities to practise key historical skills that will prepare them for GCSE, A level study and later life. Haverstock students learn five key concepts: evidence and sources, interpretation, significance, change and continuity and cause and consequence. These concepts provide the tools for students to manipulate knowledge and engage in historical thinking. Learning History teaches students to think critically and to problem-solve. It promotes the need to ask perceptive questions, develop analytical skills and process and synthesise complex information. By the end of KS3 students will have a firm grounding in major events and changes in local, national and global aspects of History. GCSE History students will use the skills and knowledge accumulated at KS3 to confidently articulate judgements stemming from enquiry-based questions in preparation for their formal examinations. At the end of KS5 students will have the skills and confidence to craft a bespoke coursework assignment and tackle sophisticated texts, becoming skilled academic historians.
Geography provokes questions and explores answers about the natural and human aspects of the world. Geographers discover links between these two elements of our planet, to develop knowledge and critical understanding of the world, as well as their role in shaping it. Haverstock geographers will investigate the forces that are changing our sense of ‘place’ and space, both locally and globally; becoming experts in reading and interpreting the world we live in.
Our KS3 curriculum delivers global awareness through detailed study of specific places and processes on a range of scales, from local to international. Students will tackle/confront/grapple complex issues through a variety of experiences, sources and ideas, to develop their own appreciation of our fragile planet. Equipped with practical skills from trips and utilising complex mapping techniques, KS4 students will deepen their knowledge of global systems, gain confidence in applying their understanding and become articulate in justifying their own opinions of globally significant places and concepts. This will leave students well placed to embrace the rigours of KS5 study, where they will independently, and critically interpret key geographical debates and concepts.
The KS5 Sociology curriculum at Haverstock aims to empower our students by encouraging them to critically examine the nature of society and how it influences human behaviour. Students are inspired to recognise the relevance and importance of Sociology by understanding how institutions and individuals shape the rapidly changing world around them as well as questioning the influence of powerful groups in this process. As sociologists will value the use of logic, reason and evidence while wrestling with ground-breaking ideas and contemporary research. By the end of their sociological studies we aim to have nurtured altruistic and progressive thinkers, who love the pursuit of knowledge and are responsible in their examination of it.
The KS5 Sociology curriculum follows the AQA specification (https://www.aqa.org.uk/subjects/sociology/as-and-a-level/sociology-7191-7192/specification-at-a-glance) and is carefully sequenced to optimise learning and embed it long term. We deliver specialist sociological knowledge in an inclusive and accessible way so that students are confident in engaging with the discipline and feel supported when they need to challenge themselves. In their first year students are given an introduction to key concepts and theories which will underpin all of their sociological learning as well as an introductory seminar on their units of study and the exam skills needed for them to succeed in their A-Level exams. We also employ a range of pedagogical techniques so that our students can master all aspects of their verbal and non-verbal literacy. The use of strategies such as structured group work, debates, discussions, and independent work ensures our students are multiskilled in their approach to learning and ready for lifelong engagement in both the academic and working worlds.
The overarching aim of Religious Studies is to equip students with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities. Moreover, the department strives towards developing in students an aptitude for dialogue so that they can participate positively in our society with its diverse religions and worldviews. Students should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. By studying RS at Haverstock, they will leave with a greater understanding of the past, the modern world and humanity itself. In a world where religion has and continues to play such a large role, the importance of understanding it is as great as ever.
Our KS3 curriculum is based on a knowledge-led approach and is sequenced in such a way as to provide chronological understanding of how religions have developed over time. By the end of KS3 students will have gained a broad and deep understanding of the Abrahamic and Eastern faiths. At KS4 we follow the AQA RS course that allows for a deeper understanding of two faiths – Christianity and Buddhism – in addition to studying four philosophical and ethical units. Formative and summative assessment is used to develop students’ understanding through frequent retrieval practice to assist in making comparisons between and within religions and non-religion.
The focus of the RS department is to provoke challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. Students are encouraged to recognise the relevance and importance of the subject through taking an active interest in current affairs, reading around the subject and visiting sites of worship and museums. Teachers are encouraged to have good subject knowledge and to enhance this by becoming members of the professional RS association (NATRE), attending regular training sessions and to exam-mark for the examination boards. By the end of their time studying RS at Haverstock students will be equipped with the knowledge, skills and character to make a real contribution to society. The aim is to inspire students to become theologians and philosophers who can apply their learning to contemporary issues.
