Curriculum Policy

School Context

The Core Values of the school which relate specifically to this policy state that we are working together to form relationships based on

  • Justice
  • Truth
  • Responsibility

Such values contribute to the School’s common purpose of “Striving for high quality education with a strong Christian ethos”.

Introduction

The Curriculum Policy prefaces all other policy documents which relate to teaching and learning. It is an overarching statement of provision, rather than a detailed document of the delivery of the curriculum.

Principles

  • The curriculum will meet the statutory requirements for comprehensive schools as outlined by the Department for Education and Science.
  • The curriculum will be planned to meet the necessary requirements to meet our voluntary aided school and technology college status.

Policy

As a voluntary-aided school, we will:

  • Use the framework of The Diocesan Expectation Document (2000/1) as a means of monitoring and auditing our curricular provision.
  • Ensure that the core values of the school are explicitly promoted, and that they will underpin the delivery of all teaching and learning.
  • Ensure that worship is planned, collectively delivered and valued across the school.
  • Deliver a high quality Key Stage 4 course in Religious Education for all students, using the Diocesan Approved Syllabus.

As a technology college, we will:

  • Offer students the full range of National Curriculum subjects with an emphasis on the technology subjects of Mathematics, Information and Communications Technology (ICT), Design and Technology (DT) and Science.
  • Actively encourage the uptake of the technology subjects at Key Stages 4 and 5.
  • Ensure that all students follow accredited courses in ICT and DT at Key Stage 4.
  • Promote ICT across the curriculum.

As a comprehensive school, we will provide:

  • A broad and balanced curriculum for students at each Key Stage.
  • Access to the National Curriculum for all students aged 11-16 (years 7-11) for whom this is suitable.
  • Opportunities for personalised learning in conjunction with other local providers for students for whom the full National Curriculum may not be suitable.
  • Opportunities for limited specialisation in Science, Humanities, Languages or Expressive Arts at Key Stages Four and Five.
  • Vocational courses at Key Stages Four and Five.
  • An extra-curricular programme to add breadth and depth to timetabled provision.

Responsibilities

  • School Leadership Team – to implement Policy
  • Heads of Faculty – to ensure the highest quality teaching and learning in their areas to support the implementation of the policy, with particular reference to cross-curricular strands and National Curriculum requirements
  • Governing Body- to ensure that statutory requirements are met.

Review Date(s)

May 2006

Review by

Curriculum Governors