Twitter Wall

Twitter Wall



The house colours are finally here. pic.twitter.com/LH3CG0D7FE— Valley Park School () June 14, 2024


Tomorrow's exams are... pic.twitter.com/tbnNJiWeXr— Valley Park School () June 13, 2024


Arts Week 2024 is getting nearer - have you got your tickets yet? https://t.co/2X6Pi72TlU pic.twitter.com/bXNoNSoK5G— Valley Park School () June 13, 2024


Our Year 10 Performing Arts class absolutely smashed their Unit 1 exam! They performed numbers from Dear Evan Hanson & Come From Away. Mrs Austin is so proud of all of them! #wearevalleyparkperformingarts#smashedit pic.twitter.com/uKpYvuh2kQ— Valley Park School () June 13, 2024


Tomorrow's exams are... pic.twitter.com/bdQCiHzppx— Valley Park School () June 12, 2024


Tickets are available for our Year 5 Transition workshops next week, starting on Tuesday 18 June with Forensics, Speed Racers and Dippy Divers. Read more: https://t.co/BrPqsXr1vt pic.twitter.com/woYbk7Xmdd— Valley Park School () June 12, 2024


Tomorrow's exams are... pic.twitter.com/6tV6ZvbQLS— Valley Park School () June 11, 2024


The poster says it all...The Sixth Form Art Showcase is back.#wearevalleypark#wearevalleyparksixthform#wearevalleyparkartshowcase#artshowcase pic.twitter.com/cVAe6cFDxX— Valley Park School () June 10, 2024


Tomorrow's exams are... pic.twitter.com/rCY6TnCu8J— Valley Park School () June 10, 2024


In form time, Year 12 students added glazes to our DeCaf guests' pottery. We look forward to delivering these to them later this term. #DeCaf#dementiacafe#wearevalleyparkarts pic.twitter.com/DaWYNTWC1x— Valley Park School () June 10, 2024


On Friday 7 June, a crack team of year 8 students competed in a nationwide STEM challenge day at the University of Greenwich Medway campus. Read more: https://t.co/IzV8KKY2BU pic.twitter.com/x7nc50S6P9— Valley Park School () June 10, 2024


Valley Park School House Launch this week! What were the house names you selected? What colour is each house? What house will you be in? pic.twitter.com/M20H39qEJc— Valley Park School () June 10, 2024


Valley Park School House Lunch this week! What were the house names you selected? What colour is each house? What house will you be in? pic.twitter.com/Vr7mqVJeGB— Valley Park School () June 10, 2024


Tomorrow's exams are... pic.twitter.com/n8c1yNYGBw— Valley Park School () June 9, 2024


If a student’s attendance at the end of Term 5 was below 90% this means that they have missed at least 15 days or 75 hours of learning. pic.twitter.com/OgDwXCbxPZ— Valley Park School () June 9, 2024


Valley Park School House Lunch next week. What were the house names you selected? What colour is each house? What house will you be in? pic.twitter.com/ZzFFw7JVh3— Valley Park School () June 7, 2024


Tomorrow's exams are... pic.twitter.com/rAf9PJDWuL— Valley Park School () June 6, 2024


Tomorrow's exams are... pic.twitter.com/RzhXpF9W1T— Valley Park School () June 5, 2024


Our SHUSH (Second Hand Uniform SHop) is open tomorrow during Year 10 Parents evening between 4.30pm and 6.30pm. pic.twitter.com/xGq2hSWfoT— Valley Park School () June 5, 2024


Tomorrow's exams are... pic.twitter.com/CJKts374IA— Valley Park School () June 4, 2024


Tomorrow's exams are... pic.twitter.com/7MYrPWNvXk— Valley Park School () June 3, 2024


The Hamlet cast had a brilliant afternoon rehearsing for the RSC associate schools performance on 24 June. They met the production team & rehearsed their section in the Studio. We're so excited for the performance! Tickets available here: https://t.co/WUdg06H5dV pic.twitter.com/aTYExjx5xR— Valley Park School () June 3, 2024