The study of Citizenship provides the tools to understand the world around us. In an increasingly changing world, building political literacy and student understanding of local, national and global events is paramount. Haverstock students will be engaged in thought provoking discussions and explore the relationship between their class studies and the real world. They will accumulate skills to be able to debate and reach well-informed thoughts, becoming well rounded global citizens able to make impactful change.
By the end of KS3 students will have had the opportunity to experience the democratic process by taking part in mock elections and debates on controversial issues such as sweatshops and fair trade. Furthermore, students will explore and gain an understanding of diversity in the UK and British Values. The study of topics such as ‘Events That Change The World’ will enable Haverstock students to have a good grasp of writing well balanced arguments.
At KS4 students will deepen their awareness of global organisation considering the role of NATO, UK and the Commonwealth. At the end of KS4 students will have an understanding of the law and justice system and ethical questions surrounding a ‘free press’. In addition, all students will have completed an Active Citizenship Project as part of their Citizenship GCSE studies, which prepares them effectively for our popular Politics A-level course.
Citizenship offers a range of co-curricular activities to ensure that students have an opportunity to develop not only their critical curiosity but also their communication skills. Citizenship at Haverstock provides students with the opportunity to work with local charities such as Water Aid, Mind and A21. Students are also given an opportunity to visit the Royal Courts of Justice and participate in debating forums such as the Rotary Club and Model United Nations. Annually, citizenship provides all students the opportunity to compete in the Jack Petchey Speak Out Challenge.
Business, Vocational and Languages
The Business, Vocational and Languages faculty actively supports students to become global citizens who are equipped with the practical skills needed for the world of work in the 21st Century. We teach students to solve problems across a variety of areas. All the subject areas in this faculty help students to refine the way that they think, supporting them to be open-minded as well as developing the skills needed to think critically and to form their own conclusions. As a result, students are able to communicate clearly, appropriately and confidently. Students are directed towards further reading and learning opportunities in order to enhance their in-class learning, to ensure that they are aware of current affairs and to give them practical experiences which enhance their theoretical knowledge.
Modern Foreign Languages
At Haverstock School, the Modern Languages curriculum is underpinned by our core values of inclusivity, tolerance and open-mindedness through valuing the diversity of our local community, our country and our world.
By learning French or Spanish, students develop strong communication skills enabling them to listen, read, speak and write effectively in another language whilst also supporting literacy development in their own language. The depth and complexity of the language increases throughout the key stages. Students move from referring to the present tense only in the form of short sentences to short paragraphs at KS3, to referring to the time frames while using longer, more complex and often authentic texts at KS4 before studying a piece of literature in its entirety and the grammatical structures which that involves at KS5.
Alongside this, the curriculum promotes an interest in culture, a love of languages that goes beyond the classroom and a linguistic curiosity inviting students to expand their outlook and challenge their world view.
We provide all students with a list of further cultural resources in the shape of books, films and podcasts which not only deepens their understanding of the language but expands their awareness of current affairs and popular culture in the French and Spanish speaking worlds. Every year we encourage students who speak another language at home such as Italian or Arabic to sit exams in these languages as well.
Knowledge of a foreign language, including the ability to communicate confidently and the awareness of cultural difference, gives students a distinct advantage in an ever more competitive world of work in the 21st Century.
The Business Studies curriculum at Key Stage 4 aims to equip students with a range of knowledge and skills necessary for life beyond the classroom. By cultivating transferable skills such as creativity, teamwork, entrepreneurship and problem solving, the curriculum enlightens students on a diverse range of career paths to promote and develop their ambitions. It offers a dynamic curriculum that will enable students to apply traditional business theory to an ever-changing business environment. At Key Stage 5 we aim to build on the knowledge and skills attained at Key Stage 4 and develop students into confident, independent learners that are able to think critically across a diverse range of topics such as marketing, operations, finance and human resources.
