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Curriculum Overview

Eltham Hill Curriculum Vision and Principles

A curriculum is viewed as the “heart” of any learning institution. At Eltham Hill, we take a holistic view of education. In its broadest sense, curriculum refers to the “total learning experiences of individuals not only in school, but in society as well” (Bilbao et al., 2008).

Our vision

We are a diverse, inclusive and cohesive school community. We seek to cultivate a happy and caring community that fosters a culture of excellence where success is celebrated and students are knowledgeable and encouraged to aim high, be open-minded and become active contributors to society.

We are a dynamic 21st century girls’ school and believe that the curriculum is a vehicle to improve students’ life chances and support their diverse needs and aspirations regardless of their starting point. Subject leaders think carefully about the sequencing of lessons ensuring students continue to have access to and acquire the knowledge and language to think analytically and interpret the world in all its complexities. This is driven by a core belief in equality and social justice.

Our curriculum is designed to provide opportunities for progress and success for our students not just for the people they are today but the people they will be in the future and the world that they will live in.


We aim to prepare our young people to become:

  • Confident and successful individuals, who enjoy learning, communicate effectively, make ambitious progress and achieve high quality and meaningful qualifications.

  • ​Responsible citizens, who are principled and make a positive contribution to society including their local community and the wider international world in which they exist.
  • Critical thinkers, who actively question rather than take things at face value.  Who examine their thinking at a deeper level and develop the courage to reflect and think for themselves.

Through our curriculum, (as made explicit in the Eltham Hill Learner Profile), we hope to develop learners that are:

  • Inquirers
  • Knowledgeable
  • Thinkers
  • Communicators
  • Principled
  • Open-minded
  • Caring
  • Risk- takers
  • Balanced
  • Reflective

Our ambition is underpinned by our core values of excellence, happiness and success.

Curriculum principles

Our eight whole school curriculum principles are:
  1. Broad and balanced. It is an ambitious, inspirational and innovative curriculum at all key stages. The curriculum allows students to study a range of subjects. This provides opportunities for students to develop deep knowledge through planned learning and a variety of rich experiences that support the development of a range of skills. This is supported by the use of the Eltham Hill learner profile to ensure students can continue to practice and refine these skills and our KS3 EHXtra programme is an important element of this.

  2. Ensures academic and social progression and is increasingly personalised as our young women move through the key stages.  Curriculum pathways are offered that provide access, opportunity and challenge for all students. All students are expected to make at least expected progress in English and Maths. We recognise that without proficiency and confidence in reading, writing, maths and communication, students will find it difficult to access a broad and balanced curriculum and will face barriers to learning and employment.. Our curriculum prioritises the teaching and learning of oracy so that all students can develop their own voice, express their thoughts and opinions and interact with others successfully. When children can explain their thinking, they deepen their understanding of all subjects across the curriculum.
  3. Embraces IT and equips our students with the skills to excel and compete in a fast paced, technologically evolving landscape. Flip learning is a core part of our curriculum and teaching and learning at key stage 4 and 5.  Technology is used to enhance pedagogy and support the learning that takes place inside and outside of the classroom.
  4. Has creativity at its heart and this permeates all subjects across the curriculum. All students are expected to study at least one creative subject at key stage 4. This allows students to hone their skills in a range of areas but also allows students to develop their passions. Creative and performing arts enable young people to express and understand themselves and others through a range of formats. This supports the physical and mental wellbeing of our students, building their confidence whilst being inspired and challenged.
  5. Allows students the opportunity to develop an understanding of right and wrong and empathy and respect for all humans. Equal opportunities and fundamental British Values are promoted and realised at all levels of curriculum provision. In order for young people to excel in present and future societies they need to understand each other and understand the past in order to excel.
  6. Supports well-being. It is vital that all students have continuous opportunities for spiritual, moral, cultural and social development across the key stages and throughout the curriculum. Students are also supported to develop skills and strategies for optimal physical and mental health as young people and in later life.
  7. Enhanced by a range of extra- curricular activities. Students have the opportunity to participate in a range of activities; such as a range of local and international visits and engaging with outside speakers and experts, a range of sports, the school choir, debating, and experiencing live theatre. This supports the development of deep knowledge and gives students the chance to broaden interests, discover their talents and passions. They can gain transferable skills such as communication, teamwork, organisation, leadership, problem solving and time management which are vital for academic success and dealing with future challenges in later learning, adult life and the workplace.
  8. Has real- life relevance and supports future career aspirations. The curriculum provides opportunities for students to connect their learning to real life experiences. Students can draw from, or upon, actual objects, events and experiences to effectively address a problem, concept or issue. There is a parallel focus on Careers Education, Information, Advice and Guidance across the curriculum at key stage 3 and 4 and this flows across subject areas.
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