Back to the Musicals rocks it, and if you’re not here, then you don’t even know it! pic.twitter.com/JyeJX3THla— Valley Park School () May 23, 2024


Tomorrow's exams are... pic.twitter.com/vdXmWx0R0C— Valley Park School () May 23, 2024


tickets are now available! Visit our website for info on each event, and book your places! https://t.co/2X6Pi73rbs pic.twitter.com/6Pq3UNHUG2— Valley Park School () May 23, 2024


Our Curriculum Intent

As an inclusive community, we are aware that our students come from a wide range of contexts and we embrace our responsibility to meet the diverse needs of each individual.

At Valley Park, we promote and model an ethos of respect and morality in a culturally rich environment. High expectations, high quality teaching and a broad and balanced curriculum mean students aspire to excellence and have the resilience to succeed. Students leave as life-long learners with enthusiasm, tenacity, the knowledge to understand the world around them, the skills to adapt to an ever-changing society and the desire to contribute positively to our community.

How will we achieve this?

We have developed our own Valley Park Principles of Teaching, which are based on Rosenshine’s Principles, and these underpin our vision. Departments work collaboratively to apply these principles and have developed and adapted detailed, sequenced programmes of study that meet the school and departmental intents. Assessment for Learning is an essential tool, employed in all lessons to assess students’ progress through the curriculum and to ensure that subsequent lessons are pitched with an appropriate level of challenge.

For further information regarding the school curriculum, please contact the school office.

Art & Design

The Valley Part Art Department operates a student-centred pedagogy, where students engage personally with the content and learn through active participation within the specialist areas that we offer, in order for students to develop higher-order thinking.

The intent of the Art Department is to inspire students’ creativity, as the arts embody some of the highest forms of human creativity. The curriculum provides all students with the opportunity to develop intellectually, physically, emotionally and socially as the explore the visual arts.

The Art Department nurtures students in the developing their imagination, problem solving, resilience, expression and independence. Key skills which transfer across their extensive whole school curriculum, supporting the individuals leaning in multiple aspects.

The Art Department is well embedded, with a high profile, within the school, contributing to whole school events, hosting our own exhibitions and enhancing and environment by celebrating student success with visual displays around the site. Our extensive displays allow all to view and appreciate the arts within their everyday surroundings and help to maintain all student’s engagement with the arts beyond lesson delivery. This strengthen the respect and pride our students have towards each other and their school. 

At KS3, we expose students to a broad range of materials, processes and artists. Inspiring engagement with different cultures and the arts in the context of the wider world around them. Students are supported through the sequencing of lessons in forming and expressing personal and critical understanding of artwork, with the contextual knowledge and first-hand experience where possible. 

At KS4, Students lead their own learning through the ability to study within the 6 specialist areas offered at GCSE, these include: Art and Design, Ceramics, Fine Art, Graphic Communication, Photography and Textiles. This breadth of specialisms is unique both locally and nationally, providing our KS4 students the opportunity to work with inspirational teachers who are passionate about their subject specialisms and thus develop their own passion for the subject. The sequencing of lessons and projects enable students to gain a deeper understanding of the subjects, develop proficiency in practical skills and acquire the ability to create purposeful artwork of their own. 

At KS5, students focus their studies within 4 specialist areas, these currently include: Art, Craft and Design, Fine Art, Graphic Communication and Photography. This range of specialist areas and teaching allows for student engagement further with their chosen areas and push the boundaries of their chosen materials, building on their personal experiences from KS3 and KS4.

Students' projects at KS5 are self-driven, with students identifying personal and mature themes that drive students' investigations, experimentation and creative outcomes. Students are supported in producing work of professional standard, with prepares students in future progression within the creative arts sector and beyond. Students explore the role of leadership with the arts, curating their own sixth form exhibition which is open to the wider community in a professional context for students.

KS5 students are well informed regarding contemporary practice and further educational opportunities, and themselves are passionate about pursuing the subject further and pushing the boundaries of their personal practice as artists.  