At both Key Stage 4 and 5 we visit businesses to offer students the opportunity to see how theory is put into practice. We also give students a chance to put their enterprise skills to the test with business challenges, such as pitching new ideas and creating and managing social enterprise projects. By the end of their respective courses, students should have an informed knowledge of the business environment and the required skills to further their interests and succeed in their future endeavours.
The aim of the Economics curriculum at Key Stage 5 is to provide students with an understanding of how society functions in relation to consumers, firms and the government and to develop their evaluation and questioning skills. The subject also draws links with other social sciences such as Psychology and Sociology to provide students with transferable skills and knowledge. In a world of constant change, studying Economics gives students the chance to analyse the vital decisions made by politicians, entrepreneurs and everyday consumers from individual and global perspectives.
We provide opportunities for students to see how Economics is applied in practice with trips to the Bank of England and a stock market challenge for students to participate in. Through the integration of local, national and international perspectives of economic agents, the course aims to develop students into synoptic critical thinkers, capable of enhancing their future prospects and adding value to society.
The aim of the Financial Studies curriculum at Key Stage 5 is to improve financial literacy to support students in how they manage money and to develop their knowledge of the financial services industry. Pursuing a qualification in Financial Studies will equip students to understand personal finance against the wider economic, social and political background. By gaining practical tools in managing their own money, students will be able to critically appraise their own financial situation as well as offering advice and support to others. We provide opportunities for students to see how finance is applied in practice with a stock market challenge and trips to financial institutions such as the Bank of England and tours around the Square Mile. Upon completion of the course, students will learn financial responsibility in the wider context and improve their understanding of how the financial system operates and is regulated. Students will develop a critical approach to financial matters, enabling them to make informed judgements in theory and in practice.
Computing (Computer science/It/Creative media)
The Computing department recognises the importance of developing digital literacy which is underpinned by communication, problem solving and creativity. Our curriculum intends to promote equality and diversity and to give the freedom to challenge our experiences and understanding of digital systems and the significance, power and influence they have in the evolving world.
Through studies in Computer Science, Creative iMedia and IT, all our students are equipped with essential knowledge and knowledge and skills to develop the digital fluency that will enable them to participate effectively and safely beyond the classroom and prepare them to conduct their future lives as workers, consumers and members of an increasingly digitised world.
At KS3 students develop logical thinking, understand data capture and processing, digital safety and how to use specialist applications software to implement algorithms or creative product solutions. All KS3 students take part in the ‘hourofcode.org’
At KS4 students have the opportunity to develop their capability, creativity and knowledge in computer science, digital media and information technology. Students are signed up to ‘Code Academy’ to support their programming techniques and exam board assessments are structured on real-life scenarios where students are required to design and develop a solution.
Health and Social Care
Our KS4 and KS5 curriculum has been designed based on the Edexcel Health and Social Care course and supports students to build empathy, compassion and communication. It is sequenced in such a way as to link the practical, theoretical, and assessment skills students require to gain powerful knowledge.
At KS4, we follow the two-year Tech Award, which consists of three components; Human Lifespan, Health and Social Care Services and Values, Health and Wellbeing. By the end of this Key Stage, students will be able to critically understand how human development occurs over time from infancy to adulthood, design a health and wellbeing plan for individuals with varying needs and understand the core principles of care in Health and Social Care.
At KS5 students study for the Diploma in Health and Social Care. Through learning about how human growth and development can have a positive and negative impact on their lives as well as how human development occurs from infancy to adulthood, students are expected to critically analyse how factors and critical life events can alter their evolution over time. Students are encouraged to connect their theoretical knowledge to the real world.
Learning from real-life case studies at KS5 encourages students to both empathise with those around them as well as challenging their preconceptions of the community and the world they live in. The academic side of the subject is developed through a study of theoretical perspectives to build critical thinking skills and an understanding of a range of academic views.
Students’ practical experience and knowledge is enhanced through vocational and work experience tasks and the Independent Research Paper allows students to develop core academic skills while deepening their understanding of the world of work in the health and social care sector. By the end of the course students are well equipped to be successful in their external exams and internally assessed units.
All students have the opportunity to attend talks from a range of guest speakers from the health and social care sectors and they are actively encouraged to complete more extensive reading of a range of different texts as well as to attend the Debate Club in order to support the development of much valued communication skills in this sector.
