Our aim is to provide an excellent education for all our students, transforming their life chances and, in turn, giving them the knowledge and skills they will need to shape the world in the future.
Excellence in…
The curriculum: Our curriculum is traditional and academic, demonstrated by our commitment to the principle that all students should attain the English Baccalaureate as well as the wide variety of additional subjects available for all to study at GCSE and in the Sixth Form. We believe that this broad and balanced diet will provide all students with the cultural capital required to build the foundations of a successful life. At the heart of this curriculum lies a respect for the subjects we teach and the particular insights each can give into the world around us.
Teaching and learning: Our curriculum and assessment model is based on the latest cognitive science, encouraging the building of rich schema and a cumulative approach to education that best supports deeper, life-long learning. We teach children how to be active consumers of the knowledge they master by developing an open and questioning mindset. By focusing on ‘The best that has been thought and said’ we will encourage our students to fully appreciate the richness of the human condition and become active citizens when they leave us as adults.
Cultural Capital: The experiences our students have do not end in the classroom; we value the extra-curricular and these activities enable our students to flourish as individuals and pursue their own talents and passions in greater depth, in the arts, sciences and sporting domains. Our student leadership pathways are highly developed and support our intentions to develop the whole child.
Developing life-long learners: Our curriculum vision is metacognitive; by using Thinking tools the Thinking Schools Academy Trust are unique in their focus on ensuring that students are equipped with the tools they need to reflect on the knowledge they learn. As a result, the Rochester Grammar School is recognised by Exeter University as one of the few Advanced Thinking Schools in the country and is pioneering the use of a cognitive approach to education and student learning.
Years 7 to 9
Students start the Rochester Grammar School with a broad and balanced three year Key Stage 3 which allows students to study a range of subjects and embodies our commitment to provide students with the cultural capital required to be successful. During this time students are supported in their transition to a secondary school curriculum with the support of specialist teachers and introduced to their thinkers’ toolkit allowing them to process and memorise new knowledge, think deeply about the issues they study and examine topics from different points of view.
When students reach year 9 they embark on an enquiry based study, allowing them to use their toolkit to explore big questions and come to carefully considered conclusions which forms an excellent transition towards their GCSE studies, and they will be support with the help of the Key Stage team and teachers to decide on the pathway that is right for them.
Teachers are supportive and encouraging, they help me work to the best of my
ability.
Megan, Year 7
Through year 7 and 8 students receive discrete lessons on key topics such as healthy relationships, nutrition, the world of work and prejudice and discrimination amongst others. When students enter year 9 these are complete as whole days as the topics get more sensitive and complex and this gives students the opportunities to engage in external speakers to enrich their learning.
Year 10 to 11
Students are able to take a variety of different pathways at Key Stage Four however all students study the English Baccalaureate as standard. All students therefore study English Literature and Language, Maths (with some accelerated Mathematicians completing an additional qualification in Further Maths), Science, History or Geography, a Modern Foreign Language, ICT, RS and core (non examined) PE. All students are able to opt for any accelerated subjects on offer such as AS Film, if they wish to. Additionally students are able to choose two further options from a range of subjects such as Art and Design, Business Studies, Classics, Computer Science, Design and Technology, Drama, Film Studies, Geography, History, Music, PE, Psychology and Sociology*.
Students are encouraged through the structured revision note programme, cyclical assessments and regular retrieval practice to apply and refine their thinkers’ toolkit from Key Stage Three. This is embedded within their lessons and revision programmes.
Much like students in Year 9, each year group has distinct drop down days per year for PSCHE. The Rochester Grammar School uses this to promote students’ personal, social, emotional and economic development and the development of British Values.
* Please note that student options and pathways are subject to change.
In all departments, teachers have a very good expertise in their specialist subjects and a thorough grasp of which areas to address for different
groups.
OFSTED
Year 12 to 13
As an International Baccalaureate school we are truly unique in this area of Kent and Medway by offering the world renowned and prestigious International Baccalaureate diploma. The IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect and broad range of subjects it requires students to study supports our aim to provide all students with the cultural capital required to build the foundations of a successful life. The IB requires all students to study Maths, English, a Science, a Humanity and provides the option to take a Creative subject or another Science or Humanity based subject dependent on the pathway students wish to follow Post 16. Students also study the fascinating subject of Theory of Knowledge, enabling them to question the world around them and complete an extended essay in an area of their personal interest, encouraging the lifelong learning skills we try to promote. Almost all our students decide to apply for University or an apprenticeship and consistently gain places in the most prestigious institutions both in the UK and around the world.