The Art Scholarship

The intentions for our unique scholarship programme is to provide the opportunity for students to access and additional varied and vibrant extracurricular art education and experience within the visual arts. Our bespoke programme enables students to explore all areas of the arts in depth, working alongside visiting artists and experienced specialist artist teachers in the department. Our talented scholar students learn and also lead others, driving success of their own personal practice and their peers.

Art Learning Journey


Computer Science

The Computer Science department caters for students who come from a wide range of technological backgrounds, providing them with the skills and opportunities to become resilient and well-rounded digital citizens. Our aim is to facilitate all students in becoming critically minded individuals who are confident in their application of problem-solving skills. We promote the multi-disciplined nature of the Information Technology and Computer Science industries, which aims to foster and develop individuals who excel in the ever-changing world of technology and who are able to use a range of different technologies appropriately and effectively.

Computer Science Learning Journey


‘Dance to Inspire’ is our ethos within the department; aiming to inspire, motivate and challenge students in mastering and developing life-long skills as well as dance-specific skills. Creativity, confidence, commitment, resilience, organisation, leadership, team work and independence are just some of the attributes that are nurtured through the department from key stage 3 to key stage 5. We want students to feel safe and positive in the development of these skills, enabling them to take risks and push themselves beyond their own expectations both in lesson and within the wider community. 

As a department, we believe that valuing and nurturing each student individually is key; recognising each individuals’ needs and supporting them on their own personalised learning journey. We have high standards and aspirations for all and encourage students to only produce work that is their very best. We want them to be proud of their work and through continual reflection and refinement, celebrate their own and others’ achievements, however big or small.  

Along-with carefully tailored programmes of studies, there is a varied co-curricular provision, enabling students to further develop their application of practical, written and transferable skills. Multiple opportunities are provided for students to be involved in trips, workshops, showcases, productions and other creative disciplines within Performing Arts. Dance Ambassadors and Dance Scholars have opportunities to develop their leadership skills further; inspiring and working collaboratively with other students within the school through workshops and clubs. Former Valley Park dance students also return after professional training, as part of our Dance Alumni, to continue to inspire our younger students! 

The dedication to commitment and excellence that is shown within our dance community, generates a compelling, passionate and energetic atmosphere across our school and the wider community!

Dance Learning Journey

DT & Food Nutrition

Design and Technology at Valley Park allows our students to apply the knowledge and skills learned in other subjects, particularly Maths, Science and Art, to solve everyday problems and to explore different pathways and careers within the wider D&T world.

Students’ interests are captured through themed learning, ensuring that links are made in a cross curricular way, giving students motivation, and meaning for their learning. Design and Technology at Valley Park includes skills development with D&T principals and Food Technology at KS3, where students develop the critical thinking to explore our many pathways at KS4 and KS5.

The modules at Key stage 3 within both Design Technology and Food Technology draw on links to wider world concepts, such as the United Nations Global Goals, Food Provenance and aims to be adaptable to include modern and Up-to-date trends or themes.

Our aim is for students to have an experience that allows them to develop skills that will help them through life and not only if they choose the subject for KS5. We aim for our students to become critical thinkers and develop their communication and analysis skills whilst feeling challenged and having fun.

DT & Food Nutrition Learning Journey


From the start of their English journey students are immersed in an array of literature from Shakespeare to contemporary drama, poetry and prose cultivating a cultural appreciation of the literary arts. This wealth of imagined and real world texts encourages independent thought on the human condition, nurturing an understanding of the intricacies of their own world and what it means to be human. 

Students are exposed to new skills which enhance their awareness of the potential of language and equip them with the ability to make words their greatest power through both accurate writing and their spoken language. We aim to foster critical, confident and articulate students who are inquisitive, creative and have engendered an appreciation for the value of literature and a love of reading.

English Learning Journey


In the MFL department we transform students, who arrive with a disjointed range of foreign language experiences, into life-long language learners. Through a culturally-rich and stimulating curriculum, designed to challenge students of all abilities and interests, students learn to appreciate other cultures and celebrate differences. We ignite a passion for travel and exploration of the wider world whilst developing their sense of social responsibility. We instil students with the skills needed to pursue a language later in life whatever their academic choices.

