Four distinct models of curriculum can be drawn from academic research. These can be summarised as:

1. Curriculum as a body of knowledge to be transmitted;
2. Curriculum as an attempt to achieve certain ends in students – product;
3. Curriculum as process – or a particular form of specification about the practice of teaching;
4. Curriculum as praxis – as above, but with a specific, moral purpose.

Therefore, at OBHS we are engaged in understanding the curriculum in its broader definitions.
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 and in a way that is aligned to our values of:

• Equality
• Integrity
• Cooperation
• Tolerance
• Mutual Respect
• Fairness

OBHS Strategic Intent:

• Have high success rates in terms of academic achievement;
• Efficient in delivery and cost effective;
• Diverse and rich experiences that develop students academically, socially and culturally;
• Fit for the 21 Century, responding to the local, regional, national and global challenges;
• Engaging and responsive to individuals irrespective of starting points and background;
• Prepare students with the skills for their next step into education or training.

OBHS Curriculum Design Principles:

• Curriculum design supports the strategic intent of the curriculum;
• Population design should be driven by the specific OBHS curriculum implementation;
• Subject specialism and expertise should be called upon to staff specialist curriculum subjects, particularly at KS4 in examination subjects;
• Scheduling patterns - subjects are scheduled equally across the school week, so no subject is disadvantaged by the delivery pattern;
• Curriculum Enhancement is focussed at Key Stage 3 and Key Stage 4 English and Maths;
• Personalisation of the curriculum is introduced before the end of Key Stage 3;
• The KS3 curriculum is based on the National Curriculum and requires 3 years to ensure breadth and depth, with all students having access to a modern foreign language
• The majority of students should study the EBACC curriculum at KS4, ensuring most students study a modern foreign language at KS4;

Curriculum Implementation