18 11 08.Chiswick School.1304
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At Chiswick School we have a broad and balanced curriculum and we are ambitious for every child we teach.

A carefully planned and sequenced curriculum aims to provide all learners with the opportunities to fulfil their academic potential and go on to thrive amongst the demands and expectations of 21st century life.

Students are taught to communicate confidently, effectively and enthusiastically by reading, writing, speaking and listening well, in more than one language.

The curriculum builds character and creates DRIVEN learners who have an understanding of what it means, and how to be, a responsible citizen in school, locally, nationally and globally

An inclusive and wide ranging enrichment offer provides many opportunities outside the classroom which develop cultural capital, provide opportunities for personal growth and broad experiences

KS3 (Years 7-9)

In their first two years of school students study a curriculum based on the core subjects of English, maths and science, history, geography, PE, PSHE ,computer science, religion and philosophy and languages taught by specialist teachers. Alongside this core, students develop their creative and potential through the teaching of, visual and performing arts as well as design technology subjects. During Year 9 students will pick two subjects from the visual and performing arts, design technology subjects to continue to study alongside their core subjects. Students will also have the opportunity to study a second language.

Subjects studied in Year 7-9:

English, Maths, Science, Geography, History, Religion and Philosophy , Languages (German , French, Spanish, Latin) Art, Drama, Music, PE, Textiles, Food, Product Design, Computer science and PSHE

KS4 (Years 10-11)

At Chiswick School it is our belief that a safe, secure, challenging and stimulating curriculum at KS4, offering a broad and balanced selection of subjects for all students, is our key role. Our curriculum is one which promotes examination success and recognises personal achievement at all levels. We ensure we are up to date on all curriculum changes and strive hard to provide the most suitable curriculum for all our learners.

We have designed our current curriculum to meet the aspirations and interest of all our students with a view to most students achieving at least nine approved qualifications, though some students may gain more and a few will study eight qualifications. The core offer represents breadth and strength in academic achievement and allows students to gain the English Baccalaureate (Ebacc). However some students may study extra English and Maths instead of French or German. We believe that by following the Ebacc route all students have the opportunity to study a broad core of subjects, ensuring that doors are not closed off to them in terms of future progression, for example for students hoping to go to university. We are also giving students the opportunity to study at least two more subjects of their choice.

Compulsory GCSE courses studied in Yr 10 and Yr 11:

English, Maths, Science, History or Geography, French or German or Spanish

Compulsory non GCSE courses studied Yr 10 and Yr 11:

PE, PSHE and Religion and Philosophy

GCSE option choices studied in Yr 10 and Yr 11:

Geography, History, Religious Studies, Languages (German , French, Spanish) Art, Drama, Music, PE, Textiles, Food, Product Design, Computing, Latin,  Triple Science, Business Studies, Citizenship, and Photography

Vocational option choices studied in Yr 10 and Yr 11

Health and Social Care, Sport, Music Technology and Business


At Chiswick School Sixth Form we offer a unique combination of excellent academic provision and superb pastoral enrichment and care. It is our intention to enable all our students to not just excel in their qualifications but to become compassionate intellectuals. Our vision is to ensure students enjoy a love of learning, achieve their aspirations and are empowered to become the leaders of, and contributors to, a better society.

Chiswick Sixth Form is a comprehensive, co-educational provision for students aged 16-19. We offer a friendly, exciting, and inspiring environment for learning and firmly believe that a safe, secure, challenging and stimulating curriculum, offering a broad and balanced selection of subjects for all students, is our key role. Our curriculum is one which promotes examination success and recognises personal achievement at all levels. We ensure we are up to date on all curriculum changes and strive hard to provide the most suitable curriculum for all our learners.

We pride ourselves on knowing each student’s strengths and aspirations and have a dedicated team of experienced staff who ensure that every Sixth Form student achieves their full potential

Our enrichment programme is outstanding and offers all students the chance to grow beyond the curriculum and develop wider skills. Students can become involved in a broad range of leadership roles within the school: widen their knowledge of the arts and cultural events; involve themselves in either competitive sports or exercise for fun; attend clubs and societies; engage in community projects and fundraising activities and build a repertoire of experiences that will give them the confidence to lead others in your future life. We furnish the students with the qualifications, skills and attributes to compete with absolutely any other young person, for the best university and college places, or the career of their choice

Please click on the expandable sections below for further information.

Our Curriculum

We have designed our current curriculum to meet the aspirations and interest of all our students with a view to most students achieving three Level 3 qualifications, predominantly A Levels and BTECS.  This offer represents a broad and varied curriculum in academic achievement and allows students to gain the currency needed to progress to university, college or their chosen career.

A Levels: 

Art, Biology, Business, Chemistry, Classics, Computing, Design Technology Product Design, Drama, Economics, English Literature, Extended Project Qualification, Fashion and Textiles,  French, Geography, History, Mathematics and Further Maths, Music, Philosophy, Photography, Physical Education, Physics, Politics, Psychology and Sociology.

