Curriculum & Assessment Overview

Our Curriculum Philosophy

Our curriculum, teaching and assessment strategy fosters an environment that inspires all students to stretch themselves and succeed. We prioritise a rich, well-rounded curriculum, where KS3 is treated as a journey of discovery to inspire curiosity. Guided by the Parkside Learning Line, teachers deliver structured, adaptive lessons tailored to all learners. Our assessment framework fosters resilience and empowers students to track their development. Rooted in our values, we support students in achieving their personal best, overcoming learning barriers, and building the character needed for the world beyond school.

Statutory Right of Withdrawal: Religious Studies

All young people have an entitlement to Religious Studies as part of the National Curriculum. At Parkside, our Religious Studies curriculum plays a vital role in developing well-rounded individuals, fostering critical thinking by encouraging students to explore diverse worldviews, beliefs and ethical frameworks. This not only promotes understanding and tolerance in our increasingly diverse society, but also equips students with the skills to analyse complex issues, engage in respectful dialogue and consider their own values and place in the world. Furthermore, it enhances their understanding of history, literature, and current affairs, as religion has significantly shaped global cultures and continues to influence contemporary events.
Parents and carers have a statutory right to withdraw their child, wholly or partly, from receiving religious education given in the school in accordance with the school’s basic curriculum.
Should this right be exercised, the school continues to be responsible for the supervision of a student withdrawn by parents/carers from religious education unless the student is lawfully receiving religious education elsewhere. This supervision should not incur any extra cost for the school (e.g. 1:1 supervision) nor does the school have a duty to provide alternative education. This includes giving over religious education lesson time to study other curriculum subjects.
We strongly encourage parents/carers to apprise themselves of the Religious Studies curriculum at Parkside and contact our Head of Faculty for Humanities prior to exercising their statutory right of withdrawal so that they can make an informed decision.
The right of withdrawal can be exercised by writing to the Principal, ensuring it is made clear whether it is from the whole of the subject or parts of it. The request should also include whether parents/carers want the pupil to receive an alternative form of religious education. A written record will be made of the request including discussion around the practical implications of the withdrawal and the outcome.

Statutory Right of Withdrawal: Sex Education

Relationships and Sex Education (RSE) is taught via our PSHCE curriculum. Through these topics, we want to support all young people to be happy, healthy and safe – equipping them for adult life and to be able to make a positive contribution to society.
Parents/carers are unable to withdraw a young person from relationships or health education. The Government outlines that the contents of these topics – such as family, friendship and safety (including online safety) are important for all young people to be taught.
Parents/carers do have the right to withdraw a young person from sex education delivered as part of RSE at Parkside which, unless there are exceptional circumstances, should be granted up to three terms before the young person turns 16. At this point, if the young person themselves wishes to receive sex education rather than being withdrawn, the school will make arrangements for this to happen in one of the three terms before the young person turns 16 – the legal age of sexual consent.
We strongly encourage parents/carers to apprise themselves of the sex education components of the curriculum at Parkside and contact our Head of Faculty for Humanities prior to exercising their statutory right of withdrawal so that they can make an informed decision.
The right of withdrawal can be exercised by writing to the Principal. A written record will be made of the request, including discussion around the practical implications of the withdrawal and the outcome.

How we assess & report on your child’s progress

Student Reporting and Progress Updates

We believe that clear communication with parents and carers is essential to supporting every student’s success. Throughout the academic year, you will receive structured updates on both your child’s academic progress and their daily engagement with learning.

Academic Progress Reports

Parents receive two Academic Progress Reports during the school year – a Mid-Year Academic Progress Report and an End-of-Year Academic Progress Report. These reports provide a clear update on your child’s academic knowledge and subject skill development:

Years 7 to 9 (Key Stage 3): Progress is reported against Age Related Expectations (AREs), indicating whether your child is performing Above, On, or Below the expected standard for their year group. You can find subject based AREs on our Year Group Curriculum pages.
Years 10 and 11 (Key Stage 4): Progress is benchmarked against your child’s personal Target Grade. You will receive a Projected Grade for each subject, showing the grade they are currently on track to achieve in their final GCSE examinations.

Engagement Reports

In addition to academic tracking, we monitor how consistently students demonstrate positive learning habits. Parents receive three Engagement Reports per year, which look at two core areas:

Ready to Learn: Evaluates a student’s organisation, punctuality, equipment and ability to follow essential classroom routines.
Independence: Evaluates a student’s active participation, effort, resilience when stuck and ability to work independently.

Together, these reports ensure you have a complete picture of your child’s progress and attitude to learning, helping us work in partnership to support their achievement.

Key Stage 3 Assessment
In Years 7, 8, and 9, we track and support student progress using Age Related Expectations (AREs). This framework provides a clear, transparent picture of your child’s academic growth throughout Key Stage 3.
How AREs Work
Within each subject, the curriculum is broken down into key assessment areas. Teachers regularly evaluate students on the core knowledge, understanding and skills required for their year group. This targeted approach helps both teachers and students pinpoint exactly where learning is secure and identify areas that require additional support or extra challenge.
Understanding the Grading System
To keep reporting clear and meaningful, progress within each subject area is measured using three simple grade descriptors:
Above: Demonstrating a deeper understanding and working beyond the expected standard for their year group.
On: Securely meeting the expected standard for their year group.
Below: Working towards the expected standard, with targeted support in place to help them build confidence and progress.
Our aim is to ensure every student is both supported and challenged at the right level. If you ever have questions about your child’s progress or how to support them at home, please reach out to their subject teachers.

Key Stage 4 Assessment
In Years 10 and 11, student progress is assessed directly against official GCSE Assessment Objectives across all subject areas. As students move through their courses, teachers continuously evaluate their subject knowledge, analytical skills and exam techniques against the criteria set by exam boards for their final qualifications.
Mock Examinations & Progress Tracking
To ensure students are thoroughly prepared for their final external examinations, they undertake two sets of formal mock exams each academic year.
These mock exam series serve a vital purpose:
Clear Insight: They provide students, parents, and teaching staff with an accurate picture of individual progress across every subject.
Targeted Focus: They highlight clear areas of strength as well as specific topics or skills that need further refinement before the real exams.
Exam Readiness: They build valuable exam room experience, helping students develop effective revision habits, time-management skills and confidence under timed conditions.
Through this structured framework of ongoing assessment and formal practice, we ensure every student receives the tailored guidance and support they need to achieve their full potential in their GCSEs.

Students

Staff

Parents/Carers

Curriculum & Assessment Overview

Our Curriculum Philosophy

How we assess & report on your child’s progress

Student Reporting and Progress Updates

Academic Progress Reports

Engagement Reports

How AREs Work

Understanding the Grading System

Mock Examinations & Progress Tracking

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