Curriculum Policy

1.   Statement
2. Aims
3. Related policies, legislation and guidance
4. Overview of the curriculum
5.   Extracurricular programme
6.   Speakers of English as an additional language
7. Learning support
8.   Spiritual, moral, social and cultural development
9. University applications and careers; GATSBY

1. Statement
Ashbourne works closely with each student to create an individual learning programme that best suits their needs and ambitions. Students are interviewed by a senior member of staff, prior to being offered a place, where they can discuss their goals and identify any special educational needs that may require reasonable adjustments.

Ashbourne’s objective is to inspire in students a love for learning, independent thinking and confidence to reach their potential. The College provides an informal, friendly but disciplined learning environment requiring students to have a mature work ethic that entails excellent punctuality, attendance, work completion and healthy behaviour.

Monitoring students’ progress is essential to their success and requires a comprehensive support network. Ashbourne’s Heads of Year, Heads of Faculty, UCAS Tutors and Personal Tutors each play a vital role in this network to enable students to reach their academic and personal potential.

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2. Aims
This policy aims to set out the curriculum offered, how it is delivered, the academic support and guidance provided, statutory requirements for inclusion and how students are prepared for university and their chosen career pathways.

3. Related policies, legislation and guidance
3.1 Related policies

3.2 Legislation and guidance
This policy has been developed in accordance with the DfE statutory guidance Careers guidance and access for education and training providers.

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4. Overview of curriculum
The College offers a broad and varied curriculum, complemented by a wide range of extracurricular activities that allow students to explore their interests beyond the syllabus. Students receive lessons in small class groups in well-equipped classrooms. Teaching is intensive, with students receiving an above-average number of teaching periods per subject per week over a relatively short (31 weeks) academic year. Students also receive expert advice on choosing career pathways and applying to university; the College considers this service to students as important as the quality of teaching and learning provision.

4.1 Years 10 and 11

The curriculums for all GCSE subjects are designed to be completed in one year.
Students will always study core GCSE subjects in their first, or only, year of study at this level.
Students may also choose four optional subjects to complete alongside their core subjects or in the following year.
Students may also commence A level study in Year 11 if they are academically able.

4.1.2 Opportunities for development:

Linguistic skills – students develop the ability to express themselves clearly, concisely and creatively in each taught subject.
Specific language skills – speaking, listening and writing skills are formally dealt with in English Language and Literature or EAL as appropriate.
Numeracy – students are encouraged to embrace and develop confident numeracy skills applicable for life as well as academic study in Maths and Sciences.
Understanding of science and technology – in addition to the compulsory study of the sciences, which includes as much practical experimental work as possible, students are encouraged to consider the many related issues and applications in everyday life such as energy use, environmental impact and food production, for example.
Creative expression – Ashbourne offers fantastic opportunities for students to develop, practise and display their skills and talents in art, design and performing arts. Creative opportunities also exist in most subjects including English Language and Literature.
Physical Education (P.E.) – students take part in P.E. one afternoon each week, usually at a sports hall which the College hires for this purpose.

