Curriculum Overview

What is our ethos and what are our values?

The curriculum at Redmoor is excellent because it ensures that individuals have a range of practical, cultural and academic experiences that prepare students for the next stage of their education.

At Redmoor we constantly strive to offer every child an excellent education. We recognise that their ‘education’ is not just the lessons they engage in but an interconnected series of learning activities, which together, contribute to a rich, stimulating experience which enables us to achieve ‘excellence’ by providing ‘opportunity and success for all’.

We believe our provision to be excellent and, as a school, are always striving to provide additional opportunities for each individual to succeed. We are mindful of the requirements of the new secondary curriculum and add to it experiences we believe support and best meet the needs of individual students. In providing a rich and stimulating curriculum we also develop professionally and as individuals.

The Curriculum

The guiding principle for the construction of the curriculum is that it is one that meets the needs of each individual pupil. Every pupil has different needs and, therefore, there must be a personalised timetable for every child. Clearly, for a large number of students their timetable will be broadly similar as they progress through the key stage. It is then the responsibility of those delivering programmes of study to ensure that the differentiation lies within the lesson. For a significant minority, they will need highly individualised timetables to focus on significant barriers to learning.

We endeavour to be as flexible as possible in the construction of our curriculum with flexibility from the school to deployment of staff and resources in the best interests of the students; flexibility from those working in the school to respond to different timetabling arrangements so that we best meet the needs of the students and, to flexibility of students who will need to respond positively to different organisational arrangements that best meet their needs.

Our Core Timetable

Redmoor operates a two week timetable cycle. There are 25 periods in a week each lasting 60 minutes. This arrangement is the same for all year groups.


At Redmoor Academy we see literacy as being of vital importance to the academic progress and good self-esteem of our students. All teachers, in each subject area, place a high value on spoken communication skills and accuracy in written work. Furthermore, there are some exciting initiatives in place for encouraging our young people to read for information and, equally importantly, for pleasure. Those who are keen readers are automatically doing the best thing possible to improve their vocabulary, expression and spelling. Competency in literacy is the single biggest factor leading to academic success and future prosperity.

There is a very useful resource for students and parents called ‘The Redmoor Read-More’. It is a very comprehensive list of recommended fiction for teenagers and includes books from many genres to suit all tastes. The Redmoor Read-More is regularly re-published to ensure it reflects the latest books. It contains a simple guide to the complexity or suitability of the books for different types of readers. As an incentive to get reading, the booklet contains details of some reading challenges students can complete and the prizes they can win for their reading efforts.

Students who are not yet fluent readers are supported through the Ruth Miskin Fresh Start phonics programme and have two to three hours of dedicated literacy support in small groups. In addition, all students at Redmoor become part of a book club group for several weeks of the year. Book Club sessions are designed to inspire the students to develop a love of reading through the sharing of traditional books, graphic novels and e-books on kindles in a relaxed environment with an adult to guide them. Some students also benefit from ‘Go for Reading’, a mentoring scheme involving adult volunteers from industry. Gifted readers may become part of the Redmoor Carnegie Shadowing Group. This means they read the newly-published books for young readers that have been shortlisted for the national Carnegie Children’s Book Award and debate which book they believe deserves the prize.

Writing skills are also supported with particular emphasis on building a wide vocabulary and varying language for effect. Students are encouraged to support themselves using the technology available to them and a set of iPads loaded with literacy skills apps to aid spelling, vocabulary and sentence-writing are used in many lessons. The iPads are also a useful tool for students who require support with planning and organising extended writing. Furthermore, students’ basic skills are practised through literacy games such as phonics dominoes, anagram card games and creative writing flip-charts. Spelling key rings support those with difficulties in this area.

All teaching areas across the school contain a box of resources to support students with their literacy and all teachers and support staff actively develop students’ speaking, reading and writing skills, whatever their specialist subject.

Students with Additional Needs

In order for all students to receive their full educational entitlement of a broad, balanced and appropriately differentiated curriculum, we recognise that some students will need additional support on occasion. As a result, we have a well-staffed and well-resourced additional needs team, so that students are able to benefit from a more personalised curriculum to best meet individual needs.
This may take the form of personalising their access to the curriculum and/or providing consistent support in key lessons or accessing targeted support from Dorothy Goodman Special School or targeted intervention.

