Partnership Model

Senior Leadership & Teachers  

Administration & Learning/Supporting Staff

Click an image for enlarged view

The Teaching Staff


English:  English is taught at KS3 and KS4 levels.  Pupils are also assessed in their Reading and Spelling skills with this then helping to determine, along with baseline assessments, the level they are working at.  Their reading and spelling ages also identify any pupils that may require additional support with Literacy skills.  Pupils access a wide variety of texts and experiences throughout their time at school. Developing a passion for literature is an integral part of English, as such pupils will study various authors such as; William Shakespeare, Willy Russell, John Steinbeck, J.B Priestley and Roald Dahl.

During their KS3 journey pupils shall access Entry level qualifications (Levels 1, 2 and 3).  These qualifications are seen to give pupils a basis in “Literacy skills for life”.  They also look to set pupils up for their next step at KS4.

In year 10 and 11 pupils will undertake a Functional Skills course (Level 1 and 2). Once they have achieved these qualifications they can begin an AQA GCSE course of study.  This way of teaching has been viewed to give pupils their best chance of maximising their potential within the subject whilst also allowing them to achieve qualifications relevant to college courses they wish to enrol on.  It is the aim of the department to make pupils develop an understanding, love and passion for English that will enable them to access learning and employment opportunities in the future.

Click here for the English Planning for the whole year 

Click here for the English Assessment Grid

Anthony Crowley PE TeacherMATHS TEACHER

Maths:  Mathematics teaches us how to make sense of the world around us through the development of a child‘s ability to calculate, reason and solve problems.  It enables pupils to understand the relationship between number and their everyday lives.  It can also be a tool in the expansion of a child’s horizons, giving them the opportunity to consider new ways of thinking and calculation.

At Woolton High School we aim to teach Maths by promoting it’s enjoyment while showing an enthusiasm for learning and the award of qualifications.  Exploration, discussion and discovery are all important elements that we use to promote learning in maths.

Pupils will take some or all of the following accreditation:  Functional Skills Level 1, Functional Skills Level 2 and GCSE.  We are proud of our success rate in each of these qualifications and look forward to their further promotion and pass rate improvement.

 Click here for Long Term Plan 2018-2019 (by Year Group)

 Click here for the Mathematics  Assessment Grid


Science:  The Science curriculum is designed to offer all of be pupils the opportunity to explore and experience the beauty and wonder of Science. Lessons will take place in a variety of environments, both indoor and outdoor.

Science is structured in a way that the pupils can learn both vocational and practical skills which link to the theories and principles of Science learnt in the classroom.

The curriculum is underpinned with educational visits which are designed to encapsulate learning. These experiences offer a greater understanding of how Science links with everyday life and the real world, giving our pupils a greater appreciation and understanding of the subject.

 Click here for the Curriculum for Science

 Click here for the Level 1 – 2 Science Assessment Guidelines
 Click here for the Level 2 – 3 Science Assessment Guidelines
 Click here for the Level 3 – 4 Science Assessment Guidelines
 Click here for the Level 4 – 5 Science Assessment Guidelines


ICT:  A fundamental component of teaching at Woolton High School. The curriculum is focused initially on ensuring that pupils have the core transferable skills in utilising packages for the presentation of work. Throughout KS3, pupils will develop the skills necessary to complete the Functional Skills Exam, preparing them for modern technologies in the outside world.

Outside of formal teaching, pupils have access to well-resourced, modern computer suites where they are encouraged to work independently, using facilities for presentation of work for examinations and for research.

 Click here for the Curriculum for ICT Example

Click here for the Secondary Assessment framework ICT

PE/PSHE TEACHERAnthony Crowley PE Teacher

PE:  In Woolton High School, PE is a strength of the school and as such we value ourselves in giving our pupils a range of experiences in PE.  With the most important part of our ethos in PE is for it to be a positive experience regardless of ability

At Key Stage 3 we change the sport in school every three weeks to give our pupils the opportunity to participate in an array of activities, such as handball, badminton, short tennis and Health related fitness. This allows our pupils to indulge in sports they may not have tried.

