Royal High Middle School Curriculum 2026-27

Middle School Curriculum information for Years 5–8

2026–28

Designed for Girls. Built for the Future.

Contents

Middle School Curriculum Learner Qualities English Mathematics Science Classics History Geography Religion & Philosophy Modern Foreign Languages

4 5 6 8 10 12 14 16 18 20

Computer Science Design Technology Food Technology Textiles Problem Based Learning Physical Education Art Drama Music

20 24 26 28 30 32 34 36 38

Royal High Middle School Curriculum The Middle School curriculum at Royal High Bath is designed to build confidence, curiosity and independence, combining academic rigour with creativity and personal development. From Year 5 through to Year 8, pupils progress from strong foundations into increasing subject depth and specialism, preparing them confidently for Year 9 and GCSE pathways and on into our future focused Sixth Form for A Level studies.

How the Curriculum Progresses Years 5–6 | Discovery & Foundations Curiosity driven, thematic learning Core skills built across all subjects Specialist teaching introduced gradually Strong emphasis on creativity, collaboration and exploration

Years 7–8 | Depth & Independence

Subject Areas Core Academic Subjects English Mathematics Science Humanities & Social Sciences Classics History Geography Religion & Philosophy Languages, Technology & Applied Learning Modern Foreign Languages Computer Science Design Technology Food Technology Textiles Problem Based Learning Physical Education Creative & Performing Arts Art Drama Dance Music

Subject specialist teaching throughout Increased analytical and technical challenge Greater pupil ownership and responsibility Preparing for choice and pathways in Year 9

What Makes Royal High Distinctive?

Our Learner Qualities ensure girls develop skills to excel Breadth with depth across academic, creative and practical subjects Girl centred learning, valuing voice, ambition and originality Skills for life: communication, teamwork, resilience and leadership Experiential learning, enriched by co-curricular opportunities and trips

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Learner qualities At Royal High we equip our students with the skills they need to thrive and adapt in a rapidly changing world.

We focus all our learning activities, both inside and outside the classroom, through the lens of our Learner Qualities – a set of six character traits.

These are promoted so that RHB girls can flourish while in education and beyond. We encourage them to work hard, to engage in exploring new ideas and to develop a mindset that will help them reach their full potential.

It is our aim that they will become lifelong learners who will use their knowledge and skills to enable them to gain success, happiness and the desire to make a difference, in the present and in the future.

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English English sits at the heart of learning at Royal High.

We believe deeply in the power of the written and spoken word and are passionate about sharing this love with our students. Through an unapologetically literature centred curriculum, girls develop strong reading, writing and speaking skills alongside curiosity, confidence and empathy.

Across the Middle School, students encounter a rich and diverse range of texts including poetry, drama, prose and non fiction. We balance classic literature with contemporary writing, and champion voices from a wide range of cultures and perspectives. English lessons encourage independent thought, collaboration and a genuine enjoyment of language.

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Year 5 English nurtures a love of reading, writing and discussion. Girls explore a wide range of high quality texts, from classic stories to modern fiction and poetry, developing their skills as thoughtful and perceptive readers.

Writing is purposeful and creative, with pupils experimenting with storytelling, descriptive writing, poetry and non fiction, often linked to their wider thematic learning. A strong focus on grammar, spelling and comprehension ensures pupils build a secure foundation while gaining confidence in expressing ideas clearly and imaginatively.

Year 6 Pupils deepen their engagement with texts and craftsmanship in writing.

They are encouraged to question, interpret and debate what they read, developing confidence in articulating ideas both orally and in writing.

Writing becomes increasingly ambitious as girls refine structure, vocabulary and style, learning how to shape their work for different audiences and purposes. By the end of Year 6, pupils are confident communicators – articulate speakers, reflective readers and imaginative writers – well prepared for the next stage of Middle School.

Learner Qualities English at Royal High encourages brave, inquisitive readers through a strong commitment to ambitious, accessible fiction beyond children’s literature. In Years 7 and 8, dedicated library lessons foster reading for pleasure, with opportunities to share recommendations, explore new genres and stretch ambition, guided by teachers and the librarian. Reading challenges inspire curiosity and confidence.

Communication skills – active listening, critical thinking and empathy – are integral to the subject. Diverse texts, often from other cultures or addressing challenging issues, promote mature debate, compassion and holistic personal development alongside academic growth.

Year 7 Students enjoy a broad and stimulating literary diet, from ancient origin stories to modern and gothic fiction, alongside drama and non fiction.

There is a strong focus on developing analytical reading skills, including understanding language choice, structure and context.

Students also build skill and confidence in critical and creative writing, as well as speaking and listening, gaining greater independence in developing and expressing ideas. Topics may include autobiographical writing and curated anthologies that expose pupils to a range of voices.

Year 8 Pupils continue to develop greater technical control and independence.

They may explore how women are represented in literature or study radical writing from different moments in history, deepening their understanding of perspective and context.

The focus sharpens on crafting thoughtful, coherent responses and developing a personal critical voice, preparing pupils for the academic demands of Year 9 and beyond. A love of reading continues to underpin classroom learning, with library lessons once a fortnight supporting independent reading journeys.

Co-Curricular Opportunities English is enriched through a range of co-curricular activities, including Debating Society, creative writing groups such as The Write Space, theatre trips and visiting authors. Crosscurricular projects with subjects such as Drama, Music, Art and History further enhance learning and inspire a lifelong love of English.

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Mathematics Mathematics at Royal High is lively, challenging and collaborative. We believe that mathematics is not a spectator sport: pupils are encouraged to discuss, question, take risks and make connections, developing confidence and resilience alongside strong mathematical understanding.

Our curriculum is taught using a spiral approach, where key concepts introduced in Year 5 are revisited and extended each year. This ensures depth, fluency and a growing appreciation of how mathematical ideas interconnect and apply to the world around us.