4.1.2 Skills development:

Critical thinking – critical thinking is crucial to self-development and independence. It emphasises the need for evidence for any argument in the humanities as well as the clarity required to explain scientific phenomena accurately.
Presentation of work and presentation skills – these may be developed in so many ways whether in everyday homework or larger assignments perhaps involving group work.
Elementary research skills – this may begin with simple tasks such as web-based research for a topic of future discussion but ultimately leads towards more challenging enquiry, as is required for the extended project qualification some students choose to undertake during their A-Level course.
Revision skills – Ashbourne believes practising under exam conditions is critical to final exam success so this element is firmly embedded in the system. Students are encouraged to use these examinations, as part of a wider practice, to assess their own progress, identify areas of improvement and set new learning goals for themselves, with guidance from their teachers.
Building confidence and forming healthy relationships – working in lessons with very small groups of their fellow students provides an opportunity to engage and understand colleagues. Aggressive behaviour is never tolerated, allowing even the least confident of students to flourish. The senior staff who mentor this group are equipped to understand children’s needs and offer appropriate support. Students also explore and discuss how to recognise and nurture positive relationships in their Relationships and Sex Education, which is delivered as part of the timetabled Personal, Social, Health and Economics Education (PSHEE) lessons.
Planning for the future – Ashbourne offers advice on choosing career pathways and applying to university as early as possible. For GCSE students this entails looking for work experience, learning how the university application process works, meeting university students and professors and working professionals from a variety of industries. Further advice and guidance are delivered as part of the PSHEE Programme. Students are also given as many opportunities as possible to discuss their A-Level subject options with Ashbourne’s current A-Level students and are invited to the Spring Open Evening to meet with Ashbourne’s A-Level teachers and alumni.
British values (democracy, moral responsibility, tolerance and respect for other cultures and traditions, respect for the rule of law) – these are embedded in Ashbourne’s ethos and culture and provide the basis for all activities at the College. In a broader sense, the College encourages students to develop confidence in themselves and a respect for others. Ashbourne is fortunate to have up to 40 different nationalities represented among its students. Through PSHEE, students explore cultural differences, tolerance and mutual understanding.

4.1.3 Teaching and timetable

Ashbourne teachers make the education and welfare of their students their primary concern and so make all efforts to maintain the highest possible standards in their work and conduct, as outlined in the Department for Education Teachers’ Standards.

The College values and promotes positive, professional and mutually respectful relations between teachers and students that work in the best interests of the student. Ashbourne expects teachers to set high, but realistic, expectations of themselves and their students in order to inspire, motivate and challenge students.

Teachers are required to maintain a strong subject knowledge and comprehensive understanding of the syllabus in order to help students meet the criteria and attain the highest possible results. Teachers produce schemes of work for each subject, which are designed to ensure students effectively cover the syllabus requirements well within the course duration but also to enable students to deepen their knowledge and continually reassess their learning goals in order to make efficient progress according to their ability.

The daily timetable consists of six periods of 50 minutes lessons, each from 9am to 4pm, with a one-hour lunch break at 1pm and a ten-minute break at the end of each lesson. The timetable extends to 6pm for students taking certain optional subjects. The College supervises students of compulsory school age during the entire school day, although students may leave the premises during lunchtime provided parents or guardians have given their consent.

All students will take English Literature and Language, Mathematics and Double Award Science. They will also have lessons for PSHEE and Physical Education. Students may then choose from a selection of optional subjects.

Students for whom English is their second language have a timetable appropriate to their needs which may include additional English language lessons.

4.2 A level

Ashbourne offers almost 30 different A-Level subjects, which is an evident strength of the College’s curriculum and also reflects the broad range of expertise of the teaching staff.
Students enrolled on two-year A level courses may choose any combination of subjects without restriction, providing they submit their choices before 1st July. This provides students with greater choice and flexibility.
As well as the traditional two-year A-Level, Ashbourne also offers an intensive one-year A-Level programme and an eighteen-month A-Level programme; subject availability may vary or be restricted for these courses and for students who start at another point in the academic year.
The focus of the A-Level curriculum is to ensure that students develop into independent learners who are able to think critically, develop responsibility for their own learning and, in most cases, proceed confidently to undergraduate study.
Teaching and learning in each subject are overseen by the Heads of Faculty.
Ashbourne’s curriculum at A-Level is oriented towards the requirements of the A-Level exams, and students are given clear guidance on the format of the exams as well as the assessment criteria on which their work is marked.
The A-Level curriculum also aims to provide students with in-depth subject knowledge that will sufficiently stretch and challenge students at this level, encourage their intrinsic interests and help prepare them for university courses.
To this end, the College also aims to take advantage of the wider opportunities available to engage with the curriculum outside of the classroom through excursions to relevant places of interest both in and outside of London, local and national subject-based competitions or events, such as the UKMT Maths Challenge, as well as independent research projects, such as the extended project qualification (EPQ).
Teaching at A-Level is intensive and students are expected to work very hard.
The College encourages innovation and development of teaching practice. While the focus is always on exam success to give students the best opportunity of taking up offers at university, Ashbourne is mindful of broader responsibilities with regard to such issues as safeguarding, ‘prevent’ and mental health.