At Key Stage 4 pupils are given the opportunity to choose the Cambridge Nationals Level 1/2 Award or Certificate. This is broken down into either a 2 unit award or a 4 unit certificate assessed by OCR. This allows our pupils to perform presentations, assignments and portfolios in both a practical and theory setting.

PSHE:  This is fundamental component at Woolton High School. “Personal, Social, Health and Economic (PSHE) education is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future.” (PSHE Association)

 Click here for the Long Term PE Plan  2019-2020

 Click here for the Woolton High Long Term PSHE Plan  2019-2020

Mr Smith 2


Careers/Business Studies:  At Woolton High School Careers is a vital part of the curriculum. It gives students hope and ambition and provides them with the knowledge to succeed in their future. Careers is delivered to years 7-11 with the aim of all students gaining as many realistic and engaging opportunities as possible during their time at the school. Careers is designed for all students to have outcomes that link to the 8 Gatsby Benchmarks. This will ensure that all students receive a wide range of experiences which allow them to realise their true potential.

Years 7 and 8 will follow ASDAN’s Employability Skills and Development Curriculum. This will introduce students to careers and begin to develop their understanding.

Years 9-11 will follow BTEC’s Workskills curriculum. This will cover a number of topics that relate directly to employment whilst also helping students have a better understanding of the opportunities in both education and the workplace after Year 11.

 Click here for the Year 7-8 Curriculum
 Click here for the Year 9-11 Curriculum



Humanities:  At Woolton High School we aim to improve literacy and develop creativity through the study of History, Geography, Art and Music. Teaching should equip pupils to ask perceptive questions.

History:  We believe that History should inspire pupils’ curiosity to know more about the past.

Geography:  Geography should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

Art:  A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

Music:  Music should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.


TEC 1/TEC 2:  Our Engagement Centres aim to provide an inclusive learning environment tailored to suit individual needs and learning styles, ensuring opportunities for progress towards achievable qualifications. We take an innovative approach in delivering a well-rounded curriculum, in a supportive setting.

Both Engagement Centres aim to provide a safe, inspiring environment and consistent approach to routine so, pupils can build trusting relationships with adults and peers, as well as build their confidence to take on new challenges, in order to achieve. Our creative curriculum aims to cover a broad range of topics and experiences. We endeavour to develop pupils’ Literacy and Numeracy skills to a level which will support them beyond the classroom and in later life.

In addition, we promote inclusivity for all TEC pupils by delivering opportunities for enrichment and Vocational Options. Our Engagement Centres plan termly educational visits to reinforce, extend and consolidate pupils’ learning and develop partnerships with outside organisations to enrich pupils’ school experience. As the children learn academically and socially, they develop confidence, become responsive to others, learn self-respect and take pride in behaving well and in achieving.

Click here for the TEC1 Long Term Topic Plan 2018-2019 

Click here for the TEC1 (English) Assessment Grid
Click here for the TEC1 (Maths) Assessment Grid

Click here for the TEC2 Long Term Topic Plan 2019-2020


Thrive:   The curriculum provided by schools should extend beyond academic, technical or vocational. Schools support pupils to develop in many diverse aspects of life.”  (OFSTED 2019)

One of the ways in which we deliver this in Woolton High School is using:

The Thrive Approach

The Thrive Approach draws on insights from these fields to provide a powerful way of working with children and young people that supports optimal social and emotional development. In addition, the Approach can equip you to work in a targeted way with children and young people who may have struggled with difficult life events to help them re-engage with life and learning.

In the Thrive Approach we use a developmental model to help us understand how we develop socially and emotionally from birth through to adulthood. This model gives us a framework for understanding what healthy child development looks like in terms of behaviour and learning and clarifies what the role of adults should be in facilitating a child’s development at each of the different stages. In addition, the model gives us a lens through which to look at and interpret children’s behaviour, enabling us to identify the particular developmental needs being signalled by their behaviour and to choose appropriate, targeted interventions designed to meet those needs.

The strands of learning in The Thrive Approach are:

How is it integrated into our curriculum?

We have a Thrive Room, which has chill out and relaxation areas and focuses on sensory needs of our pupils.  All year groups have timetabled Thrive lessons and we also use an intervention system where we focus on one to one sessions, with the aim to improve pupils individual needs and emotional development.

For more information please visit: