Curriculum Aims

At Everest Community Academy we offer a broad and balanced curriculum and as a school encourage each student’s particular abilities to ensure that no child slips through the net. The school’s ethos is simple - our students are at the heart of everything we do and we truly believe that every child can achieve.


We wish to create

  • Successful learners who enjoy learning; make good progress and achieve excellence.
  • Confident individuals who are able to live safe, healthy and fulfilling lives.
  • Responsible citizens who can make a positive contribution to society.


It is essential that the curriculum is organised in such a way that it provides students with the opportunity to learn expected behaviours and be successful in their learning so that we can deliver our mission and aims.


Strategic intent

To develop a curriculum which:
  • Creates an aspirational high achievement culture to enable our students to make ambitious choices at 16.
  • Challenges stereotypes regarding what our students are capable of.
  • Takes into account individual needs and styles.
  • Gives self-confidence and respect and allows everyone to experience success.
  • Improves rates of progress and raises standards of attainment. 
  • Secures the fundamental building blocks of learning in terms of literacy and numeracy.
  • Empowers learners to value education and believe that it is exciting.
  • Allows students to experience a broad curriculum to cater for a wide range of experiences.
  • Establishes strong behaviour for learning principles.
  • Supports the spiritual, cultural and moral development of our students


Curriculum principles

  • Clear progress over 5 years to meet the most ambitious targets.
  • There should be depth before breadth.  Maximise learning time in all subjects.
  • Additional time is given to English and mathematics to ensure that students have the essential skills needed for life and to access the full curriculum.
  • Targeted support and additional challenge to ensure all students make at least national rates of progress.
  • Carefully planned activities through tutor time and assemblies to address SMSC and aspirations.
  • Support induction into secondary school for all Year 7 students.
  • Bespoke pathways for different groups to ensure that they experience as full a range of disciplines throughout their schooling.
  • Learning opportunities outside of the classroom.


Curriculum implementation

  • Delivery is through quality first teaching, learning support, advice and guidance, coaching, mentorship, peer and collaborative learning, feedback and assessment, personal development planning and tutoring, skills development and practice, and access to resources.
  • Each department plans, delivers and reviews its curriculum – the curriculum lifecycle.
  • Understanding each other’s curriculum is a key part of staff training.
  • Curriculum delivery focuses on deep learning – using knowledge to challenge, enquire and debate.
  • Challenge and high order questioning are constant features of lessons.
  • Our curriculum gradually builds the learning experience. It allows for continuity of experiences as the learner progresses and grows.
  • Extra-curricular opportunities and voluntary work are integral to the whole curriculum offer.


Mechanics of the offer

  • 2-year key stage 3 and 3-year key stage 4; 5 60 minute lessons per day; no double lessons.
  • 2-week timetable with good balance throughout the fortnight.
  • GCSE PE and triple science offered in the core to support creative subjects in the options.
  • All subjects taught by specialists.
  • Ability setting in English and maths with triple / double in science in the core.


Curriculum impact

  • The curriculum is the core of the school, the cornerstone of our ethos and the bedrock of our professional development.
  • It has raised aspiration and improved students’ confidence.
  • It has improved behaviour and behaviour for learning.
  • It is broadening understanding and the intellectual capacity of our students.
  • It has improved reading, writing and numeracy.
  • It has improved outcomes overall and for different sub-groups of students
  • Subject leaders are making intelligent use of assessment to inform curriculum design.


The curriculum



This covers years 7 & 8 with students choosing their GCSE pathway at the end of year 8 so that they are ready to embark on their GCSEs from year 9. This change in our curriculum may differ from other local schools but we feel has significant long term benefits on the progress and attainment of our students.


Core subjects in KS3 are English, mathematics and Science and so have additional curriculum time.

Subjects also studied Art, Computing, Dance, Drama, Food, French, Geography, German, History, PE, RE, Technology and Spanish.



Students are guided through the pathways process during year 8. There are some subjects that are compulsory and these are contained in the core block.


Core subjects are: English, mathematics, science (including triple science), RE and either BTEC Sport or Health & Social Care.


The remainder of curriculum time is individual and personalised; students get four option choices. During the options process students are given bespoke guidance on which pathway best suites them. Pathways vary between individuals, year groups and are dependent on the cohort. All students must do at least one of history or geography and around 60% are encouraged to take a modern foreign language.


Pathways subjects: Business, Computing, Dance, Drama, 3D Design, Fine Art, Food, Geography, History, Photography, French, German and Spanish




Year 10
''I really enjoy attending Everest every day, its a great place to come to school. My favourite subject is Drama''
Mr John

Mr John

Head of Year
''I have received so much support, advice and training which has helped me to develop my teaching and open doors to further my career''


Humanities Star
''My favourite thing about  school are the lessons; they are really fun and engaging''
Mrs Edwards-Peal

Mrs Edwards-Peal

Everest Learning Team
'As part of the ELT I contribute to the development of learning. My role includes developing new ideas for the classroom to accelerate pupil progress'  


Sports Captain
''The sports facilities at Everest are excellent, allowing us to experience a wide range of sports. I am proud to represent the school as a sports captain''


EPIC Member
''As a member of EPIC I listen to the student voice and help the staff make decisions on how to further improve our school''
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