Paulet High School & 6th Form College

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Tuesday, 15 January 2019 11:13


The Pupil Journey through Paulet High School and 6th Form College

The school day

Students are taught in five, sixty minute lessons during the day with break and lunch following periods 2 and 4 respectively. All students have a 15 minute registration session with their form tutor and form group. Each form group is made up of students in the same year group. 1 day a week registration is extended by fifteen minutes, in the extended form time students learning is focused on aspects of the PSHEE (Personal, Social, Health and Economic Education) curriculum. The day of the week which extended form time takes place changes each half term.

 Extra-curricular learning

At Paulet we believe that learning inside the classroom is only part of a child’s education. We provide a vast range of activities, experiences and opportunities for our children to grow and develop.

Trips including foreign visits to France, Bay of Naples, Madrid, Iceland, Biannual ski trip (Austria in 2019) and biannual 6th form New York trip allow children and students the chance to explore the world, to meet new cultures and make some memories which will last a lifetime.

Students can learn to play an instrument; there are several peripatetic tuitions available including vocal tuition and students can also work towards graded music exams at Paulet.

Students can take part in a school production, grow vegetables, look after our chickens, be in the technology club, play for a sports team, go to homework club, read in the library and much more at lunch times and after school. The best place to see these events is on our Pinboard which can be accessed from our main webpage.

Students in year 9 and 12 this year can also work towards the Duke of Edinburgh Bronze and Silver Awards.

Transition to Key Stage 3

It is essential that students continue to make good progress from their finishing point at the end of junior school. At Paulet we work with our partner schools to ensure we have a clear picture of what students can and can’t do in the core subjects. Our lead teachers in the core subjects have met with their counterparts at our partner junior schools to ensure we have a full understanding of the curriculum students have studied up until year 6 and have planned learning for our students which allows them to meet continued progress.

Year 7 and 8

Students in year 7 and 8 experience a broad range of subjects which are detailed in the table below. Most subjects are taught in form groups. Students have 3 hours per week in English and a one hour literacy hour which is taught in the library. Part of the literacy hour is focused on reading and we run a program called Accelerated Reader which sets all students appropriate reading for them to make at least good progress.

In maths and science students are grouped by ability after the first half term. In performing arts, design technology and P.E. students rotate around different specialisms. In design and technology students will experience around 9 weeks each of textiles, food technology, resistant materials and electronics, in performing arts students do a term each in music, drama and dance and in PE students are able to experience different sports across the year.


Year 9

In year 9 students are independently set in English, maths and science. This enables teachers to start the key stage 4 curriculum in year 9 and best prepare students for the rigours of the new GCSE qualifications. At Paulet English, maths and science are independently set, this enables students who might be stronger in one or more of these core subjects to be appropriately set and their work to be appropriately challenging.


Students continue to have a broad curriculum in year 9 which prepares them for the wide range of choices when they take their GCSE options. These other subjects are taught in mixed ability groups as this is how they are grouped in KS4.

Students in year 9 make some choices about their curriculum; this is to help them narrow their curriculum before making some final choices in Year 9 for their GCSE options.

Students make a choice between French and Spanish. This enables students to specialise in the language of their choice before making their GCSE options later in year 9. Many students will choose a language as a GCSE option, a few students will continue to study both languages if they are considering becoming a linguist.

Students also choose between 2 of music, drama, art and design technology. Student voice conducted in 2016 told us that students in year 8 would like to have the chance to specialise more in their creative curriculum in preparation for their GCSEs. As the maximum number of creative choices students can make in their options is 2, the 2 from 4 curriculum model has been developed and is popular with students and teachers.

In year 9, students receive end of KS4 attainment targets. Reporting home to parents is reflected in this by teachers who start to forecast end of KS4 levels in year 9.

 Key stage 4   ‘Pathways to Success.’