BTEC Nationals: 

Business, Health and Social Care, Information Technology, Sport

Students also follow a PSHCE programme and an extensive Enrichment programme. We have excellent links with Imperial College and Sussex University.

Curriculum Maps

To ensure knowledge and skills are developed quickly, each subject area has produced a curriculum map designed to show how learning builds over the course of a term, a year and a key stage. All curriculum maps are available by clicking the Subject Titles below. These form the basis of schemes of work and rigorous, synoptic assessments that allow for a detailed evaluation of student progress at a number of points in the academic year.


At Chiswick School assessment for learning underpins the curriculum and is an integral part of teaching and learning.

Our aims are:

  • To ensure that all students know how to improve and are aware of the next steps they need to take to meet or exceed their targets
  • To inform teachers of individual needs, enabling them to adapt planning to meet these needs
  • To ensure Assessment for Learning is integrated into all lessons and lesson plans, including involving students in the assessment process and giving them opportunities for self assessment and peer review
  • To clearly communicate to the students the learning objectives towards which their progress is measured
  • Use assessment as a means to describe what a student does well, set targets for learning, and suggest strategies to achieve them
  • To ensure that our assessments are consistent, varied and fair to all students.
  • To ensure summative assessment is individualised
  • To use assessment data to enable close monitoring and tracking of individuals and cohorts of students
  • To provide appropriate links between assessment procedures and reporting to parents


Assessments are embedded into teaching and learning to form an integral part of every lesson. Assessment measures pupil progress in knowledge, skills and concepts within the lesson and across a scheme of work and feedback for this may be relayed informally within the lesson, or following the more formal expectations of the school. Following assessments subject-specific targets are set and monitored by the teacher.  Assessments are reported a minimum of three times a year, though more regular recording of smaller assessments will be kept by the teacher in their planner and checked by their CTL. Regular moderation of assessment tasks will take place and there are centrally held evidence bases to support this moderation process.


All students’ learning is assessed regularly within lessons and formal assessments data is collected at least termly for all Key Stages. These assessments are used as an opportunity to set targets for improvement as well as to assess work against GCSE, GCE, BTEC or other vocational course criteria. At KS3 and 4 a student’s level of attainment is reported using the new 1-9 GCSE scale, in KS4 the Btec scale is used if a student is on a Btec course. At KS5 we use the Alevel or Btec grading system. We use a +/- system to indicate the strength of a grade. A grade 4- for example indicates a low grade 4 has been attained. A grade 4 would indicate an average grade 4 has been attained and a 4+ indicates high grade 4 has been obtained. Each grade therefore has 3 sub grades.

For students working below the 1-9 scale (usually in year 7 and 8) we use tr6 to indicate they are working at a year 6 level, tr5 to indicate they are working at a year 5 level and tr4 at a year 4 level.

Results of these assessments are recorded and form the basis of professional judgements reported to students and parents on how far the student is making progress towards their target level or grade. Students will receive a level or grade for their work and will also be awarded statement describing their attitude to learning. This is where teachers make a professional judgement about the work completed at home and in class. Every term assessment data is entered centrally so that Curriculum and Subject Team Leaders, Learning Co-ordinators, subject teachers and tutors can track student progress, celebrate achievement and tackle under-achievement.

Assessment in subject areas

Subject areas divide their course into units and modules. Learning outcomes for the unit, the nature of the final assessment task and the assessment criteria are clearly communicated to the students.

Assessment arrangements, marking and feedback will vary according to the nature of the learning being assessed (practical work, speaking and listening etc), but will all include detailed marking and feedback providing subject-specific targets/next steps to enable students to progress.

For unit of work in Key Stage 3, a common assessment task is undertaken by students .Assessment tasks cover all attainment targets in the subject. Tasks are varied giving opportunities for students to demonstrate understanding in a range of ways.

During the final term of year 7, 8, 9 and 10 summative assessments for subjects, generally in examination format, take place. In years 11, 12 and 13 public examinations take place in the summer term. Pre public examinations for year 11 take place in December and March. For year 13 these take place in January.

In Key Stages 4 and 5, assessment is carried out every term using examination syllabus criteria. Coursework is standardised and moderated in line with examination board and school requirements.

Setting Targets

At Chiswick we set challenging GCSE targets for all our students in KS3 and 4. The targets are based upon a child’s Key stage 2 school test results which are nationally recognised standards. We set three or four levels of progress which are plotted against a flight path. The table below illustrates where we would expect students with different KS2 results to be at the end of each year on route to achieving their GCSE targets.

KS2 Result

End of year targets


Year 7

Year 8

Year 9

Year 10

Year 11

Very High





8+ (A*)






7 (A)






6 (B)







Very Low





3+ (D)

ALPS is used to determine target grades at A level. Level 2 BTEC courses in Year 12 use GCSE achievement to set targets. The ALPS system calculates A level targets based on the top 25% of school and college achievement.


Please click on the links below to view information about Reporting for each Key Stage.

Reporting Progress at KS3

Reporting Progress at KS4

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