The Creative Performance faculty at Haverstock provides students with the knowledge, skills, and creativity to ensure that students are well-prepared for success in later life. Students will combine a range of practical and theoretical activities enabling a deep understanding of the different subjects across the faculty which include Drama, Engineering, Art and Design, Physical Education and Music.
Students will develop a long-term appreciation of all the creative subjects and will develop the self-confidence to explore a range of different creative techniques both independently and through working with others. As a result, will students be able to combine a range of skills with an understanding of social, cultural, and environmental issues. The development of softer skills will provide students with a greater opportunity for success beyond an educational setting.
The faculty’s commitment to the Co-Curriculum ensures there is an extensive enrichment programme which extends and complements the students’ knowledge and cultural experiences developed throughout Key Stages 3 ,4 and 5. Such experiences inspire our students to explore the subjects further developing a lifelong interest in the subjects outside the classroom.
Engineering, Art and Design
The Engineering, Art and Design curriculum at Haverstock provides students with the knowledge and skills to view and interpret the world around us. It aims to inspire the next generation to become inquisitive, empathetic and resourceful individuals.
From the start of KS3 onwards, students learn to take risks, persevere and develop resilience when facing challenges. By evaluating the work of past and present artists, designers and craftspeople, students develop a critical understanding of their impact on daily life and the wider world. They will learn about context, purpose, collaboration, creativity, functionality, logic and impact.
Students will become confident with a range of materials and processes and be able to combine these skills with an understanding of aesthetics, function, social, cultural and environmental issues. We want them to become autonomous creative problem solvers with the confidence to make an impact on their world and the people within it.
At KS3 students’ learning will be on a carousel of engineering, art and design with projects centred around research, drawing, technical skills and processes, mathematics and problem solving.
At KS4 students have the opportunity to study Art, Craft and Design or Engineering Design as one of their option choices. Their knowledge, skills and creativity are built on and developed in line with the exam board specifications.
At KS5 students can further develop their technical understanding and application through the study of A-level Design Engineering.
Co-curricular opportunities are an integral part of learning in the classroom in Engineering, Art and Design. Opportunities to meet guest artists, engineers, designers and professionals as well as visits to galleries, exhibitions and taking part in workshops are available to all year groups. STEAM (Science, Technology, Engineering, Art and Maths) events and opportunities are actively participated in and promoted, to further build the knowledge and skills learnt in this department and their relevance in the workplace. Students will also have the opportunity to work towards accreditation to the Arts Award qualification. This can be achieved through a wide array of specialisms selected by the students. To gain recognition for their creativity and technical skill, students are encouraged to enter a variety of competitions, both local and national, during the course of their studies.
Music at Haverstock is about self-expression, celebrating and embracing the sounds of cultures and communities and finding your own musical and personal identity. Students develop a long-term appreciation of music and musicianship, all in relation to creativity, empathy and inclusivity. Students develop a self-confidence in their own cultures and potential, alongside interpersonal skills to take beyond Haverstock.
Music at Haverstock explores 21st Century Music and how it shapes the world and communities of today - particularly for young people. This is informed by studying music of the present and past, developing an understanding of the sounds of our future.
Students in Year 7 Music will learn the language of music from traditions relevant to them. They will become well-rounded, fluent musicians, with the ability to perform and compose, both alone and in ensembles.
In Year 8, students will explore how music is expressed and celebrated around the world by different cultures and communities from Western Classical to Samba to Bhangra, looking at musical flavours and fusion of sounds.
In Year 9, students explore how the language of music is used in their world today from music for film to composing with Logic Pro software for the gaming world. Students further explore their own musical language by composing ‘My London, My Sound’ and begin to develop industry-relevant skills outside of performing and composition.
Students at Haverstock will have the opportunity to perform as individuals and part of an ensemble, and have their music heard both within the classroom and outside the classroom as a member of the wider community. In this regard, Co-Curricular is a core aspect of our music provision for students at Haverstock. Students get to perform in a range of settings and experience professional excellence in performance and backstage management.