French Learning Journey


Young geographers are able to explore both the physical property of Earth and the human societies that spread across it. Through their studies, students will become increasingly aware of complex geographical systems and understand similarities, differences and links between places. Young geographers understand current world affairs and consider different perspectives, thinking about their own place in the world and their rights and responsibilities towards it.

Geography Learning Journey

Health and Social Care

About 3 million people in the UK work in the health and social care sector, that is equivalent to 1 in every 10 people.  Demand for both health and social care is liable to continue to rise due to the ageing population, so it is undisputable that it plays a key role in UK society.  The demand for people to fill these vital careers will therefore continue to increase.  

The Health and Social care department will nurture every student through their journey to develop their resilience, expression and independence, growing into well-rounded individuals to succeed in today’s diverse society. Complimenting other subjects’ and the wider school, students will experience and study a vast range of Health and Social Care topic areas requiring them to demonstrate maturity and respect for others, coupled with high expectations means students will aspire to excellence. Students will become confident and fully prepared to manage their emotions for the many challenges and opportunities they face for their health and well-being, preparing them for life and inspiring them to work in Modern Britain.

Our intent is to provide a fluid and dynamic knowledge rich KS4 option curriculum, which gives learners, access and progress to KS5 and beyond. The course is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning whilst building on their experiences of SMSC during focus days in KS3. Year 9 students engage in a number of mini projects to begin with around a variety of different contemporary issues in health and social care inspiring curiosity for further knowledge. Students will ascertain research skills, using primary and secondary methods providing reliable evidence to use for supportive and critical arguments. These skills are developed through the Key stage in preparation for the application of the higher order thinking skills, evaluation and analysis required for KS5. Additionally, students benefit from experienced guest speakers from the local community to extend lessons beyond the classroom and support work related learning. This enables students to have a breadth of specialism outside of the course specification, giving them a real vocational experience. 

Students learn how people grow and develop over the course of their lives from infancy to later adulthood,the factors that may affect this, such as predicatable and unpredictable events. Students will analyse this impact from a positive and negative viewpoint, demonstrating empathy and applying knowledge through the use of case studies. The curriculum allows students to secure skills for their social development, through culture capital content understanding how people are individual and can adapt to changes using local and national health and social care support.

To support fluidity, the curriculum taught at KS5 is provided by the same awarding body as KS4.It does not limit progression options because the skills acquired are applicable to a range of future pathways.

Students will research health and social care services in their local community.  They will look at how people access the local health and social care services provided and the support that is given in the local community. Students will be given the opportunity to demonstrate and apply the key care values to scenarios  and develop skills in measuring and interpreting data about someone’s physiological health to design a care plan that will allow them to analyse and improve their health and wellbeing.  

Health and Social Care Learning Journey


We want to help young historians become critical thinkers, able to hold and justify informed opinions, and to use the mistakes and triumphs of the past to inform their futures. Our students will be able to use their historical knowledge to challenge what they see, hear and read, applying a critical eye to partisan claims. We want our young people to become tolerant and responsible members of a diverse society, with an awareness of the importance role played by women, LGBTQA+ and ethnic minorities in British, European and world history.

History Learning Journey


From the start of their mathematics journey, topics are sequenced coherently to provide students with a deep and lasting understanding of mathematical concepts. We want students to become fluent in the fundamentals of mathematics by retrieving concepts learned previously and applying connected steps which will develop to increasingly complex problems over time, enabling students to become skilled mathematicians. We want students to be enthused to develop their mathematical understanding and develop a love of learning in Mathematics.  Students will develop into inquisitive and resilient learners and be inspired by the subject.

Students will be equipped to reason mathematically by following a line of enquiry and will learn how to justify or prove using specific mathematical language. We want students to appreciate the power of mathematics and be able to use their knowledge confidently in their lives, within a range of contexts.

