As a free school, we have a lot of flexibility with our curriculum – the subjects, learning methods, levels of study and qualifications that students pursue.
We have a broadly academic curriculum, emphasising the importance of intellectual study and focusing on traditional learning. We believe that this is the best way to equip our pupils for university, the professions, and success in whatever career they eventually choose. We are determined that our girls will compete on equal terms with girls coming from the most privileged backgrounds, so we provide an academic, but rounded, education that gives them the best possible chance to succeed.
There are three main elements to the curriculum to address pupils’ academic, personal and social development.
Academic subjects leading to the English Baccalaureate (EBacc) are at the core of the curriculum. Subjects include English, Mathematics, Sciences, Languages, Humanities, and elements of Arts and Technology. The content is driven by the syllabi and specifications of national examinations.
There is the option of a vocational curriculum for a small number of pupils for whom GCSEs are not appropriate, but all pupils are expected to pursue a curriculum with a strong academic core.
We believe that educational excellence can only be guaranteed when what is studied is tailored to each individual student. We will spread the burden of studying for GCSEs over two, or three, years at KS4 (Years 9,10, and 11) so that Year 11 does not become too pressured. This allows us to plan effectively for each and every student in Year 11 and timetable a programme of study that maximises their potential.
All students will study towards achieving the English Baccalaureate. This is made up of English, mathematics, history or geography, the sciences and a modern foreign language. It is a measure that shows where pupils have secured a grade 5 or above across the core of academic subjects at key stage 4. It is designed as a measure that shows companies and further educational institutes that pupils have a well-rounded academic background. It is also designed to enable parents and pupils to see how their school is performing as future Department for Education School performance tables will use it to measure school effectiveness.
Key Stage 4
In Years 9, 10, and 11 students study:
|Subject||Level||Start||Finish||Core or Option|
|English Language||GCSE||Year 9||Year 11||Core|
|English Literature||GCSE||Year 9||Year 11||Core|
|Mathematics||GCSE||Year 9||Year 11||Core|
|Science (Double Award)||GCSE||Year 9||Year 11||Core|
|Science (Triple Award)||GCSE||Year 9||Year 11||Core|
|MFL (French/Arabic)||GCSE||Year 9||Year 11||Core|
|Religious Studies||GCSE||Year 9||Year 11||Core|
|Computer Science||GCSE||Year 9||Year 11||Option|
|OCR Cambridge National (Level 2 Certificate in ICT)||OCR NATIONALS||Year 10||Year 11||Option|
|History||GCSE||Year 9||Year 11||Option|
|Geography||GCSE||Year 9||Year 11||Option|
|Art and Design||GCSE||Year 10||Year 11||Option|
In addition, all students receive 1 period per week of PSHE (Personal, Social, and Health Education).
Students also receive additional time for personal study and have the opportunity to undertake projects relating to community service and charity.
Alongside the core academic curriculum, all pupils take part in a character development programme which includes sport, cultural, creative and other activities. This helps them develop key personal skills and aptitudes such as communications, leadership, team work, and problem-solving that are so sought after by today’s top Universities and employers. Our leadership specialism will make a significant contribution to students’ personal development.
Service to Communities
If our students are to fulfil their potential as members of British and global society, it is essential that their time with us makes them determined to contribute to the greater good – locally, nationally and globally. A commitment to community service and civic responsibility runs through every area of the curriculum.
It is brought into particular focus in the “community” curriculum. This is designed to help pupils develop a sense of civic responsibility, an understanding of the potential of voluntary activity and an appreciation of how they can use their individual skills and talents to benefit the world around them. The “community” curriculum is fundamental to the school’s mission.
Our aim at Eden Girls’ School, Coventry is simple – we want to provide the best possible education for our students in the most secure environment. We will help every individual to achieve her goals, dreams and ambitions. The delivery of the entire range of subject areas and student support is the responsibility of one of six faculties, with each faculty taking responsibility for its subject provision.
Our faculties are:
- Faculty of Communication (Including English, and MFL)
- Faculty of Mathematics
- Faculty of Science
- Faculty of Humanities (Including Geography, History, PSHE (Personal Social Health Education), and RE (Religious Education))
- Faculty of Computing and Creative Arts (Computer Science, Art, and PE)
- Access and Inclusion Faculty
For more information click on the faculty.
Our curriculum serves the aims of Tauheedul Education Trust, the Multi-Academy Trust which manages the school:
- Transform the educational achievement of our young people.
- Elevate the life chances of young people in areas of social and economic deprivation – from all backgrounds – to help them succeed at the highest levels of education, employment and the professions.
- Lead a drive based on rigour and high expectations designed to improve standards.
- Provide more choice for parents by offering them the chance to send their children to an inspirational school
- Ensure ambition and high aspirations are rewarded through all our schools.
- Make a demonstrable impact on social mobility and equality in communities that have called out for change for so long.
- Create a diverse network of faith and non-faith schools, ensuring every child has access to a first-rate education that embodies opportunity for all.
In developing our curriculum, the School aims to serve our vision and that of all of the schools within the Trust:
‘Nurturing today’s young people, inspiring tomorrow’s leaders.’
Tauheedul Quality Standards
In line with the Tauheedul Quality Standards, the School will ensure the curriculum:
- is primarily academic, broad and balanced in nature.
- emphasises learning in literacy, numeracy, languages, humanities and science.
- encourages high levels of participation in subjects that lead to the English Baccalaureate – at least 70% of the delivery time in each year is dedicated to E-Bacc subjects.
- prioritises academic achievement in literacy and numeracy for least able learners.
- provides highly positive, memorable experiences and rich opportunities for high quality learning.
- has a very positive impact on all students’ behaviour and safety.
- contributes to students’ spiritual, moral, social and cultural development.
- adopts an inclusive, values driven approach in line with the faith ethos of the School.
- fosters, in all, the fundamental British values of:
- the rule of law
- freedom of religion
- freedom of choice
- freedom of thought
- freedom of speech
- freedom of association
- tolerance and respect
- social responsibility
- equality for all.
For an overview of the topics taught in each subject in each year group, please click here.
For more information on our curriculum, please contact Sumeya Bhikhu, Vice Principal, at firstname.lastname@example.org.