This provision is open to all students throughout their time at Haverstock regardless of whether they take Music for KS4. Additionally, we provide instrument lessons for students in a range of specialisms, clubs scheduled throughout the school week, and our Music Scholarship programme for incoming Year 7s which includes free instrument hire and further opportunities. Core to our vision is developing the cultural experiences and understanding of our students within their own communities and beyond.
The Drama curriculum at Haverstock aims to develop and inspire our students’ creativity and confidence. Our curriculum is based on our belief that Drama develops character by building confidence, self-expression and self-discipline whilst developing skills in team work, communication, time management, organisation and creativity; all of which are key in helping to shape our students into emotionally intelligent, empathetic and well-rounded individuals. We build these qualities through engaging and creative lessons that encourage students to take risks while developing their performance skills and experience a wide range of theatre and texts that deepen their knowledge of the world around them.
By the end of KS3, we expect our students to have developed these key personal and social skills alongside their performance skills and knowledge of types of theatre. These skills will be built upon in KS4, with a more in-depth knowledge of theatre processes and practitioners gained.
Our aim as a department is to provide opportunities outside of the classroom. We have weekly Drama clubs that are open for all students, and at least one big performance a year. We also take trips to the theatre and meet professionals within the industry, through our partnerships with the Roundhouse and the Almeida Theatre. These opportunities help to widen students experiences of the industry, while bringing the joys of performance to a wider school and community audience
Our curriculum is based on the belief that sport develops character and resilience so that students are well-prepared for success in later life. Students will develop the knowledge and understanding of how to work effectively both individually and in teams developing problem-solving, communication and performance analysis skills.
Students will be given the opportunity to become increasingly skilful and intelligent performers, leaders, and officials. They will acquire and develop a range of skills and will learn how to apply these skills successfully. Students will develop positive attitudes towards a variety of roles in physical activity, so that they are inspired to continue such activities outside of school.
Students will also develop a deep understanding of the benefits of physical activity and how it positively impacts their physical and mental health. Students will understand what barriers they may face when participating in physical activity in later life and will develop solutions to overcome this.
By the end of Key Stage 3 students will be competent performers in a range of activities, they will show a detailed understanding of the rules and regulations that govern the sport. They will be able to demonstrate leadership skills across a broad range of activities.
By the end of Key Stage 4 students will develop existing performance, officiating and leadership skills. Students will become experts in their chosen sports and will have the opportunity to achieve sport specific qualifications. Key Stage 4 students can choose to study a sport related qualification which develops a greater understanding of social and cultural issues within sport.
Alongside the curriculum our extensive co-curriculum programme offers students the opportunity to explore a wider range of activities. The department has a range of links with outside agencies who actively promote physical activity at both a competitive and recreational level. We provide students access to a range of sport specific qualifications and awards, all of which will develop softer skills to aid our students in later life.
Personal, Social, Health and Economic (PHSE)
Personal, Social, Health and Economic (PSHE) education is an important and necessary part of all students' education as it enables them to become healthy, safe, independent and responsible members of the ever changing society we live in. Through our whole school approach to PSHE our curriculum promotes spiritual, moral, cultural, mental and physical development helping to build students’ resilience thus preparing them for life in the wider world.
By the end of Key Stage 4 students at Haverstock are taught and provided with opportunities to develop skills and strategies they need in order to live healthy, safe, responsible and balanced lives. They will learn to have respect for others regardless of race, gender and mental and physical disability. Students are given opportunities to develop their personal attributes such as resilience, self-confidence, self-esteem, and empathy. Students also learn about rights and responsibilities and appreciate what it means to be a member of a diverse society.
By the end of Key Stage 5, the PSHE programme ensures that students have the knowledge and understanding, skills, strategies they need for independent living or the next stage in their education or career. It prepares students on how to manage their current lives and laying the foundations for managing future experiences. The PSHE curriculum also incorporates understanding of Relationship and Sex Education (RSE) which focuses on responsibilities and establishing healthy, protective personal boundaries when it comes to developing relationships both now and in students’ future lives.
We have welcomed a range of external agencies and often have speakers, performers and workshops that provide focused and interactive learning experiences for our students to ensure they have added value to the delivery of our PSHE curriculum. Our students are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community and it is our belief that excellence in these areas will lead to excellence across the curriculum and beyond in later life.