4.2.1 Teaching and timetable

The A-Level timetable has lessons between 9am and 6pm each weekday, with a one-hour lunch break at 1pm and a ten-minute break at the end of each lesson. Each period is 50 minutes in length and most subjects will be timetabled three double periods per week. Very occasionally lessons take place at lunchtimes or between 6pm and 8pm, and on Saturdays.

Certain subjects with large practical or performance elements, such as Fine Art, Graphic Communications and Textile Design, will usually have two additional periods per week.

4.2.2 Personal Tutoring

Year 12 students

Students in their first year of A-Level (Year 12) are allocated a Personal Tutor with whom they meet in a group with their peers in a timetabled double period each week. The purpose of this period is mainly to continue to develop the PSHEE programme, but also to provide academic guidance and to prepare students for careers and university applications. By the end of Year 12 students must have completed a draft of their university personal statement and compiled a list of the supercurricular activities they intend to pursue over the summer in order to improve their personal statement and to boost their chances of gaining a place at a competitive university.

Ashbourne expects all Year 12 students to have attained at least CCC grades at the end of their first year in order to progress automatically to Year 13. The Personal Tutor acts as mentor and monitor to ensure that students not only make progress but also achieve their academic potential. Personal Tutors work closely with the Heads of Sixth Form, relevant deputies and the Designated Safeguarding Lead, to ensure the effective delivery of this programme and that all statutory requirements are met to keep students safe.

Year 13 students

The Heads of Sixth Form oversee the academic performance and pastoral welfare of Year 13 students, who no longer attend weekly personal tutor meetings. In addition, each Year 13 student is allocated a UCAS Tutor who will focus on providing guidance and support to students to ensure they achieve the best possible university application and to make appropriate university choices; students meet with their UCAS Tutor as required.

4.2.3 A-Level subject clinics

Ashbourne runs weekly subject clinics for key subjects with large cohorts, such as Mathematics, Biology, Chemistry and Physics. Students have the opportunity to review topics, seek clarification, discuss new ideas and expand their subject and field knowledge further. These clinics are particularly beneficial for students who require some additional support but are open to all.

4.2.4 Student mentors

Ashbourne’s mentoring scheme provides Year 13 students with a fantastic opportunity to consolidate what they have learned and take on a position of responsibility by mentoring Year 11 and Year 12 students. This offers excellent support to younger students and creates the chance to build positive role models and relationships.

4.2.5 Opportunities for supercurricular development

4.2.5.1 Specialist programmes

Ashbourne offers several specialist programmes to encourage our A-Level students to explore different subject areas and possible career pathways in greater depth. These include:

Art & Design University Portfolio Preparation
Engineering Programme (AEP)
Finance Programme (AFP)
Medical School Programme (AMSP)
Natural Sciences Programme (ANSP)
Oxbridge Programme (AOP)

Each programme typically involves weekly seminars, debates, research and opportunities to take part in topic-related events or visits, planning for work experience, as well as meeting professionals within their field of interest. We believe that participating students will strengthen their research capabilities, broaden their understanding of the different career pathways and boost their chances of getting onto a degree course that best suits their ambitions and talents. It will also provide them with excellent material to include in their UCAS applications.

4.2.5.2 Extended Project Qualification (EPQ)
The College offers A-Level students the opportunity to enter for the AQA exam board EPQ in a subject of their choosing. This qualification is largely recommended for students applying to Oxford or Cambridge and for highly competitive university degree courses. It is a demanding endeavour which requires high levels of personal motivation, hard work and commitment without detracting students from their core A-Level studies. The extended project fits well with Ashbourne’s focus on self-reliance and developing independent learners with effective study and research skills.

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5. Extracurricular programme
Enthusiasm for extracurricular clubs and activities comes from students who request certain activities and Ashbourne staff who are often happy to share their skills with the students. These include model united nations, modern language clubs, sports, performing arts, chess, creative writing and astrophysics among others.