At Paulet we have developed a bespoke curriculum for our students in years 10 and 11. We call our curriculum model ‘Pathways to success.’ The pathways were first introduced for the new year 10 in September 2016. The philosophy behind our pathways are:

  • All students have a huge amount of potential and we believe all students can fulfil their potential at Paulet.
  • Students have different paces of learning and their curriculum should reflect this.
  • Students require different levels of support to reach their potential.
  • Success for one student might be failure for another.

To this effect our key stage 4 curriculum has 2 pathways. These pathways are called the Blue, Red and Yellow Pathways.

Blue Pathway:  

This pathway allows students to take 9 GCSEs. Students on the blue pathway have demonstrated in key stage 3 that they make very good progress with very little extra support and are able to manage a wide variety of subjects. Students are strongly encouraged to take a language and humanity subject (Geography and History.) These students make 4 option choices in year 9. They also take triple science and computer science to provide further challenge in their curriculum.

Red Pathway:   

This pathway allows students to achieve 8 GCSEs. Students in the Red Pathway make 3 GCSE choices rather than 4. They have extra time in their GSCE choices to consolidate their learning in reduced class sizes. They also have a mentoring hour which is used as a therapy hour in the core subjects as required as well as a chance to reflect upon their progress and manage their workload in other subjects. Students also receive pastoral support in the mentoring hour as needed. Students have to choose between a language or History or Geography as one of their options. They are encouraged to do a broad range of subjects to give them breadth in their curriculum.

Yellow pathway:          

A few students each year are given a free choice of subjects. These students are encouraged to do fewer academic GCSEs and choose vocational and creative choices which they feel will be more pertinent to their post 16 aspirations.

All students study our core curriculum of GCSE Maths, English (literature and language) and double science. Religious Education is delivered one hour per week following the locally agreed syllabus. This is not examined.

In the spring term of Year 9, students will begin to receive information and guidance on which options to take at GCSE in key stage 4. Students are interviewed by senior teachers and option assemblies are given to the whole year group. There is also an options evening for students and parents to attend to receive further information about all subjects offered. Once students have made their initial choices, a final review takes place by the assistant head teacher responsible for curriculum before being finalised and timetabled for the following year.


The time allocations for pools A-D swap at the end of Year 10 to give an average of 2.5hrs per week per option.

6th Form

All students in year 11 have the opportunity to progress to our 6th form college as well as candidates from other centres. Students are interviewed by senior teachers, have assemblies and can attend a 6th form open evening to gather information about our 6th form curriculum choices. Students then have to apply to our 6th form and they are made a conditional offer. The conditional offer stipulates what grades students need to achieve to secure their place.

At the beginning of year 12 students who wish to take up their place need to attend the enrolment day. Final decisions of which courses students would like to study are made reflecting on current career aspirations and GCSE results. Students have a wide range of curriculum choices which are detailed below. All A level and vocational subjects have five 1 hour lessons per week.


Students who don’t achieve a grade 4 or equivalent in GCSE English and maths have to continue to study them in the 6th form. This may compromise their option choices as resit English and maths are placed in one of the option pools.

Where sufficient interest in subjects is not established, courses may not run as they are not financially viable.

All of our 6th form curriculum courses are 2 years in duration. Therefore, students who register in our 6th form are committing to 2 further years of study.

Our 6th form centre offers a varied and valuable enrichment programme. All students are timetabled for 1 hour per week on a Wednesday afternoon to choose between a range of activities such as: The Duke of Edinburgh Award, the extended project qualification, an enterprise team, volunteering, sports and student leadership. Students also receive careers education as well as guidance and support in applying to universities. Visits to universities are arranged and students can go on alternating biannual residential visits skiing or to New York which is only open to 6th form students.



Our school is committed to safeguarding and promoting the welfare of children and young people. It expects all staff, volunteers and visitors to share this commitment. If you have any concerns that a child has been harmed, is at risk of harm, or you receive a disclosure, please contact our designated safeguarding lead Mrs. V. Deer (Deputy Head)

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