The curriculum of Eden Girls’ Coventry provides pupils with an introduction to the essential knowledge that they need to be educated citizens, and also helps to engender an appreciation of human creativity and achievement.
The curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.
This policy sets out the curriculum that underpins teaching and learning at the School. The curriculum will serve the aims of the School and its community. This is defined through the School’s mission:
‘Promoting a culture of educational excellence, from within a caring and secure Islamic environment enriched with values of discipline, mutual care and respect which extends beyond the school, into the wider community’.
Our curriculum serves the aims of Star Academies, the Multi-Academy Trust which manages the school:
- To 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.
- Mould pupils into active British citizens, with a sense of responsibility for their actions.
- Encourage pupils’ social participation within their community.
- Promote the development and nurturing of young leaders.
- Give pupils a practical and more successful understanding of their rights and responsibilities in society.
- Allow pupils to develop their individuality.
- Promote the physical and mental development of pupils.
- Empower pupils with the necessary skills and abilities to play a full and inclusive role within society, consistent and comfortable with their beliefs and principles.
- Fulfil Trust and statutory requirements.
- Support the mission, vision and values of the Trust and its establishments.
In line with the Star 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 80% 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 positive impact on all pupils’ behaviour and safety;
- Contributes to pupils’ spiritual, moral, social and cultural development;
- Adopts an inclusive, values-driven approach in line with the ethos of the School;
- Fosters, in all, the fundamental British values of: democracy; the rule of law; freedom of religion; freedom of choice; freedom of thought; freedom of speech; freedom of association; tolerance and respect; fairness; liberty; social responsibility; equality for all.
The Star Curriculum Offer
The curriculum will operate at three levels and will address its pupils’ academic, personal and social development.
The three individual elements of learning will each provide a different component to the education of every pupil. Intellectual, personal and social maturity will be the goal of these structured layers of learning at the School.
Element 1: Educational Excellence
At the core of the School’s curriculum will be a specialist and obligatory menu at Key Stages 3 and 4 for all pupils of academic subjects leading to the English Baccalaureate and including English, Mathematics, Sciences, Languages, Humanities, Arts and Technology.
Subject content will largely be driven by the National Curriculum at Key Stage 3 and by specifications of national examinations at Key Stages 4.
The School believes that every pupil can benefit from an ambitious, rich and deep, academic curriculum that is supplemented by vocational courses to provide a breadth of experience. Therefore, Level 2 will be appropriate for all bar a very small number.
The school also believes that there should be opportunities for learning in performance and creative arts – including iMedia, music, drama and/or art. Furthermore, pupils should also have teaching related to technical learning – including subjects such as computer science.
Element 1 will be delivered mainly through the formal taught curriculum.
Element 2: Character Development
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.
Element 2 will mainly be delivered through extra-curricular activities and pupils’ independent studies in their own time.
Element 3: Service to Communities
Pupils will acquire, through a range of individualised programmes, insights into social education and experiential community activities; with ‘hands-on’ and participative learning at the fore. For example, Key Stage 4 pupils may have the opportunity to undertake an extended placement working for a charity or for another community organisation.
As this element is based on pupil voluntary work, there will only be limited taught time in school. As well as the service learning and placements via the Citizenship curriculum, all pupils will aim to undertake 50 hours of voluntary work a year.
Communication, Mathematical and Scientific Skills
Communication skills at the School will be enhanced mainly by English Language and Literature and Drama.
Numerical and mathematical skills are a critical aspect of the curriculum. Mathematical skills will also have a focus on the application of Mathematics. Numeracy will also be developed across the curriculum as a core skill, particularly Science and Geography so that enhances employability and supports attainment. GCSE Mathematics will be delivered as a linear course, completed in Year 11.
Science will be taught up to GCSE level. The most able students will complete single sciences in all three disciplines at GCSE Level. There will be an emphasis placed on greater depth of knowledge and understanding in Science, the History of Scientific Thought and how everyday science is applied. Aspects of the sex and relationship education will be offered through the Science curriculum. A small number of students will study a (level 2) vocational course in Health and Social Care.
