- Principal's Message
- Our Mission & Aims
- Our Values
- Consultation on Admission Arrangements 2019-2020
- General Information
- Accessibility Plan
- Behaviour for Learning Policy
- Charging and Remissions Policy
- Complaints Policy and Procedure
- Curriculum Policy
- Data Protection Policy
- Equal Opportunities & Plan
- Online Safety Policy
- Safeguarding Policy
- Sex and Relationship Policy
- Special Educational Needs & Disabilities
- Whistleblowing Policy
- Careers and Work Experience Policy
- Pupil Premium/Catch-up
- Exam Performance and Student Destinations
The curriculum at The Mirfield Free Grammar embraces all the learning opportunities a student
can experience. It includes what is offered in formal, timetabled lessons as well as the wealth of
extra-curricular activities and experiences promoted or supported by the school.
Every student will have the opportunity to encounter a range of learning experiences which:
• are of the highest possible quality;
• take account of unequal starting points;
• are provided irrespective of age, gender, ethnic background or disability.
Students will benefit from a curriculum that is well-planned and co-ordinated to provide breadth,
balance, depth and relevance, and which acknowledges the need for progression and continuity
in order to build on the learning experiences of the individual. It will promote the spiritual, moral,
cultural, mental and physical development and well-being of students at The Mirfield Free
Grammar and in the wider community.
Through a range of challenging and supportive learning experiences, the curriculum will aim to
develop and extend students to enable them to achieve their potential in all areas of school life
and to learn and to develop those skills that promote independent learning.
Students will participate in a curriculum that will develop their personal qualities and skills, so
that they can contribute effectively and confidently to life in and out of school and which will
prepare them for an effective, purposeful, responsible and enjoyable adult and working life. !
The curriculum provision will be inclusive providing opportunities and experiences that respond
to individual student needs.
Effective teaching and learning will be the main concern of school management.
All students will be prepared carefully and thoroughly for public examinations, statutory tests
and to achieve accredited qualifications.
The curriculum will include all students by:
• implementing the basic and national curriculum and meeting all statutory requirements;
• responding to the wide diversity in prior attainment amongst students in entering the school,
challenging all students to progress and improve their attainment and ensuring that new
learning is available to all;
• prompting the highest possible level of attainment for each individual, encouraging students to
take pride in the consolidation of their efforts and ensuring that achievements are
recognised through national qualifications and awards.
The curriculum will develop students’ learning by:
• engaging, maintaining and developing all students’ commitment to learning;
• developing learning essential for progression, offering choice within learning and supporting
students, further identifying their areas of strength and interest and their preferred learning
• providing opportunities for students to consolidate, develop and apply knowledge and skills, to
acquire a broad base of new knowledge and to explore particular areas in greater depth;
• emphasising the place of technology across the curriculum and its relevance to the whole
• celebrating student success and recognising achievement. Emphasising the ‘wholeness’ of
the learning experience and its pleasure and rewards, and thus developing self-motivation.
The curriculum will develop students as individuals and as members of groups by:
• developing in students the necessary personal qualities, values and attitudes to support them
through opportunities and challenges thus enabling them to make informed decisions
about the way they live their lives;
• prompting a personal response in students through a range of spiritual, cultural, aesthetic and
• deepening students’ knowledge and understanding of beliefs and cultures and their influence
on individuals and on society;
• increasing students’ interactions with the wider community and their awareness of their own
and others’ roles and responsibilities within it;
• ensuring that the Special Educational Needs Code of Practice meets the requirements of all
students irrespective of their academic abilities or needs;
• developing a sense of responsibility for their own growth by reflecting on and evaluating the
whole range of their learning and development.
The curriculum will ensure progression by:
• recognising and building on the achievement of students in the primary schools;
• providing students with the skills and knowledge ot make informed choices about their next
steps in education and ensuring a smooth transition;
• encouraging students to recognise the value of education and training post-16 and
encouraging them to remain open to future learning opportunities;
• developing students as future adults and providing them with a basis for career progression
and sustained employability.
These aims will be supported by the delivery of the pastoral aims.
The curriculum will offer breadth, balance and choice.
• In Key Stage 3 the school follows the statutory National Curriculum covering the core
• In Key Stage 4 students follow the compulsory core (2008 Guidance) English, Mathematics,
Science, ICT, Physical Education, Citizenship and Religious Education (through the
Integrated Studies course), Sex Education, Careers/Work Related Learning and Business/
• As a Technology College since 1995, the school is committed to the delivery of a full course in
a technology based subject for all students. This is seen as preparation for different
careers and/or aspects of skills for life.
• The school believes that the study of a Modern Foreign Language in Key Stage 4 and the
knowledge of the lifestyle beyond the United Kingdom is important to the understanding
and development of all our students. Hence the school believes that the majority of
students should be able to follow a modern foreign language to full GCSE level if they
• The school seeks to offer a wide range of choices to students within an element of the Key
Stage 4 Curriculum. This gives students the opportunity to follow their vocational,
academic or wider interests.
• The curriculum in Key Stage 4 seeks to support students in planning pathways to further and
higher education and/or careers. The curriculum between 14-19 should be a developing
and continuing process, linked by the courses followed by the students.
• The Sixth Form curriculum will seek to support the educational routes embarked upon by the
students. The curriculum will offer courses at Level 3 and Level 2 leading to a range of
different qualifications. The curriculum will not only prepare them for higher level studies
or work but also for wider aspects of life skills through enrichment and tutorial activities.
The curriculum will be reviewed and evaluated annually by the Vice Principal (Curriculum),
Senior Team and the Management Group.
The curriculum is delivered via a two week, one hour lesson timetable, daily registration periods
and daily 25 minute tutor time (which is also used for assembly).
The school day is 8.40 am to 3.05 pm. Any change to the school day will be implemented in
accordance with the guidance in “A Guide to the Law for School Governors”.
Parents may complain if they consider that the school is not doing one or more of the following:
• providing a curriculum to meet the needs of their child
• complying with the law on charging for school activities
• providing religious education and daily collective worship
• providing statutory information
• carrying out a statutory duty
• acting reasonably
The general complaints procedure should be followed to make a complaint about the
For more information on the curriculum please speak to Mr N Packard, Vice Principal. Contact at (01924) 483660 or firstname.lastname@example.org