Curriculum Statement

Rhyl High School organises and delivers its curriculum in the way that best suits its circumstances and pupil needs, ensuring the delivery of a broad and balanced provision for all pupils. Our vision is for our pupils to be Good, Brave, Happy and Healthy and we continue to strive for all of our school community to have the highest of standards – ‘Being the best we can be’.

Year 7-9 Curriculum

In Years 7, 8 & 9 pupils study our Curriculum for Wales, incorporating the Four Purposes of the new Welsh Curriculum to develop: 

• Ambitious, capable learners 
• Ethical, informed citizens 
• Healthy, confident individuals 
• Enterprising, creative contributors 

This is made up of the 6 Areas of Learning and Experience, through a variety of subject lessons: 

The number of lessons for each subject varies depending on the year and set that a pupil is allocated to, based on their literacy ability. Pupils are set differently for Maths, and PE lessons only, depending on their ability in those subject areas. 

In addition to the above, Years 7 and 8 have Metacognition lessons and they have Philosophy for Children and/or Literacy skills lessons. In year 9, they have Study skills/Work Related Education (WWAL) lessons.  

Year 10 + 11 Curriculum 

In Years 10 and 11, pupils study the following compulsory subjects: 

• English Language and English Literature 
• Mathematics and Mathematics Numeracy 
• Science / Applied Science 
• Cymraeg 
• Physical Health and Wellbeing 
• Welsh Baccalaureate 
• Equality and Diversity 
• Work Related Education 

Pupils also choose to study 3 Option subjects from the list below:

In addition to the curriculum offer we have a range of other intervention provisions to compliment the curriculum and provide pupils with a broad range of experiences and life skills.  

*The Year 10 + 11 curriculum is under review as per the ’14 to 16 Learning guidance’ – Curriculum for Wales Framework statutory guidance. Changes will be implemented over the next 3 academic years (2025-26, 2026-27, 2027-28), in 3 Waves. 

Curriculum Delivery

All teachers within the school are expected to create an environment to enable high quality teaching to take place and focus on purposeful planning and feedback.  

Assessment as Learning, for Learning, and of Learning are an integral part of the curriculum delivery. 

12 pedagogical principles are utilised; these state that good learning and teaching:

1. Maintains a consistent focus on the overall purposes of the curriculum 
2. Challenges all learners by encouraging them to recognise the importance of sustained effort in meeting expectations that are high but achievable for them 
3. Means employing a blend of approaches including direct teaching 
4. Means employing a blend of approaches including those that promote problem-solving, creative and critical thinking 
5. Sets tasks and selects resources that build on previous knowledge and experience and engage interest 
6. Creates authentic contexts for learning 
7. Means employing assessment for learning principles 
8. Ranges within and across Areas 
9. Regularly reinforces the cross-curricular skills of literacy, numeracy and digital competence, and provides opportunities to practise them 
10. Encourages learners to take increasing responsibility for their own learning 
11. Supports social and emotional development and positive relationships 
12. Encourages collaboration 

Principles of Progression

The curriculum, supported by effective teaching and learning enables learners to make meaningful progress through: 

• Increasing effectiveness 
• Increasing breadth and depth of knowledge 
• Deepening understanding of the ideas and disciplines within the Areas 
• Refinement and growing sophistication in the use and applications of skills 
• Making connections and transferring learning into new contexts

Within Mathematics and Numeracy, the model of progression is based on the development of 5 interdependent proficiencies: 

• Conceptual understanding 
• Communication using symbols 
• Fluency 
• Logical reasoning 
• Strategic competence 

Skills Development 

The curriculum allows for the development of authentic cross-curricular skills for learners. All learning in any subject provides opportunities to develop: 

• Literacy 
• Numeracy 
• Digital Competency 
• Integral Skills 
• Creativity and Innovation 
• Critical thinking and problem-solving 
• Personal effectiveness 
• Planning and organising 

Opportunities are mapped across the curriculum to ensure they are coherent and progressive. These are indicated in ‘Curriculum Overviews’/Schemes of Work.  

Cross Cutting Themes

Opportunities are provided within the curriculum across the range of subjects to promote: 

• RSE  
• Human Rights 
• Diversity 
• Careers and work-related experiences 
• Local, national and international contexts 

Experiences, Context and Extra-curricular

We aim to provide extensive curriculum opportunities and experiences both within and beyond the classroom. Through these, students have opportunities to develop skills, competencies and wider learning. 

The non-formal and informal curriculums offer an extensive range of residential experiences, clubs (hobbies/sports activities), societies, charities, work experience and other curriculum enrichment opportunities for all pupils. These also offer opportunities for students to gain qualifications.