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Year 5 Pupils build secure foundations in number, calculation and reasoning while beginning to explore more complex ideas. Girls develop confidence with fractions, decimals and percentages, alongside problem solving activities that encourage logical thinking and clear explanation.

Lessons are interactive and collaborative, with pupils learning to justify their methods, work productively in teams and apply their learning to real world contexts. Curiosity and perseverance are nurtured from the outset.

Year 6 Pupils extend and deepen their understanding across number, algebra and reasoning. Topics such as ratio, introductory algebra and more complex problem solving are introduced, alongside continued work on fluency and accuracy.

Learner Qualities Our Learner Qualities are at the very core of everything we do in Mathematics! We place emphasis on tenacity, perseverance and risk taking.

Girls learn there are often a number of ways to solve a problem. They develop skills to try new approaches if at first they don’t succeed. They explore different avenues, communicating and debating appropriate techniques and provide convincing and well constructed mathematical arguments and justifications.

Girls are challenged through rich, multi-step problems that require creativity and resilience. By the end of Year 6, pupils are confident mathematicians who approach challenge positively and are well prepared for the transition to subject specialist teaching.

Year 7 Mathematics broadens significantly. Pupils begin in mixed ability groups, exploring fractions, decimals, percentages, algebraic techniques and geometry, including area, volume, transformations and symmetry.

Statistics are introduced as a tool for analysing and interpreting data.

Midway through the year, pupils move into teaching groups aligned to confidence and experience, allowing targeted support and appropriate challenge while maintaining high expectations for all learners.

Year 8

Co-Curricular Opportunities Mathematics is enriched through a wide range of extension activities, including the UKMT Mathematics Challenge, university masterclasses and cross-curricular STEM projects.

Events such as Pi Day and Women in Engineering highlight the relevance and wide ranging opportunities mathematics can offer.

Pupils strengthen and apply their skills in algebra, number and geometry, solving problems in increasingly unfamiliar contexts. There is a strong focus on mathematical language, precision and clear communication of ideas.

More advanced concepts are introduced, including index laws and standard form, probability, Pythagoras’ Theorem, and bearing and constructions. Pupils begin developing the skills and techniques required for success at GCSE level.

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Science Science at Royal High inspires curiosity, critical thinking and a deep understanding of the world. Through engaging lessons and hands on investigation, girls develop a strong grasp of the principles of Biology, Chemistry and Physics, alongside the skills needed to question evidence, test ideas and think analytically.

Across the Middle School, practical enquiry sits at the heart of learning. Pupils are encouraged to explore, experiment and evaluate, enabling them to become confident, inquisitive scientists who are well prepared for further study.

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Year 5 Science is taught through rich thematic learning, encouraging curiosity and enquiry. Pupils begin by exploring the properties and changes of materials, testing, classifying and separating substances through practical investigation.

They go on to study states of matter and the water cycle, often through Arctic themed enquiries, before exploring living things and habitats, including classification, adaptation and environmental change. Later in the year, pupils investigate Earth and space, learning about the movement of the Sun, Earth and Moon, before concluding with a study of forces, exploring gravity, friction and simple machines through hands on experiments.

Year 6 Pupils develop deeper scientific understanding through more analytical study. They begin with light, investigating how it travels, how we see and how shadows and reflections are formed.

This is followed by an in depth study of the human body, including the circulatory system and the effects of lifestyle on health, often linked to historical contexts such as World War II. Pupils then explore forces in greater detail, before studying evolution and inheritance, including fossils and adaptation. The year concludes with investigations into microorganisms and electricity, where pupils design and test circuits while considering sustainability and renewable energy.

Year 7 Pupils study science with a single specialist teacher, building strong foundations across Biology, Chemistry and Physics. Lessons combine theory, practical work and creative projects, allowing pupils to communicate ideas through models and presentations on topics such as cells, the solar system and acids and alkalis.

This year supports the development of scientific vocabulary, experimental design and confidence in communicating findings.

Year 8 Science teaching becomes more specialised, with pupils studying Biology, Chemistry and Physics as separate disciplines, usually taught by subject specialists. This structure prepares pupils for the transition to GCSE study in Year 9, while securing key knowledge and practical skills.

Learner Qualities Students are encouraged to ask questions and challenged to think critically about what they are learning. They develop problem-solving and reasoning skills, teamwork, collaboration skills and mathematical skills (including handling data, using equations and plotting graphs).

Co-Curricular Opportunities The Science Faculty offers a rich range of co-curricular opportunities that extend learning beyond the classroom.

A lively Science Club for Years 5–8 includes a wide variety of practical and enjoyable activities, with previous members attending the Salter’s Festival of Chemistry at a local university, achieving notable success in competitive challenges. Gardening Club for Key Stages 2 and 3 supports budding horticulturalists, with plants grown for enjoyment and charity sales.

For older students, the Year 9 and 10 CREST Club develops teamwork and communication through ambitious projects, from sustainable housing design to improving sanitation in partner schools in Kenya and Cambodia. Investigations are wide ranging and imaginative, and Dissection Club, open to all year groups, offers hands on exploration of anatomy across a variety of organisms.

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Classics In the Middle School, pupils are encouraged to learn about the Classical World. Through Classical Civilisation and Latin, girls explore the ideas, stories and languages that have shaped history, culture and modern society, developing curiosity, analytical thinking and a love of intellectual challenge.

Classical Civilisation is taught from Year 5 to Year 8, with Latin introduced in Year 7 and developed further in Year 8, providing strong foundations for future study.

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Year 5 Classical Civilisation is woven into the wider thematic curriculum.

Girls are introduced to the ancient Greek and Roman worlds through mythology, daily life, art, architecture and storytelling, exploring how ancient civilisations lived, what they believed and why their ideas still matter today.

Links are made across subjects such as History, English and Art, helping pupils build curiosity and cultural awareness.

Year 6 Pupils deepen their understanding of classical culture through more structured exploration of Greek and Roman society. Topics include religion, entertainment and everyday life, with increased emphasis on comparison, interpretation and questioning.