Students’ academic studies at Post 16 are complemented by the extra-curricular opportunities and IB learner profile that is intrinsically linked to their studies. As part of their Diploma students must complete a number of hours under CAS (Community Action and Service). This enables them to access the wide variety of opportunities on offer to sixth formers at the Rochester Grammar School such as Trips and Visits, Student Leadership, Team projects (Duke of Edinburgh, NCS etc.) and getting involved in extra-curricular activities run by the school.
For more detailed information about our provision within the Sixth Form, please refer to our Sixth Form Area of this website
A Curriculum For All
The Rochester Grammar School’s duties with regards to equality are in eliminating discrimination and other conduct that is prohibited by the Equality Act 2010. This is achieved through the fostering of good relationships, promoting equality of opportunity between people and offering a broad and diverse curriculum that is accessible by all pupils.
The Rochester Grammar School aims to promote students’ spiritual, moral, social, and cultural development, with special emphasis on promoting equality, diversity and eradicating prejudicial incidents for pupils and staff. Our school is committed to not only eliminating discrimination, but also increasing understanding and appreciation for diversity.
We aim to continuously review and improve the implementation of equality related policies and procedures along with our whole school curriculum. This ensures that it continues to result in outstanding outcomes for all pupils, with no discrimination faced on the basis of race, gender, disability, religion/belief, sexual orientation or age.
At Rochester Grammar School, all teachers are teachers of SEND and are accountable for the progress and development of all students. Quality First Teaching is our first step to support students with SEND. Teachers work with the SENCo to implement the graduated approach (assess, plan, do, review) to ensure that student needs are met and the curriculum is accessible. The adaptations that we make include, but are not limited to:
- Differentiating the curriculum to ensure it is accessible to all students
- Adapting class resources
- Using recommended support aids (such as coloured overlays and laptops where necessary)
- Implementing the access arrangements in line with JCQ regulations
- Adapting our teaching in order to support the recommendations on the Individual Profile for each SEND students
If stakeholders would like further information of any aspect of our curriculum please contact the school office at office@rochestergrammar.org.uk
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Curriculum Intent: To build a world which is tolerant, equal and just we must learn to identify intolerance, inequality and injustice, then set to the work of making them right. The purpose of both Sociology and Anthropology is to develop each student’s understanding of the social and cultural environments which humans have built and thereby arm them with the skills to thrive within, to put right and to improve upon those environments. GCSE Sociology students will focus on social issues within…
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Curriculum Intent: The aim of the Art Department is to develop all students to be ‘Artists who dare to be expressive, have the vision to create and the courage to reflect and critique’ through a balanced programme of art, craft and design activities working individually, in groups and as a whole class. Art education is a continuous process and it is hoped that whatever level the students themselves take these studies to, they will have the confidence and enjoyment to continue…
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Curriculum Intent: Our intent is to empower students to explore and understand the wonderment of everyday life. There are many challenges for a 21st Century Biologist, from saving threatened species and reversing climate change, to feeding the world and curing diseases. We aim to engage students and equip them with skills allowing them to both contribute directly to advancing human understanding of life on Earth, and to make informed responses to data and opinion pieces in the media. We focus on…
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British Values Intent: We strive at the Rochester Grammar School to create an ethos and climate which promotes British Values at every level. In line with our curriculum intent we want to develop young people who understand how things work and how to challenge and change them for the better and believe passionately in equality and tolerance, speaking out against discrimination where they see it. Our curriculum and extra-curricular activities enable students to develop their self-knowledge, self-esteem and self-confidence to be…
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Curriculum Intent: Our intent is to equip students with the knowledge and skills required to succeed in entering the world of work, whether that be setting up their own company or working in an existing one. We focus on ensuring students gain a holistic view of the world of business and the impact businesses can have on different stakeholders. Our aim is for students to develop a number of transferable skills including; team working, problem solving and communication skills. Students will…
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Vision: A planned programme of careers and inspiration activities is a vital component in preparing young people for the world beyond The Rochester Grammar School. We aim to raise aspirations, challenge stereotypes, maximise students’ academic and personal achievements and encourage them to consider a wide range of careers. Through our careers education and guidance programme, we enable students to make the most of their talents and to go on to jobs or courses which suit their needs and interests. The Rochester…
