THE CURRICULUM
The college day for all students is divided into six teaching periods.
Key Stage 3 (years 7, 8, and 9)
In Year 7 pupils are taught in classes which are differentiated by ability, following a curriculum which includes:
Religious Education
English
Humanities (History, Geography)
Mathematics
ICT
Citizenship
Science
Technology
Modern Foreign Languages
Expressive Arts (Music, Dance, Drama)
Art
Physical Education
Key Stage 4 (Years 10 and 11) - The GCSE Course
All students study the following subjects to GCSE Level:
Religious Education
English Language and Literature / Media Studies
Mathematics
Science
Information Technology
Plus:
Physical Education
Guidance and Development
Work Related Learning / Enterprise
Citizenship
In addition, students choose two options from the following:
Art
Business Studies
Health and Social Care
Travel and Tourism
Dance
Drama
Geography
History
Music
Physical Education
French, Spanish
Technology
During Year 9, students are given guidance on their choice of subjects for their GCSE courses, both pupils and parents are invited to a Year 9 curriculum evening.
CURRICULUM POLICY
The Governors have accepted the Rochdale LEA’s Curriculum Policy document as a basis for the school’s curriculum policy which will incorporate the Mission Statement and aims of our Catholic school.
It is the policy of the school to have a school curriculum which is balanced and broadly based to encompass the value expressed in the Mission Statement and School Aims. The curriculum will promote the spiritual,
moral, cultural, mental and physical development of pupils and prepare them for the opportunities and responsibilities of adult life. The gospel values of love, truth, peace, justice and forgiveness are to be the starting points for all curriculum development.
AIMS
• The curricular programme must lead pupils to:
i) an awareness of human achievement and aspirations.
ii) an understanding of the world and the interdependence of nations, cultures and individuals.
iii) an appreciation of human talents and abilities and the opportunity for pupils to experience personal
success and achievement in the expression of their own talents.
• Work must be so designed as to encourage active learning situations, concentration on ‘what the
pupils learn’ rather than ‘what they are taught'.
• There must be a variety of learning situations, including opportunities for off-site and residential education.
• The curricular programme must be balanced in terms of areas of experience and relevant to current and future needs of pupils.
• There must be appropriate differentiation in the work presented to meet the needs of different groups and of different individuals.
• There must be a structured progression in the learning programme, ensuring that pupils build on their previous knowledge and experience.
• The curricular programme must be so designed as to ensure that equal opportunities are presented to girls and boys, and a positive concern must be shown where any imbalance is found in particular subject areas.
• Participation and negotiation on the part of the pupils in relation to the choice of certain aspects of the learning programme must be developed where appropriate.
• A positive attempt must be made to ensure that there is a “whole school” approach within the curriculum, and that such cross-curricular topics as Development Education, Multi-cultural awareness etc., are properly structured.
• The curricular programme must be so designed as to help pupils in their preparation for adult life as citizens and parents.
The Curriculum Team is led by Cath LIvesey - Deputy Head. She has the responsibility to organise the planning, implementation, monitoring and evaluation of the curriculum to every pupil. She is assisted by the Leadership Group who have a role in development work of the departments, together with Departmental Heads and subject teachers.