Learner Qualities The study of Classics develops vital learner qualities. Students demonstrate compassion, kindness and intellectual spark as they imagine lives and choices in the ancient world. They are inquisitive and collaborative, sharing ideas through discussion, presentations and debate.

Reflective and analytical thinking is strengthened through the close study of classical language and culture, while courage and resilience are fostered as students rise confidently to the challenges of each discipline.

By the end of Year 6, girls are well prepared to begin formal language study.

Year 7 Pupils begin Latin, studying Stages 1–5 of the Cambridge Latin Course Book 1. Through the story of Caecilius and his family in Pompeii, students build confidence in vocabulary, grammar, cases and declensions.

Alongside language study, girls explore Roman society, theatre and the roles of women, making connections between the ancient and modern worlds.

Year 8 Pupils continue Latin with Stages 6–12, developing their understanding of the imperfect and perfect tenses and the dative case. Cultural study deepens through investigations into gladiatorial games, Roman baths, education and daily life, alongside the eruption of Mount Vesuvius.

Co-Curricular Opportunities Classics is enriched through Myth Club, the Classical Symposium, Roman Day with Legio Augusta, and the Festival of Latin Drama. With Aquae Sulis on our doorstep, pupils visit the Roman Baths to handle artefacts.

Overseas trips in Year 8 and above have included the Bay of Naples, bringing learning vividly to life.

As they move into Year 9, pupils may choose Classical Civilisation, Latin, or Greek and Latin.

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History History at Royal High inspires curiosity about the past while developing the critical skills needed to understand the present. Through a carefully structured curriculum, pupils build a strong sense of chronology, explore British and global history, and learn how historians investigate, interpret and debate evidence.

Across the Middle School, girls are encouraged to ask thoughtful questions, analyse sources and consider multiple perspectives, developing confidence as reflective and analytical historians.

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Year 5 History is brought vividly to life through rich and engaging topics that introduce pupils to the ancient and early medieval worlds. Girls explore the lives and legacies of the Anglo Saxons and Vikings, examining how these groups shaped Britain through settlement, conflict and culture.

Later in the year, pupils study the achievements of the Ancient Greeks, including democracy, philosophy and the arts. Through these topics, girls develop essential historical skills such as enquiry, comparison and interpretation, while beginning to understand continuity and change over time.

Learner Qualities Reflective skills are crucial to our students’ development as historians. In addition, we always encourage our students to be inquisitive in project work which also develops presentation and collaborative skills. Finally, we value bravery: over the three years, the girls will have studied courageous women who have dared to be different.

Year 6 Pupils encounter more complex and thought provoking periods of history.

A key focus is World War II, where girls explore its causes, impact on Britain and the experiences of individuals living through conflict.

Alongside this, pupils study influential figures such as Charles Darwin and Mary Anning, learning how individuals can shape scientific and historical understanding. Themes of change, innovation and human experience run throughout the year, helping pupils consider how the past continues to influence the world today.

Year 7 Beginning with 1066 and the Norman Conquest, pupils examine why William was victorious and how he consolidated power. Pupils then explore medieval life, the reign of King John and the signing of the Magna Carta.

Co-Curricular Opportunities History is enriched through trips, theatre visits and partnerships with other departments. Pupils visit Berkeley Castle in Year 7 and take part in workshops on the Transatlantic Slave Trade in Year 8, preparing them for future learning such as the Year 9 First World War battlefields trip.

A strong emphasis is placed on developing core historical skills, including essay writing, source evaluation and understanding how interpretations of historical events can change over time.

Year 8 Pupils move into the Early Modern period, studying the Tudor and Stuart monarchs, the English Reformation and the Civil Wars. They also explore the beginnings of the British Empire and the history of slavery, alongside the lives of ordinary people, including research into Black Tudors.

A fascinating module on witchcraft encourages pupils to consider social and cultural explanations for the persecution of women, developing empathy and critical insight in preparation for further study.

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Geography Geography at Royal High opens pupils’ eyes to the beauty, complexity and challenges of the world they live in. Through the study of both physical and human geography, girls develop a strong understanding of places, environments and global issues, while building the analytical and investigative skills needed to become informed global citizens.

Our Geography Department is recognised as a National Centre of Excellence for Geography Teaching and is a leader in the use of GIS (computer mapping), ensuring learning is engaging, relevant and forward looking.

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Year 5 Pupils build a strong foundation in physical geography through hands on and enquiry based learning. Girls investigate the globe and explore key processes that shape the Earth, including mountains, volcanoes and the water cycle.

They learn how natural systems interact and develop essential map skills, helping them understand the physical world and their place within it.

Curiosity and questioning are actively encouraged, laying the groundwork for deeper geographical thinking in later years.

Year 6 Geographical understanding expands to a more global and contemporary context. Pupils explore regions such as South America, developing confidence in mapwork and spatial awareness while learning about settlements and land use.

Girls also examine key global challenges including plate tectonics, climate change and sustainability, encouraging them to think critically about the future of the planet. By the end of Year 6, pupils are thoughtful and informed geographers with a growing awareness of human environment interactions.

Year 7 Students begin to explore geography from local to global perspectives, building key skills in map interpretation and developing their understanding of GIS computer mapping. Pupils examine environmental issues such as plastic pollution and deforestation, considering their causes, impacts and possible solutions.

The year also includes a focus on river systems and flooding, helping pupils understand physical processes and their effects on communities around the world.

Year 8

Learner Qualities Geography at Royal High embeds learner qualities throughout the curriculum.

Students collaborate to solve real-world problems, from rainforest management to sustainable development.

They are reflective thinkers, setting targets and refining their work, and engage thoughtfully with sensitive social and environmental issues, encouraging kindness and global awareness. Inquisitiveness about the world is actively fostered, while courage is developed through independent fieldwork design, data collection and analysis.