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Curriculum Intent: We endeavour to provide a pathway for our students to explore and understand the wonderment and awe of the everyday through the chemical sciences. To develop transferable skills, students require to question evidence and draw conclusions based upon a mixture of logical, practical and theoretical based activities. Chemistry will inspire the next generation of learners to be able to see the world around them in a new light by encouraging them to discover, appreciate and see their world through…
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Curriculum Intent: Combined Science is a course with something to offer every student. A wide raging curriculum that encompasses; Biology, Chemistry and Physics is designed to suit students with any scientific aspiration. We aim to equip students with a working knowledge of the scientific model that allows them to not just learn scientific facts, but to explore the process and methodology that shape the knowledge of the world we have today. The course will build upon knowledge and ideas that students…
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Curriculum Intent: Computing is a subject for the future, and our intent is to equip our students with a digital toolkit that will prepare them for any path they opt to follow in the future. Our aim is to prepare the students of today for the world of tomorrow with a toolkit that is wide-ranging and transferable. We focus on developing problem-solving skills and encouraging students to think abstractly, procedurally and logically across our whole curriculum. Students are encouraged to develop…
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Curriculum Intent: ‘Design and Technology students are creative problem- solvers, who can use their understanding of materials & processes to create working, sustainable outcomes’. In Design and Technology pupils combine practical and theoretical skills with creative thinking to design and make products and systems that meet human and sustainable needs. They learn to use current technologies and consider the impact of future technological developments. They learn to think creatively and intervene to improve the quality of life, solving problems as individuals…
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Curriculum Intent: Drama students gain and develop their creativity to follow their dreams and reach for the stars. Our intent is to nurture an enjoyment and understanding of Drama through practical experience and to develop both subject specific and transferable skills that empower students. We focus on encouraging teamwork, creativity, reflection and communication. We aim to engage students and build confidence in a safe and inclusive environment. Drama should inspire students to develop inquisitive minds. It should develop their understanding of…
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Curriculum Intent: “To nudge the Homo-economicus into happiness”. Are you curious as to why poverty and inequality persist? Do you want to find out who the winners and losers of the integration of the world’s economies are? In RGS IB Economics lessons you will learn how the governments manage their economy and how effective their policies are. You will find out how consumers and producers make choices in trying to meet their economic objectives and whether the government intervention might help…
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Curriculum Intent: ‘Inspiring literature helps us to understand the world, and understanding language helps us to unlock great literature.’ English is offered as: Core subject Years 7, 8, 9, 10 &11 IB Literature Year 12 & 13 (Standard and Higher) IB Language and Literature Year 12 & 13 (Standard only) Key Stage 3 English Curriculum Overview Year 7 Students receive 7 lessons a fortnight through which they will develop the key skills of communication through the written and spoken…
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Curriculum Intent: Environmental Systems and Society (ESS) is a complex course, requiring a diverse set of skills from its students. It is firmly grounded in both a scientific exploration of environmental systems in their structure and function and in the exploration of cultural, economic, ethical, political, and social interactions of societies with the environment. The interdisciplinary nature of the course requires a broad skill set from students and includes the ability to perform research and investigations and to participate in philosophical…
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Curriculum Intent: Through a practical and theoretical approach, students are empowered to interpret, deconstruct, evaluate and create film. Film Studies is offered as a: GCSE option for a 2 year As Level Course IB option in HL/SL Key Stage 4 Film Studies Curriculum Overview Film Studies at AS Level focuses on embedding a knowledge of Film History, subject terminology and giving learners the critical skills they need to study Film at KS5 and beyond. There is also some focus on creative…
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Curriculum Intent: Our intent is to teach Geography in a context that will stimulate students curiosity about the ‘physical’ and ‘natural world’ around them, understanding the ‘wider meaning’ and to inspire a future generation of Geographical Investigators. Geography underpins a life long ‘conversation’ about the Earth as the home of humankind. (GA manifesto 2018) Geography is offered as: (these will be links so you can jump the right point in the page) Core subject Years 7, 8 & 9 GCSE Option Years…