5.1 Clubs and activities
Ashbourne offers a range of clubs and activities for a variety of tastes from Ashbourne Allstars Football Club, Bollywood dance and chess to Model United Nations, T’ai Chi and UK Maths Olympiad.

5.2 Special events

Other extracurricular programmes have become ‘mainstays’ of the College and are an important and significant part of life at the College for those who participate.

The Revue

The Revue, which takes place at Christmas time, has been running for more than two decades and is a celebration of music, dance, fashion, drama and comedy. This event can involve the whole college, including students and staff. Students prepare and collaborate to share their creative skills in this major event, which forms a significant highlight of their time at the College.

European trip

Every February half-term students are offered the chance to visit another major European city. This is an extremely popular trip which allows students to experience the outstanding cultural heritage of art, architecture, music and theatre in cities such as Barcelona, Rome, Paris and Vienna, for example.

Leavers’ dinner

Ashbourne invites its leavers to celebrate their success at the end of year dinner and dance ceremony.

Trips

Ashbourne takes advantage of its location in central London to offer students a broad range of trips and visits. These include educational and cultural visits to the theatre, opera and ballet, trips to museums and galleries and trips for fun and socialising.

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6. Speakers of English as an additional language
A number of Ashbourne students speak English as an additional language. Whilst students are required to demonstrate a minimum level of English language proficiency to enrol, for example through IELTS scores (or equivalent), internal assessments and at interview, many benefit from English tuition throughout their time at the College. Ashbourne’s IELTS (International English Language Test) Programme aims to help students reach a level of English language proficiency, as quickly as possible, that allows them to:

engage effectively with one another and within the community;
access the curriculum fully, i.e. comprehend the academic subject material, understand what is required of them, express their ideas effectively and be able to perform well in examination;
prepare for IELTS or other English language proficiency tests so they can achieve the requisite scores demanded for their chosen university degree courses in the UK.

To achieve these aims, students are provided with additional lessons in English alongside their subject lessons. The College has a strict policy that English is the language of communication at all times even when discoursing with speakers of the same language.

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7. Learning support
Ashbourne’s small class sizes provide a supportive learning environment that should enable students with Special Educational Needs and Disabilities (SEND) to thrive and build confidence. If a student has a particular learning difficulty, teachers are made aware in order that they can support them appropriately. The College permits and encourages students to use technology in the classroom at the discretion of the teacher; this may include laptops, tablets and smartphones. Students are granted access arrangements as appropriate, such as use of laptops, to take their examinations as necessary and if approved by the senior leadership team (SLT).

7.1 Access Arrangements

The SLT are responsible for ensuring accessibility to the curriculum for all students with SEND. In the first instance, the SLT will ensure that they are well-informed about any SEND concerns when any student registers. This will involve collecting as much evidence and supporting documentation as possible from any professionals who have been involved in supporting the student in the past.

The SLT will also ensure the implementation of any reasonable adjustments that may be required to facilitate and support the student’s education. This support is especially important in assessing access arrangements for exams when the SLT and Exams Officer coordinate their efforts to provide properly for the administration of exams.

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8. Spiritual, moral, social and cultural development
Ashbourne aims to offer a positive, collaborative and safe learning environment where all students feel valued and respected. The College believes that developing students’ self-awareness, confidence and respect for others is vital to their success both personally and academically.

8.1 PSHEE

The College delivers an extensive PSHEE programme, in accordance with government regulations, specifically designed to reflect the needs and diversity of the students, many of whom are international students. The programme contributes towards the spiritual, moral, social and cultural development of students and includes Relationships and Sex Education and financial education. The programme is delivered to year 11 students through timetabled PSHEE lessons and to year 12 students through timetabled Personal Tutor sessions.

8.2 Extracurricular

Ashbourne students are offered many opportunities to share aspects of their culture and learn about others’ through a wide range of extracurricular activities and events including the Revue, showcasing students’ creative talents, and cultural trips in London and other European cities.