Co-Curricular Opportunities Geography is enriched through lunchtime clubs focused on technology, geopolitics and debate. Pupils benefit from exciting overseas trips, with recent destinations including Italy, Morocco and Iceland, bringing classroom learning vividly to life.

Pupils focus on sustainability and consumption, exploring the environmental and social impacts of the fashion industry. They then investigate weather and climate systems, including extreme weather events and how these can be managed.

This learning links to the carbon cycle and the ways in which human activity is disrupting natural systems. The course encourages pupils to reflect on personal responsibility and global interdependence, preparing them well for further study in Year 9.

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Religion & Philosophy Religion and Philosophy at Royal High encourages girls to explore big questions about belief, meaning, values and ethics in a thoughtful, respectful and enquiring way. Through the study of world religions alongside philosophical and ethical questions, pupils develop critical thinking, empathy and the ability to reason clearly and articulate ideas with confidence.

Lessons are discussion based and inclusive, creating a safe environment in which girls are encouraged to ask questions, challenge assumptions and consider different perspectives while reflecting on their own values.

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Year 5 Pupils are introduced to Religion & Philosophy through the exploration of key beliefs, symbols and practices within Christianity and Judaism.

Girls examine sacred texts, places of worship and stories of creation, considering how religious beliefs influence the way people live their lives.

Through discussion, storytelling and enquiry based activities, pupils are encouraged to reflect on themes such as belonging, morality and faith, developing respect for different viewpoints and a growing curiosity about the diverse world around them.

Year 6 Pupils deepen their understanding of religious belief and practice while beginning to engage more explicitly with philosophical questions.

They explore ideas about right and wrong, the role of religion in community life and how beliefs shape identity and behaviour.

Girls are encouraged to express and justify their own ideas, listen closely to others and build confidence in debating thoughtfully and respectfully.

By the end of Year 6, pupils have developed strong foundations for more analytical study in the Upper Middle School.

Learner Qualities This subject invites students to think deeply: analysing ideas, developing clear explanations and reaching well reasoned conclusions through evaluation. Discussion is central, encouraging students to explore a wide range of viewpoints, including those that challenge their own, and to articulate ideas with clarity and conviction. Respect and empathy for differing beliefs, traditions and perspectives underpin all learning. When engaging with complex ethical and philosophical questions, students build tenacity and perseverance, developing confidence in tackling intellectual challenge with thoughtfulness and resilience.

Year 7 The Year 7 course introduces a broader range of Religion & Philosophy skills and topics. Pupils begin with “Beginnings”, exploring creation stories from different cultures and religions and learning how to analyse and compare belief systems.

They go on to study aspects of Hindu beliefs and practices, before considering ethical questions such as attitudes to animals. The year concludes with a creative project produced for the NATRE Spirited Arts competition, encouraging pupils to express ideas through art and reflection.

Year 8

Co-Curricular Opportunities Religion & Philosophy is enriched through Philosophy Club, where pupils come together to discuss big questions informally, developing confidence in reasoning, listening and respectful debate.

In Year 8, the main focus is Ethics. Pupils explore moral choices and values before studying Martin Luther King and the Civil Rights Movement, examining justice, equality and non violence.

They investigate Sikhism, with particular emphasis on Sewa (selfless service), and study Christian beliefs surrounding sin and salvation.

The year concludes with a focus on justice and human rights, including a project on the work of Amnesty International, preparing pupils well for further study in Year 9.

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Modern Foreign Languages Learning languages at Royal High is dynamic, inclusive and confidence building. Throughout the Middle School, girls study French, Spanish and Mandarin, developing communication skills alongside curiosity about other cultures and ways of life. Language learning supports not only linguistic ability, but also confidence, cultural understanding and global awareness.

Our approach places an emphasis on speaking and listening, while steadily building reading and writing skills. Pupils are encouraged to take risks, express ideas and enjoy using language in meaningful, real life contexts.

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Year 5 Pupils begin their language journey through French, taught in a lively and engaging way. Girls develop essential conversational skills, learning to greet others, introduce themselves, count, and talk about familiar topics such as animals, colours, seasons and weather.

Lessons focus on building confidence in speaking and listening, supported by simple reading and writing activities. Cultural learning is woven throughout, introducing pupils to French traditions and everyday life. By the end of the year, girls are enthusiastic linguists with a strong foundation in pronunciation and basic sentence structure.

Year 6 Pupils build on their French knowledge with increasing independence and complexity. Vocabulary expands to include topics such as numbers, planets, towns, food and nationalities, while girls learn to form longer sentences using adjectives, connectives and key verb structures.

Practical activities such as roleplay, presentations and real life scenarios – for example shopping or ordering in a café – help pupils gain confidence and fluency. Cultural exploration continues through learning about Francophone countries and customs.

Year 7 Pupils study French and Spanish throughout the year and enjoy taster lessons in Mandarin. They develop listening, reading, writing and speaking skills across a growing range of topics, including school life, free time, technology, music and daily routines.

By the end of Year 7, pupils can understand short texts and communicate information and opinions both orally and in writing.

Year 8 Pupils choose two languages from French, Spanish and Mandarin. They begin working with different time frames, developing the ability to communicate more complex ideas and respond to longer texts.

Emphasis is placed on building accuracy, confidence and spontaneity in spoken language, preparing pupils for successful progression to GCSE study in Year 9.

Learner Qualities In Modern Foreign Languages, students build strong collaborative and communication skills, expressing extended ideas and opinions, discussing confidently with peers and presenting in the target language. Creativity is central to learning, as students explore language through culture, becoming chefs, designers, singers and artists.

Digital learning on the Sanako Connect platform encourages independence, curiosity and innovation. Students are supported to be brave learners, embracing challenge through activities such as speaking competitions. Using the target language in pairs, groups and whole class settings builds confidence, resilience and a genuine enjoyment of language learning

Co-Curricular Opportunities Language learning is enriched through MFL Club, cultural activities, competitions such as language karaoke, and opportunities to explore international food, film and music. These experiences encourage girls to enjoy languages beyond the classroom and grow as confident, outward looking communicators.

