Curriculum
Our contact for curriculum and teaching and learning is:
Ms Adkins: madkins@woolwichpolygirls.co.uk
Ms Aubert: eaubert@woolwichpolygirls.co.uk
curriculum information
The vision of our curriculum is success for everyone. At Woolwich Polytechnic School for Girls, we aspire all pupils to excel, both academically and personally. The curriculum enables our pupils to know more, understand more and do more, empowering them to become leaders of their future lives. It reflects the diversity of the modern world, preparing them to become resilient and contributing members of society.
A successful Poly Student is one who is ambitious and has high expectations of her own learning. Through determination, being ready to learn and facing challenges, they will reach their full potential in all aspects of their education. They have a breadth of knowledge, skills and concepts and have developed skills of reading, writing and oracy. The successful Poly student is respectful, articulate, and ready to lead. A successful Poly student is ready for university, apprenticeships, and the world of work.
Woolwich Polytechnic School for Girls offers an ambitious curriculum which is designed to facilitate success for all of our students. We are committed to enabling all our students to enjoy learning and to become independent learners through the provision of a challenging and stimulating curriculum. Our curriculum is designed so that students can make interconnections between the various subject disciplines, hence stimulating a culture of curiosity and questioning. We aim to ensure that students reach or exceed their potential through a broad, balanced and inclusive curriculum provision which extends their knowledge and vocabulary; ensuring that they have the cultural mobility which will ensure progression.
Our students receive twenty-five 60-minute periods of timetabled lessons a week with the additional benefit from an extended curriculum via a range of clubs, activities and specialist subject lessons after school.
Our vision is to secure success for every student through consistently excellent teaching practice, rooted in evidence-informed pedagogy and a culture of professional trust, collaboration, and growth.
We believe that students achieve their best when teachers are empowered to refine their craft. Therefore, our focus is on ensuring that every lesson is purposeful, inclusive, and intellectually ambitious, enabling all learners to access, engage with, and master the curriculum.
Key Stage 3
We operate a three-year Key Stage 3. As well as the core of English, Maths and Science, all students study a Modern Foreign Language (French), Geography, History and EBC as well as Art, ICT, Design Technology, Drama, Music and Physical Education. Also, students take part in a weekly Personal Development programme.
Key Stage 4
Students make their option choices at the end of year 9 and will continue to enjoy a broad and balanced curriculum in years 10 and 11. All students study GCSEs in English Language, English Literature, Mathematics and Science, as well as taking part in a weekly Personal Development programme.
GCSE option subjects
Art, Business, Citizenship, Computing, Drama, Food and Nutrition, French, Geography, History, Health and Social, Music, Psychology, Religious Studies, Sociology, Sports Studies and Triple Science.
teaching and learning
Teaching and Learning
At the heart of our approach is a commitment to high-quality teaching for all our students to ensure success for everyone.
We prioritise:
- Clarity of instruction: teaching that is explicit, well-structured, and builds secure knowledge over time
- High expectations for all: a belief that every student can succeed with the right support and challenge
- Responsive teaching: using assessment to adapt teaching and meet learners where they are
- Inclusive practice: removing barriers so every student, regardless of background or starting point, can thrive
We recognise that excellent teaching is developed, not prescribed. As such, we foster a supportive, developmental culture where teachers:
- Engage in regular, low-stakes professional dialogue
- Collaborate to share best practice and refine subject pedagogy
- Reflect on their teaching using evidence and feedback
- Are supported to take informed risks and continuously improve
Our improvement processes are built on trust, consistency, and professional dialogue, not compliance. Feedback is constructive, focused, and actionable, enabling teachers to develop sustainably over time.
Ultimately, we aim to create a school where:
- Students experience consistently high-quality learning every day
- Teachers feel supported, valued, and committed to their development
- Pedagogy is continually strengthened through collaboration and reflection
Through this approach, we ensure that excellence in teaching drives equity in outcomes, and that every member of our community can succeed.