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Curriculum Intent: The study of History- to understand, analyse and interpret the past- is important both because of its own inherent value and also to help understand, analyse and interpret the present. To elaborate, we aim to encourage a love of History in our students though the study of the stories, controversies and events of the past, because the development of such rich and entertaining knowledge is valuable in itself. Such study also allows students to place themselves and the UK…
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Curriculum Intent: “Mathematics provides a deep conceptual understanding of the world, enabling students who apply concepts accurately to approach and solve unfamiliar problems with confidence.” The Mathematics Curriculum Area vision For all pupils to really enjoy and have a positive attitude towards Mathematics so that they can appreciate the power and beauty of the subject. For all pupils to develop a deep and secure knowledge to enable them to become inquiring thinkers and achieve their maximum potential. For all pupils to…
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Curriculum Intent: In MFL, at the Rochester Grammar School, students learn “to interpret the world” around them. By studying a foreign language, students learn to understand the differences and similarities between different cultures enabling them to gain a better knowledge of another country’s language and customs. French, German, Spanish and Japanese are offered as: Core subject Year 7, 8 & 9 (French, German, Spanish) GCSE Core Years 10 & 11 (French, German or Spanish) IB Years 12 & 13 (French, German,…
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Curriculum Intent: ‘Music is the universal language of mankind‘- H. Longfellow In Music, we inspire students by studying a wide range of genres and challenge them to think, speak and act like musicians. Music has the power to transcend differences and allow students to explore a variety of cultures whilst developing their own sense of creativity and self-confidence. We aim to develop students’ musical knowledge and skills, through a mixture of performing, analysing and composing music across the curriculum. Music in…
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Curriculum Intent: In Philosophy and Religious Studies, we study the great minds of the past, to build the great minds of the future. Philosophy and Religious Studies offers students the opportunity to explore the reasons why people think and act the way they do, and how we are motivated by our beliefs. It also involves the study of key philosophical questions surrounding God, right and wrong, and the purpose of human life. Philosophy and Religious Studies is offered as: Core subject…
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Curriculum Intent: To be physically educated is to strive for excellence in physical literacy, movement and healthy wellbeing. Physical Education develops students’ physical competence and confidence and their ability to use skill learnt in a range of different activities. It promotes physical skilfulness, physical development and a knowledge of the body in action. Physical Education provides opportunities for students to be creative, competitive and face a variety of different challenges as individuals as well as in groups and teams. It promotes…
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Curriculum Intent: Our Physics curriculum intends to promote exploration and understanding of the world around us. We aim to inspire and challenge students to engage in the wonderment and awe of everyday. Our content is presented in an order that tells a coherent and logical story through physics, with a strong emphasis on using practicals to embed skills and knowledge. We encourage teamwork, logical problem solving and clarity of communication. Physics should encourage students to ask questions about the world around…
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Curriculum Intent: We live in an increasingly interconnected and globalised world. The study of Politics allows our students to make sense of this world and the connections therein. It also enables them to investigate different interpretations of the nature of power, development, conflict and human rights. They do this through the application of political theory and concepts to up to date case studies that reflect the ever-changing political situation from around the globe. Politics is offered as: IB Global Politics Year…
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Curriculum Intent: All elements of the Personal, Social and Health Education (PSHE) Curriculum are incorporated at RGS. Within this subject, pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. It helps our students to stay healthy and safe, while preparing them to make the most of life and work. The three core themes which run through the PSHE curriculum are: Health and Well-Being Relationships Living in the Wider World RGS will be…
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Curriculum Intent: To know the mind is to know the world… The intent of the psychology curriculum is to develop students to be confident and articulate in explaining and evaluating research into human and animal behaviour. The focus is to develop the skills to allow a multidisciplinary understanding of behaviour whilst also developing the ability to commit information to LTM memory through interleaving and retrieval practice. Psychology is offered as GCSE Options Year 10 & 11 IB Psychology Year 12 &…
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Curriculum Intent: The theory of knowledge lies at the very core of the International Baccalaureate. It is a subject that provides opportunities for students to develop skills, such as analysis and evaluation, which allows them to question and reflect upon the accuracy and reliability of the knowledge they gain in their other subjects. For example, they will learn to apply an ethical dimension to Science and consider whether it can ever be value free, or they could use their skills about…