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Computer Science As technology continues to transform the world around us, Computer Science at Royal High equips girls with the confidence, knowledge and skills to thrive in a digital future. Our curriculum challenges stereotypes and encourages girls to become creative, capable and responsible users and creators of technology.

In Years 5 and 6, pupils receive one hour of Computer Science each week. In Years 7 and 8, lessons are timetabled for two hours per fortnight.

Across all year groups, learning is structured around four key areas: coding, connecting, communicating and collecting.

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Year 5 Girls build strong foundations through practical and engaging activities.

They are introduced to coding using platforms such as Scratch, alongside robotics and Bebras challenges, creating games and interactive projects that develop logical thinking and problem solving skills.

Pupils also learn how to communicate ideas digitally through presentations, videos and simple websites. A strong emphasis on online safety ensures girls understand how to use technology responsibly, exploring identity, privacy and wellbeing in the digital world.

Year 6 Pupils develop greater confidence and independence as they extend their coding skills and explore data handling through spreadsheets and databases. They strengthen digital literacy through file organisation, basic design and image editing, learning how to present information clearly and effectively.

Online safety remains a key focus, supported by programmes such as Project Evolve and Internet Legends. By the end of Year 6, girls are confident, creative and responsible users of technology, well prepared for the next stage of learning.

Year 7 The curriculum broadens as pupils are introduced to Python programming, developing computational thinking and understanding how algorithms work. This provides a strong foundation for future study.

Essential digital literacy skills are developed, learning to use Microsoft Teams, OneDrive and OneNote effectively. They organise information, collaborate online and analyse data using spreadsheets, becoming confident digital learners.

Year 8 Pupils deepen their understanding of how technology underpins modern society. They explore artificial intelligence, building simple machine learning models and considering the ethical challenges AI presents.

Learner Qualities Computer Science develops confident, independent problem solvers. Students learn that there are often multiple pathways to a solution, building resilience and adaptability as they search, test and refine ideas. Girls are encouraged to be brave, creative and inquisitive, exploring new technologies with confidence.

Reflective self evaluation is an integral part of the process, helping students recognise the skills they have developed and the progress made through each project.

Co-Curricular Opportunities Computer Science is enriched through a wide range of co-curricular activities, including the national Bebras Computational Challenge and cyber competitions such as CyberGirls and CyberExplorers.

Lunchtime clubs offer access to Micro:bits and Raspberry Pi computers, while wider opportunities include Girls in Tech and Unlock Cyber university days and visits to the National Museum of Computing.

Students also study key computing fundamentals, including networks, systems, the cloud and binary, learning how digital systems work and how to stay safe from cyber threats. By the end of Year 8, girls are well prepared for GCSE level computing and related subjects.

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Design Technology Design Technology at Royal High is creative, practical and forward thinking. Pupils are encouraged to design with purpose, solve problems creatively and develop the technical skills needed to turn ideas into high quality outcomes. Across the Middle School, girls learn to think like designers and makers, building confidence, resilience and an understanding of how design impacts the world around them.

The curriculum combines traditional making skills with modern design and manufacturing techniques, preparing pupils for future study and real world applications.

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Year 5 Design Technology is closely linked to thematic learning, giving projects real purpose and context. Girls are introduced to the design process, learning how to research, plan, make and evaluate their ideas.

They work with a range of materials and simple mechanisms, developing skills in measuring, cutting, joining and finishing. Emphasis is placed on creativity, problem solving and teamwork, helping pupils take pride in producing thoughtful and well made outcomes.

Year 6 Pupils build on these foundations through more challenging projects that encourage innovation and independence. Girls further refine their practical skills while considering the needs of users and the effectiveness of their designs.

Evaluation plays an increasingly important role, with pupils reflecting on how well their products meet design criteria and how improvements could be made. By the end of Year 6, pupils are confident young designers, well prepared for specialist workshop teaching in the Upper Middle School.

Year 7 Pupils develop core technical skills through a range of focused projects.

They are introduced to 2D design and metalwork by designing and casting a pewter pendant, before learning essential handtool skills through the creation of a jewellery box.

Later in the year, pupils explore plastics and modern manufacturing techniques through vacuum forming, designing and producing chocolate moulds. Each project builds confidence, precision and understanding of materials and processes.

Learner Qualities As a designer, students need to be empathetic in understanding their intended user needs.

The students follow the iterative design process which encourages the students to be a critical thinker, a problem solver and to push boundaries to take risks with their ideas.

The students then test their thinking and reflect upon what they have learnt, to develop and refine their ideas to a final solution.

Co-Curricular Opportunities Design Technology is enriched through open workshop sessions, design competitions and practical clubs. Pupils are encouraged to explore personal projects and extend their skills beyond the classroom, with opportunities for recognition and awards.

Year 8 Pupils are given greater creative freedom as they design and manufacture lamps. They develop more advanced workshop skills, learning complex joints and construction techniques while following a standard frame.

Individually designed lamp shades allow pupils to incorporate personal ideas, materials and finishes. This project encourages originality, independence and pride in craftsmanship, preparing pupils well for the increasing complexity of Design Technology in Year 9.

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Food Technology Food Technology at Royal High equips girls with essential life skills, helping them develop confidence, independence and a lifelong understanding of food, nutrition and healthy choices. Through practical, hands on learning, pupils discover how to plan, prepare and cook a wide range of dishes safely and successfully, while developing an awareness of sustainability, seasonality and food provenance.

Food Technology is taught within thematic learning in Years 5 and 6, before becoming a specialist subject in Years 7 and 8, where practical skills are developed in greater depth.

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Year 5 Girls experience Food Technology as part of their wider thematic curriculum, giving real purpose and context to their learning. Through practical activities, pupils learn key skills such as safe food preparation, basic knife skills and following recipes.

