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Please find our end of term newsletter on our website.


Please find our weekly newsletter on our website.


Thank you to for inviting our parents, staff and older students to their Wellbeing Wednesday Lecture Series next week. Please find details how to register a place in our weekly newsletter.


Please find our weekly newsletter on our website.


Please hand in unwanted uniforms that are in good wearable condition to reception to help support our next FoHH second hand uniform sale on Thursday 25 March - details to be confirmed. Please make sure items are washed and we are no longer taking white shirts. Thank you


Booking a short getaway or your 2021 summer holiday? The average family holiday could raise over £110 for Hampton High – and it’s all completely FREE! So please remember to use when you book!


Vacancy: Librarian Please see our website for further details.


Please find our weekly newsletter on our website.


Vacancy: Head of Modern Foreign Languages


Please find our weekly newsletter on our website.


Please find our weekly newsletter on our website.


Please find our weekly newsletter on our website.


Please find our weekly newsletter on our website.


Vacancy: Teacher in charge of Specialist Resource Provision - ASD students with mild to moderate learning difficulties.


Please find our weekly newsletter on our website.


Please find our weekly newsletter on our website.


Please find our end of term newsletter on our website.

KS4 Overview

At Hampton High we are committed to ensuring students master the core subjects and enjoy a balanced curriculum. It is neither desirable, nor essential, for future career ambitions to over-specialise in specific subject areas. Therefore, we have developed an option system that offers students the right balance between breadth and specialism.

Key Stage 4 - Years 10 and 11

The Department for Education sets out a National Curriculum for core and “entitlement subjects". This gives students a broad curriculum and ensures that they are not disadvantaged by over specialised option choices. As a school we are not constrained by this curriculum, but will always make sure that students are fully prepared for the skills and knowledge they will need in order to succeed at key Stages 4 and 5.

Subject Choice

In choosing a suitable programme of subjects for Key Stage 4, students will need to consider the following aspects:

  • The requirements of a balanced curriculum
  • Subjects in which they have a keen interest, and have experienced a measure of success
  • Entry requirements for Higher Education institutions
  • The English Baccalaureate  

We recommend that all students should consider studying a language up to GCSE standard. In the case of new subjects not available during Key Stage 3, students should seek advice from subject teachers. Presentations will be given to the year group clarifying the nature of these subjects and providing guidelines for those contemplating their selection.

The procedure for making requests under the options programme is explained in the options booklet. Students are given the time to think about what subjects they would wish to study and then asked to complete an options form later in the year. Subject choices will be confirmed during the Summer Term. Students will be contacted earlier if there are difficulties with the combination of options chosen.

The options booklet will be handed out to students during the options evening early in the year.  

At key stage 3, 4 and 5 we have 29 period weeks with 10 registration periods. Each morning there is time for year group assemblies and tutor time activities.

The curriculum at key stage 4 (years 10 and 11)

The majority of students study our core curriculum and an additional four subjects from those on offer. 

Pupil periods for key stage 4 

Subject Y10 Y11
English 5 5
Mathematics 5 5
Science 5 or 8 5 or 8
Option Subjects 3  
PSHE 1  
PE 2  


Looking Beyond Year 11

Whilst the choices you make in Year 9 will shape your next two years at Hampton High, they will also have an impact on your options after Year 11. This may involve staying on at Hampton High Sixth Form, going to another college or gaining employment with training. In the UK there are qualifications at six different levels (see the table below) and in Year 10 you embark on courses that will begin to take you through these levels. It is important to know what opportunities will be available based on these choices.

Level 3

To progress onto A level courses or Level 3 vocational courses (e.g. BTEC Diplomas/ BTEC Nationals, Level 3 VRQs / NVQs) you will need to have at least 5 GCSE grades at grade 5 or above or equivalent grades on vocational courses.

Level 2

Where students have achieved at least 5 GCSE grades 4-1 they will be able to progress onto Level 2 courses (BTEC First Awards, Level 2 VRQ / NVQ, Level 2 NVQ, Trainees & Apprenticeships).