Every effort and opportunity is taken to provide the most appropriate and challenging education for every pupil whatever their need. This may take the form of personalising their access to the curriculum, providing consistent support in key lessons or accessing targeted intervention programmes.

High Achieving Students

We look to constantly provide our higher achieving students with opportunities and challenges in order for them to realise their full potential.

First wave quality intervention in curriculum groupings ensures that higher achieving students are appropriately challenged. In addition, there a variety of opportunities for students to further develop their skills and talents. We are looking to develop a programme in order for higher achieving students to progress across the curriculum. Details of this are to follow.

Spiritual, Moral, Social & Cultural Development

SMSC Statement:

The school is committed to offering students the opportunities to:

  • identify, reflect on and explore experiences and distinguish between right and wrong
  • discuss moral issues develop and talk about their own attitudes and values
  • take responsibility for their own decisions
  • develop an understanding of social responsibilities and citizenship
  • celebrate a diversity of culturesThe school aims to create an ethos that fosters the spiritual, moral, social and cultural development of all students. The Principal promotes an agreed school ‘moral purpose’ as shown in the poster below: Redmoor High School Academy Trust

SMSC is developed through:

  • the whole curriculum Morals and Ethics(ME);
  • CPSHE in Tutor Time;
  • Identified curricular activities, e.g. Integrated Learning Days;
  • Assemblies;
  • Our Code of Conduct & Positive Behaviour Policy;
  • Extra-curricular activities and Active Learning Programme;
  • Opportunities for ‘pupil voice’ , pupil leadership, and Junior Leadership Team – JLT .Spiritual DevelopmentThe school supports the process of acquiring positive personal beliefs and values as:
  • an active basis for personal and social behaviour
  • for the consideration of the meaning and purpose of human existence
  • the seeking of answers to questions about the universeThe primary aim is to underline the spiritual concerns of humanity (e.g. matters of life and death, the purpose of life, choices in life, etc.)
    Theme for the week’ allows all students and staff an opportunity to reflect on pertinent moral and spiritual themes.

Spiritual development is experienced largely through Religious Education. At Redmoor, all students at KS3 study Morals and Ethics(ME) as discrete lessons. ME lessons aid students to gain insight into their own beliefs and loyalties, work out their personal and spiritual values and practices so that they may take up their own spiritual allegiances. Moreover, it contributes to the moral and social development of our students, developing consideration for others, an appreciation of human rights and responsibilities and a concern for justice in society. Also, it develops in students, respect for the practices of different religious faiths and a sympathetic understanding of their underlying values and concerns.

Wider opportunities exist in the school’s curriculum that enable students by discussion to think about religion and appreciate the variety of faiths by: using art, drama, music, languages, science and technology as well as humanities to heighten awareness of the spiritual dimension in our lives creating tasks which question students and enable them to work out their own position on issues, both moral and religious

Moral Development

Moral Development:

  • encourages students to develop fundamental precepts about behaviour and the reasons forbehaviour
  • helps students to develop the skills and confidence to make decisions
  • gives students the confidence to listen to and respect the thinking of answers to questions aboutthe universeThe school has agreed Core Values which permeate the life of the school in all experiences and interactions:
    • Mutual Respect
    • Driving Ambition
    • Nurturing Talent
    • Dynamic Enterprise
    • Community SpiritAlternative TimetablesIn addition to our Core timetable there are identified times during the year that the school has an alternative timetable for the day or part day. The focus is to encourage departments to work collaboratively and to also provide opportunities for students to work vertically or with different groups of students in order to further develop the personal learning and thinking skills of all students. Active Learning;
       Integrated Learning Days;
       Achievement events;
       Induction and Transfer days;  End of term Events;
       Sports Events;
       Redmoor’s Charity ChallengeAdditional Curriculum Enhancing OpportunitiesPlease see the calendar and Period 6 (P6) timetable on the website for the whole wealth of opportunities, that not only include subject specific support or intervention activities but also STEM, Drama, Music, Art, Design Technology, Robotics, and Computer Science to name but a few.
    • Should you require any additional information, please contact the school via