They begin to explore simple nutrition, presentation and flavour combinations, while developing good habits around hygiene and safety in the kitchen. These experiences help build confidence and curiosity, laying strong foundations for more independent cooking in later years.

Year 6 Pupils further develop their practical skills and independence in the kitchen. Girls continue to practise safe working methods while experimenting with recipes, ingredients and presentation.

Learner Qualities The students learn Food Technology in many ways.

Through practical work they learn by experience and develop excellent evaluation skills independently or through whole class feedback after a practical.

They work collaboratively doing food-based investigations and discussions and learn about the food cultures of other countries through Food Tech lets us learn a lot more about not just making the food but also learning WHY it’s made and what other things are hidden behind what we eat every day.

There is a growing focus on balanced eating, thoughtful food choices and understanding nutrition, helping pupils make connections between food, health and wellbeing. By the end of Year 6, girls are confident and capable, well prepared to apply their skills in specialist Food Technology lessons in Year 7.

Year 7 Food Technology is taught as a specialist subject with a strong practical focus. Pupils develop the core skills needed to cook meals independently, including knife skills, sauce making, meat cookery and adapting recipes.

Girls learn how to use kitchen equipment safely and effectively, alongside an introduction to nutrition, the Eatwell Guide and the importance of hygiene. Practical lessons are supported by demonstrations and experiments that deepen understanding and build confidence.

Year 8

Co-Curricular Opportunities Food Technology is enriched through lunchtime cookery clubs, competitions such as MasterChef and Bake Off, and visiting speakers who share expertise and inspiration. These opportunities encourage creativity, confidence and enjoyment beyond the classroom.

Pupils explore staple foods and develop more advanced practical skills. Girls prepare a wide range of dishes from scratch, learning how to adapt recipes to suit taste, culture and dietary needs without compromising quality.

They focus on combining flavours, investigating ingredients and making informed choices, producing dishes such as bread, pasta, fishcakes and Swiss roll. These skills prepare pupils well for the more science based approach to Food Technology in Year 9 and GCSE study.

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Textiles Textiles at Royal High is creative, practical and inspiring. Through an innovative and hands on curriculum, girls are supported to develop confidence as designers and makers while building valuable skills in craftsmanship, creativity and problem solving. Pupils learn to work with a wide range of materials and techniques, developing pride in producing thoughtful, high quality textile outcomes.

Textiles is closely linked to thematic learning in Years 5 and 6, before becoming a specialist subject in Years 7 and 8, where technical skills and creative independence are developed further.

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Year 5 Textiles forms part of the wider thematic curriculum, giving projects clear purpose and real world relevance. Girls are introduced to key skills including basic hand stitching, appliqué and simple fabric manipulation, learning how to combine creativity with careful construction.

Projects encourage experimentation and imagination, helping pupils develop confidence while gaining an understanding of how textiles are used for decorative and functional purposes.

Year 6

Learner Qualities In Textiles, the Learner Qualities are an integral part of our course which allow us to challenge the students and push boundaries with their products. Following the iterative design process, the students research and explore their topics. We encourage them to take risks and problem solve to work out how to make their designs before refining them to a final solution.

Pupils build on their skills with greater independence and precision.

A highlight of the year is the Make Do and Mend project, where girls repurpose and recycle materials to create imaginative textile outcomes.

This project reinforces themes of sustainability, creativity and problem solving, while developing pride in craftsmanship. Pupils learn to evaluate their work and make improvements, strengthening both technical skill and creative confidence in preparation for specialist teaching in Year 7.

Year 7 Pupils focus on developing core textile techniques. They explore a range of traditional skills including hand sewing, embroidery, embellishment and appliqué, alongside learning how to use sewing machines, which is always a source of excitement.

Girls design and manufacture a decorative cushion inspired by the work of Yinka Ilori, learning to consider colour, pattern and cultural influence.

This project provides a strong technical and creative foundation for more advanced work in Year 8.

Co-Curricular Opportunities Textiles is enriched through co-curricular access to the sewing room, allowing pupils to pursue personal projects and extend their skills.

Competitions and creative challenges throughout the year provide further opportunities for exploration, enjoyment and achievement.

Year 8 Pupils build confidence and independence through a more complex design and make project. Girls design and manufacture a fabric wall storage piece based on a theme of their choice.

The project introduces advanced techniques such as CNC embroidery, lasercut fabric and mixed-media appliqué, as well as constructing lined pockets and optional button or buttonhole features. Pupils are encouraged to experiment, refine ideas and take ownership of their designs, preparing them well for GCSE level study.

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ProblemBased Learning ProblemBased Learning (PBL) is a distinctive and valued part of the curriculum at Royal High. Developed specifically to support our RHB Learner Qualities, PBL helps pupils become confident problem solvers who can collaborate effectively, think creatively and respond thoughtfully to real world challenges.

Through carefully designed projects, girls learn how to research, question, reflect and innovate. PBL complements subject learning across the curriculum, with a particular focus on skills for future study and life beyond school.

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Year 5 Pupils are introduced to ProblemBased Learning through collaborative activities that support confidence building and teamwork. During the summer term, Year 5 girls work alongside Year 7 students as supporters and judges, learning how to evaluate ideas, give constructive feedback and reflect on solutions.

These experiences help pupils develop early skills in communication, empathy and critical thinking, while gaining insight into how ideas can be shaped, tested and improved.

Learner Qualities This subject is designed to provide opportunities to develop bravery in solution-finding and effective collaboration. Students cultivate their inquisitiveness through relevant research and develop empathy for specific situations, challenging them to enact positive change. They are rewarded for thinking ‘outside the box’ and being ‘sparky.’

Year 6 Pupils continue to develop PBL skills through involvement in larger projects alongside older students. Girls engage in collaborative problem solving tasks that encourage questioning, creativity and reflection.