Going on to University  

If you are considering applying for a particular university course, you should check your GCSE choices will be suitable. In general, universities will be looking for students with good academic outcomes and outstanding study skills and habits. The Russell Group, which represents some of the UK's leading and many competitive universities, has published a guide to assist students with their decision making about post-16 education, called Informed Choices. They identify a number of A level subjects that are required more often than others for entry onto their degree courses. These subjects are: Mathematics/Further Mathematics, English Literature, Physics, Biology, Chemistry, Geography, History and Languages (Classical & Modern).

KS4 Documents Date  
Year 11 May Assesments 2021 30th Mar 2021 Download

Latest News

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Posted on: 27/11/2020

How Hampton High has changed because of Covid

This week’s opinion piece is about how Hampton High has changed because of Covid By Molly G, School Prefect Since the start of the Covid-19 crisis, there has been a massive overhaul and shift regarding all aspects of life. One of the most notable for us students is the complete change in almost every part of our typical school life. From struggling with slow, unresponsive Microsoft Teams lessons, to a total shift in the timetabling and schedule of our school day; it is fair to say that the current school year has taken some adjusting to for pretty much everybody.   For one, online learning has definitively become a staple diet of 2020. After schools closed in March, many primary and secondary schools were forced to transition to online platforms, such as Satchel (Show My Homework) or Microsoft Teams in order to keep vital learning going. An online survey completed between April and May of this year, including 4,000 parents, found that “Primary and Secondary pupils were each spending about 5 hours a day on average on home learning”, as reported by the Institute for Fiscal Studies. However, while many students were able to comfortably access these online platforms and resources, it is essential to remember that these conditions did cause disadvantage to some; the same report found that students from lower income families were likely to spend much less time online learning due to a multitude of reasons – many could not or did not have access to the internet or a workable device to carry out work on, or there were other responsibilities preventing them, such as taking care of siblings.   While all of this has proved significant to students throughout the country, how did it impact on Hampton specifically? Well there has been a great deal of change. Recently, the rule of wearing face masks in the communal areas of the school has been introduced in an attempt to lessen the chance of transmission. Each year group now has its own “bubble” and must stay in their designated area of the school for the duration of the school day – which was admittedly a strange sight and sound during lunch for the first week or so, and a stark contrast to the packed hustle and bustle of the canteen that now seems a lifetime ago!   Overall, it seems fair to say that so far this year has been startlingly unique, and although it has been unpredictable, stressful at times, and very new at some point, things will return to some semblance of normal, even if we are unsure when. Education in general has seen a huge shift and we can only look to the future and see what happens next, while not forgetting the huge impacts that this crisis has had on everybody.
Posted on: 20/11/2020

What’s happening in Australia?

This week’s opinion piece is a global piece: By Lucy J, School Prefect   It may not seem relevant for me to be talking about Australia; however, it is more important than ever today for us to have a global mindset and keep up to date with worldwide issues, such as the Coronavirus, as it has left a detrimental impact on all of us across the whole wide world.   Australia has been affected by the pandemic very differently from the UK as a result of having different restrictions and policies in place. The Prime Minister of Australia, Scott Morrison, initially closed all Australian borders to non-residents on the 20th March 2020. This had a positive result as there was no constant stream of people travelling with the virus into the country. This, plus a nationwide lockdown, made the cases relatively low compared to the rest of the world, particularly at a first glance.   However, there has been a second wave of infections, which surged in Melbourne back in June, which resulted in a strict lockdown. Australia’s approach was often praised by the media as they acted quickly to tackle the infection. Yet it is important to remember, when comparing Australia to the UK, that the UK has nearly three times the population of Australia, so numerically our virus cases appear to be larger.   Australia has suffered turbulence this year, despite the pandemic, facing multiple protests throughout the year. One of the biggest protests, causing the greatest disruption, was the anti-lockdown protests. Some Australians were demanding that the lockdown restrictions were lifted, feeling their liberty and freedom have been taken away. In Melbourne, the Covid restrictions were extremely harsh, resulting in unrest amongst its people. Additionally, the Black Lives Matter Protests earlier in the year after the horrific killing of George Floyd in Minnesota in May were prominent in Australia.   Overall, Coronavirus has had a devastating impact on nearly every single person’s life from across the world. We are all interconnected. It is therefore always important to remain in touch with global current affairs and to remember we are all in this together.