Mathematics KS3

Mathematics (Foundation) KS4

Mathematics (Higher) KS4



In Music, our intent is for students to become humble musicians:

  • Creative - Able to compose their own musical ideas
  • Articulate - Confident to describe music they hear; fluent in musical language
  • Respectful - Able to be considerate and encouraging of their peers, teachers and those performing in class, assembly or Music events
  • Enthusiastic - Willing to participate in music performance, and cultivate a growing love for a broad and varied range of music

Students will learn:

  • to perform on an instrument
  • to sing as part of an ensemble or alone
  • to compose music in a range of contexts
  • about a wide range of music from different cultures and time periods
  • to read and write using a range of different musical notations

Curriculum Sequence:


Music Learning Journey


At Valley Park School the intent of teaching Physical Education is to give students the tools and understanding required to make a positive impact in their own physical health as well as allow them to develop their social and emotional well-being.

This can provide the foundations for lifelong activity. We aim to provide an engaging and challenging curriculum that allows all students to achieve beyond their expectations. We want all students to feel they belong as part of a team, believe in their healthy potential and thrive physically, socially and emotionally.

We do this by developing the attitudes, skills and knowledge required to be a leader and provide memorable experiences throughout a student’s journey within Physical Education. This can be through recreational sport, competitive situations and residentials. Students will be provided with a variety of opportunities and experiences throughout their time at the school, challenging them both inside and outside the classroom.

We want all children to experience a wide variety of sports and physical skills which will enhance life-long fitness and life choices. PE can challenge and promote self-esteem through the development of physical confidence and problem solving. It can teach children to cope with both success and failure in competitive, individual and team based physical activities.

Students will develop physical, technical and tactical sporting skills; enhanced by an embedded focus on mental skills such as resilience, determination and confidence. There will be an emphasis on improving fitness in conjunction with health and well-being through knowledge and application.

We aim to ensure all students leave the school possessing the skills, motivation and knowledge to enjoy a lifelong engagement with sport and physical activity. We trust that our broad and innovative PE curriculum will allow students to develop their love of movement and sport well beyond their time with us.

PE Learning Journey

Performing Arts

In Performing Arts, we give our students the confidence to be themselves, encourage them to be self-motivated, committed and resilient learners, taking their independence, creativity, communication and problem solving beyond the studio and into their other classrooms and the wider world.   

We offer multiple co-curricular opportunities to explore performing arts giving students the chance to work with others beyond their class groups, forming friendships, demonstrating leadership and building a passion for performance.  Our students are not only creative and talented but open-minded and respectful, understanding and demonstrating empathy and the ability to picture themselves in a wide variety of situations, understanding how to communicate in the world of work and be upstanding members of a community. 

Performing Arts Scholarship Intent:

The intentions for our unique scholarship programme are to provide access to additional and exciting opportunities to develop skills and techniques for performance.  Scholars are selected based on aptitude and raw talent and given the space and motivation to develop their potential, through techniques classes and workshops, singing lessons, and multiple co-curricular opportunities, such as the School Productions and Dance and Drama Clubs.  

They are expected to be role models of behaviour demonstrating a thirst for learning across their curriculum and a particular passion for Performing Arts.  They are expected to contribute at least two hours of their time each week to developing in the Performing Arts through participation in the co-curricular opportunities offered. 

Performing Arts Learning Journey

Religious Studies

Religious Studies students gain a broadened world view, exploring important world issues from a variety of views and opinions. Students develop skills in looking at both sides of issues, arguments, and debates. They have opportunities to express their opinions of these matters. Students gain skills in empathy and develop critical understanding and thinking of world issues. Students explore deep questions about life, the world and what it means to be human.

Religious Studies Learning Journey


Science has changed our lives and is vital to the world’s future prosperity. We aim for all students to have the foundational knowledge and skills in order to be curious and enthusiastic about the natural phenomena around them. Whilst developing these key skills, they will be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, analyse causes and problem solve. We aim to develop the future critical thinkers and problem solvers.

Science Learning Journey