Working with peers across year groups builds confidence and prepares pupils for the more intensive PBL experiences they will encounter in Year 7. By the end of Year 6, pupils are equipped with a strong foundation in teamwork, resilience and independent thinking.

Year 7 ProblemBased Learning is a timetabled subject, with one lesson per week. The year begins with a team-building project centred on the seasonal theme of leaves, where pupils face a series of challenges focused on developing a strong, effective team. Learning is showcased through a final display and reflective evaluation.

Co-Curricular Opportunities ProblemBased Learning is reinforced through residential experiences in Years 7–9, beginning with Kilve Court, where collaboration and resilience skills are tested and strengthened in new environments.

In the spring term, pupils undertake the Undivided Project, collaborating with the Head of International Students to research and propose new celebration days for the school calendar, such as World Refugee Day and Cambodian New Year. Later projects focus on solving authentic external problems, often linked to sustainability or community engagement.

Year 8 PBL is delivered through off timetable project days, allowing pupils to work intensively on largescale challenges. Key projects include the Entrepreneurship Project and the Festival of Ideas, both of which promote collaboration, research and presentation skills.

Themes such as Finding Your Voice, Progress and Harmony have led to outcomes including dramatic performances, exhibitions and mini Model United Nations events, encouraging ambition and creativity.

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Physical Education Physical Education at Royal High plays a vital role in promoting physical wellbeing, confidence and teamwork. Through a broad and varied programme, girls are encouraged to enjoy being active, challenge themselves and develop a positive relationship with sport and exercise that will last a lifetime.

Across the Middle School, pupils experience a wide range of activities through both PE lessons and Games sessions, building physical competence alongside resilience, leadership and collaboration.

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Year 5 Girls are introduced to a broad Physical Education programme designed to build confidence, coordination and enjoyment. Pupils take part in activities such as athletics, swimming, netball, hockey, cricket, basketball, badminton and fitness.

Lessons focus on developing fundamental movement skills, teamwork and spatial awareness, while introducing the basic rules and strategies of different sports. Friendly competition and cooperation are encouraged, helping girls develop resilience and a positive attitude towards physical activity.

Year 6 Pupils continue to build skills and confidence across a similarly wide range of activities. There is an increasing focus on skill refinement, tactical awareness and game understanding, alongside fitness and personal performance.

Learner Qualities We foster a lifelong enjoyment and engagement in sport and or physical activity, so that our pupils can confidently maintain a healthy, active lifestyle beyond the school parameters.

We develop girls’ knowledge, understanding, skills and techniques in the various sports and physical activities that we do, whilst instilling our RHB Learner Qualities.

By the end of their Middle School journey students will be physically literate, confident, motivated and take responsibility for ensuring a healthy, active lifestyle.

Girls are encouraged to challenge themselves, support others and reflect on their progress. Regular fixtures against local schools give pupils opportunities to apply skills in competitive situations while developing team spirit and sportsmanship.

Year 7 PE lessons are taught by subject specialists and timetabled for two hours per fortnight. Pupils experience a diverse programme including tag rugby, athletics, gymnastics, dance, football, badminton, tennis and healthrelated fitness.

Alongside PE, girls take part in dedicated Games sessions, where major and minor sports such as hockey, netball and cricket are introduced, allowing pupils to explore interests and develop both individual and team skills.

Year 8 Pupils continue to develop physical skills, confidence and understanding through an extended range of activities. Emphasis is placed on performance, teamwork, leadership and personal wellbeing.

Co-Curricular Opportunities The PE department offers an extensive co-curricular programme, including lunchtime and after school clubs across major and minor sports. Girls may also represent the school in a comprehensive fixtures programme and GDST sporting events, supported by specialist coaching and strong links with local clubs and the University of Bath.

Games sessions provide opportunities to deepen engagement in sports such as athletics, cross-country, swimming, football and tennis, helping pupils prepare for the choices available in Year 9, where pathways broaden to include both competitive and recreational options.

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Art Art at Royal High nurtures confident, curious and creative young artists. Teaching takes place in our beautifully lit, purpose built Art School, where creativity is celebrated and imagination is encouraged alongside the development of strong practical skills.

Our teachers are practising artists who bring fresh ideas and contemporary practice into the studio, ensuring no two years are ever the same.

From Year 5 to Year 8, pupils explore a wide range of materials, techniques and ideas, building confidence, independence and personal expression as they progress.

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Year 5 Girls begin their Middle School art journey through a rich and imaginative curriculum inspired by artists such as William Morris and L.S. Lowry.

They explore printmaking, collage, textiles, sculpture and digital media, developing skills in drawing, painting and design. Environmental projects such as Protecting the Poles, alongside studies of Greek art and anatomy, help pupils build technical understanding while nurturing creativity and confidence.

Year 6 Pupils deepen their artistic voice through ambitious and expressive projects. Themes including World War II, evolution and global culture inspire work influenced by artists such as Paul Nash, Henry Moore and Cézanne. Girls combine drawing, painting, sculpture, textiles and printmaking with increasing independence, taking creative risks and developing meaningful personal responses. By the end of the year, pupils are confident and expressive artists, ready for the next stage of their learning.

Year 7 Focuses on developing observational drawing skills, particularly through studies of natural forms. Pupils explore tone, colour and scale while working with a broad range of media and processes. Alongside traditional techniques, students research contemporary artists and begin making informed creative choices, understanding how materials and methods can enhance ideas and visual impact.

Year 8 Pupils explore the theme of Still Life, moving beyond traditional interpretations to develop highly personal responses. Through questioning and reflection, girls learn to explain and evaluate their artistic decisions, considering colour, composition and meaning.

There is a strong emphasis on individuality, independence and confidence, ensuring pupils are well prepared for Year 9 and the GCSE years ahead.

Learner Qualities Making Art at Royal High supports students to grow as artists and as individuals. They are encouraged to approach their work with passion, courage and ambition, taking creative risks while remaining true to themselves. Through enquiry, research and reflection, students become intellectually curious and confident critical thinkers.