8.3 Independent thinking

Ashbourne believes in teaching students how to become independent critical thinkers and values the exploration of ideas, insofar as this improves their academic performance, which is the College’s primary responsibility. All class discussions and debates, whether spoken or written, should be pertinent to and fall within the bounds of each individual subject’s syllabus. Arguments put forward should be based on clear logical reasoning and material evidence, showing how these are connected as well as their limitations. When analysing arguments the evidence, reasoning and context should be considered rather than simply accepting information, opinions and ideology as fact.

8.4 Mutual respect

Staff, particularly teachers, can play a vital role in students’ development with potentially long-term positive effects on their behaviour and academic achievement. Such a privileged position that allows teachers to inspire, motivate and boost confidence in young people must also be carefully balanced and accountable to ensure a healthy, supportive and professional teacher-student relationship.

8.5 ‘Partisan political views’
It is important to state that teachers should not promote their own ‘partisan political views’ when teaching a subject, as set out in the UK Government’s Education Regulations Act 2014 (Independent Schools Standards), part 2, paragraphs 5c and 5d. The point of this is to deter political indoctrination of students via the curriculum, but also reinforces the need for balanced and relevant discussion of ideas.

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9. University applications, apprenticeships and careers
Ashbourne offers a comprehensive university applications, apprenticeship and careers programme, designed in accordance with the eight GATSBY Benchmarks below, where each student is given support and guidance to develop their pathway.

A stable careers programme
Learning from career and labour market information
Addressing the needs of each young person
Linking curriculum learning to careers
Encounters with employers and employees
Experiences of workplaces
Encounters with further and higher education
Personal guidance

Ashbourne evaluates its career programme to ensure it meets the benchmarks. The Careers Guidance Team also analyses student destination data and feedback from students, parents and employer partners to evaluate and improve this provision annually.

7.1 University applications

Almost all of Ashbourne’s students plan to apply to university or technical equivalent (e.g. Drama School) after they complete their A-Level studies. Students begin exploring their options in Year 11. Students who do not wish to apply to university typically progress to another educational establishment and/or take up work experience/voluntary work, with only a few entering the job market directly.

University

Students begin the university application process in Year 12. Ashbourne Personal Tutors provide expert UCAS guidance and the College offers a wide selection of events and activities, including:

Personal Tutors weekly meetings to introduce the UCAS and university application system and to guide students towards making informed choices. Exploration of the labour market, career options, further education pathways, including degree apprenticeships, and practice in a wide range of career-focused skills to help them navigate their future successfully. Year 13 students move to one-to-one sessions with their UCAS Tutor to ensure the best possible application to university with particular regard to the personal statement.
Interview preparation and mock interviews, particularly for students applying to Oxford or Cambridge, Medicine or highly competitive degree courses; students applying for other degree courses that require interviews may request interview practice with the Head of Careers or relevant Head of Faculty.
Visiting guest speakers from different professions and industries including doctors, dentists and city traders/brokers are invited to give talks to the students.

7.2 Careers guidance and advice

The Careers Officer ensures that year 11 and 12 students are provided with the correct advice through the PSHEE programme and Personal Tutoring programme. The advice provided is designed to be impartial, avoid stereotypes, enable informed choices and encourage each student to fulfil their potential.

At Year 11, the Careers Officer also ensures students are supported in making their A-Level choices. A-Level teachers are invited to address the Year 11 students about A-Level subjects and the careers for which they are suitable. Through the PSHEE programme, the Careers Officer introduces students to work experience, and oversees and encourages their efforts to obtain work experience.

At A-Level students receive careers and UCAS advice and guidance from dedicated Personal Tutors and UCAS Tutors. This includes regular personal tutor sessions, guest speakers, promotion of a wide range of careers-related events and one-on-one support.

Ashbourne’s specialist programmes designed to help students qualify for particular courses and universities, as outlined above, offer targeted career advice and UCAS support.

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Authorised by	The Principal
Date	September 2025
Effective date of the policy	September 2025
Circulation	Teaching staff / all staff / parents / Students on request
Review date	September 2026

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