Problem solving is embedded in the creative process, and each student’s distinctive artistic sensibility is recognised, celebrated and carefully nurtured within the Art School.

Co-Curricular Opportunities The Art School offers a wide range of Co-Curricular opportunities, including Scholars’ Art Club, printmaking and darkroom photography, allowing pupils to extend their skills and pursue their interests beyond the classroom.

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Drama Drama at Royal High plays a vital role in developing confident communicators, creative thinkers and collaborative learners. Through practical, energetic lessons, girls are encouraged to use their imagination, take creative risks and discover the importance of bravery in a safe and supportive environment.

Drama provides not only a strong foundation for GCSE and A Level study, but also essential life skills including empathy, presentation, teamwork and resilience.

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Year 5 Drama is a vibrant and expressive part of school life, closely linked to the wider thematic curriculum. Pupils develop confidence through improvisation, role play and performance, exploring character through voice, movement and imagination.

From bringing Victorian characters to life to creating collaborative radio shows linked to environmental themes, girls learn how to communicate ideas clearly while working creatively as part of a team. As the year progresses, pupils are introduced to basic stagecraft, including reading stage directions and using drama conventions effectively, building confidence on and off the stage.

Year 6 Drama becomes more ambitious and performance focused, with a strong emphasis on collaboration, creativity and leadership. Pupils explore complex themes such as World War II, using improvisation, script work and character development to convey emotion and meaning.

Techniques such as hotseating, freezeframes and thought tracking help pupils refine their performance skills and deepen interpretation. As they move towards their final production, girls take increasing ownership of the creative process, from auditions to staging, lighting and sound. The Year 6 production is a highlight of the year, showcasing confidence, teamwork and artistic growth.

Year 7 Students continue to build their Drama Tool Kit through the study of folk tales from around the world and Frantic Assembly’s physical theatre style. Pupils explore themes of identity and humanity through practical engagement with Brecht and sociopolitical theatre, learning to question and reinterpret character perspectives while developing physicality and expressive performance skills.

Year 8 Further opportunities for creative independence and collaboration.

Students explore the physical theatre style of Gecko Theatre Company, alongside sociopolitical theatre inspired by Berkoff, addressing themes such as women’s rights and social media.

Learner Qualities Through Drama, students develop creativity, shaping and structuring original work while solving problems and embracing new ideas. Collaboration and communication lie at the heart of the subject, alongside thoughtful analysis of character, experience and perspective, fostering empathy and compassion.

Drama at Royal High stimulates imagination, encourages self-expression and supports confident risktaking. By exploring theatre’s power to communicate and challenge barriers, students create original work, celebrated in regular showcases. The skills developed are transferable, supporting confident, reflective and resilient lifelong learners.

Co-Curricular Opportunities Drama is enriched through a wide range of co-curricular opportunities including cross-year productions, Drama Club, scholar performances, a Monologue Slam, the whole school musical and regular theatre trips to local and national venues. Visiting theatre professionals and workshops provide valuable industry insight, inspiring girls to explore drama with confidence and ambition.

Pupils also study and perform extracts from The Curious Incident of the Dog in the Night Time as part of their end of year assessment.

Throughout Middle School, girls develop their understanding of directing and production elements, including costume, lighting and sound, supported by specialist in-house workshops.

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Music Music at Royal High is vibrant, inclusive and creative.

Based in our purpose built Steinway Music School, the curriculum focuses on developing confidence and skill in the three core areas of performing, composing, and listening and appraising. Girls are encouraged to explore a wide range of musical styles, stretch their creativity and enjoy making music together, regardless of prior experience.

Throughout the Middle School, pupils gain increasing independence and musicianship, supported by access to excellent facilities, including a dedicated music technology suite and recording studio.

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Year 5 Music is lively and exploratory, helping pupils develop confidence and a love of performance. Girls learn the building blocks of music through practical activities, exploring rhythm, pitch, dynamics, tempo and duration using instruments, voice and composition.

They create simple compositions using pentatonic melodies and rhythmic patterns, sometimes inspired by cross-curricular themes.

Singing plays a central role, with opportunities to perform in events such as the Carol Service and the summer production, building ensemble and performance skills.

Year 6

Learner Qualities Our music students are nurtured throughout the course. We help them become critical thinkers; independent and responsible as they develop musical skills to make connections between cultures, styles and techniques.

Students develop their communication skills through performance and composition which is highlighted throughout the year in many of the 30+ concerts and performances produced annually.

Pupils deepen their musical understanding and independence. Girls explore music from different periods and cultures, including music linked to World War II and the twentieth century, while developing their ability to listen and appraise thoughtfully.

Composition becomes more sophisticated, with pupils using standard notation and working collaboratively to create and record original pieces, including songs. Performance remains central, with pupils refining their singing and instrumental skills. The year culminates in a full scale production where every pupil contributes to a confident and polished performance.

Year 7 Pupils begin by exploring the question “What makes a good song?”, leading to the creation of original compositions using Logic Pro on Apple Mac computers. In the spring term, pupils investigate orchestral instruments, gaining hands on experience with different instrumental families through demonstrations by visiting music teachers.

Co-Curricular Opportunities Music offers a wide range of co-curricular opportunities, including choirs, ensembles, bands, Samba Band, songwriting groups, music theory club and the whole school production, ensuring there is something for every musician.

The summer term celebrates global music traditions, with pupils immersing themselves in the rhythms and culture of Samba, combining performance, listening and social context.

Year 8 Pupils broaden their musical horizons through styles such as Music for Film, Reggae and Jazz. Each topic combines performance, composition and analysis, with clear progression in technical control and musical understanding.

Ongoing development of music theory ensures pupils are well prepared to continue their musical studies at GCSE level.

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Royal High Bath, GDST Lansdown Road Bath BA1 5SZ United Kingdom royalhigh@rhsb.gdst.net +44 (0)1225 313877

2026–28