Humanities, Faith and Relationships Education
The Humanities provision will underpin the School’s drive to develop exemplary citizens who hold an appreciative understanding of British history, promote fundamental British values and challenge all forms of discrimination and extremism.
At Key Stage 3, all learners will have separate specialist teaching of History, Geography, Religious Studies and Citizenship (Life Skills). The teaching of History will allow students to undertake an understanding of modern world History, with a specific focus on British History and culture over the last millennia.
PSHE (life skills) and the Active Citizenship curriculum at Key Stage 3 and beyond will include a focus on healthy body and healthy life; self-awareness; risks such as sexual exploitation, unsafe use of the internet and extremism; as well as learning on careers, money, industry and economics. The curriculum will also develop knowledge of the public institutions and services in England and abroad, and an understanding of different cultures and faiths. Students will be taught about parliament, about how laws are drafted and approved, about how the democratic institutions function and about the role of media and voluntary bodies.
Other areas, such as distinguishing right from wrong; respect for the law; tolerance for, and respect for the rights of others and their cultures and faiths; freedom of choice; freedom of association; freedom of thought; risks of religious and political extremism; accepting personal responsibility within their communities and the concept of ‘civic society’ will be delivered through Citizenship lessons, as well as the School’s PSHE (life skills), assembly. Aspects of Sex and Relationship Education (including awareness of issues such as female genital mutilation, forced marriages and sexual exploitation) will also be delivered through the PSHE (life skills) and Active Citizenship curriculum.
At GCSE, all students will study three subjects related to Humanities and Faith education. All students will complete a GCSE in Religious Education and study either GCSE History or GCSE Geography. As well as a choice GCSE Citizenship.
Religious Education up to GCSE level will include an understanding of the beliefs and practices of major world faiths, such as Islam, Judaism, Christianity and Hinduism, as well as understanding the nature of faith itself and respecting those of all faiths and none.
Technical and Creative Education
Aesthetic and creative education will be provided through Art and Performing Arts (which includes Music/Nasheed and Drama lessons) at Key Stage 3. Art lessons will allow learners to explore and develop artistic learning.
Students at KS3 will also study Computer Science, with more able learners being able to progress to studying GCSE Computer Science at KS4. Alternatively, students will study a Cambridge National in Creative iMedia as part of their creative and technical curriculum at KS4.
The physical well-being of students will be encouraged through the provision of Physical Education for all students. Students will also develop an understanding of issues such as drugs, exercise and good nutrition. Pupils are given the opportunity to participate in the the Duke of Edinburgh Award for students in Year 10 and beyond. Pupils are given the option to study Cambridge National Sports Studies and the Sports Leadership Award.
Enrichment through the curriculum
The School has a firm commitment that learning in each curriculum area should not just be about delivering a Scheme of Work or programme of study to achieve outstanding examination results, but should also be about pupils enjoying learning and developing creativity within that subject.
Each curriculum area will be expected to develop enrichment activities for learners and to signpost these activities.
Enrichment within curriculum areas should be aimed at:
- Increasing enjoyment within that curriculum area;
- Providing challenge and developing independent learning in gifted and talented pupils in the curriculum area;
- Developing the profile of the curriculum area or particular skills and themes within that area;
- Each curriculum area will develop their enrichment activity in the coming academic year. Enrichment will include:
- Development of clubs linked to one or more curriculum areas;
- Development of faculty-based trips and outdoor learning opportunities;
- Identifying external facilitators to engage pupils;
- Celebrating a particular ‘National Day’ or ‘World Week’ related to an issue of relevance to the curriculum area.
The enrichment activities will be delivered during:
- Weekday evening sessions on particular days of the week when intervention sessions are not usually scheduled;
- Lessons to celebrate a particular ‘National Day’ or ‘ World Week’ related to an issue of relevance to the curriculum area;
Key Stage 3
The School will operate a two-year Key Stage 3 and a cycle of 26 periods per week.
All pupils will follow a traditional model of study, which involves core and foundation subjects.
Pupils will be offered extra time for English and Mathematics where they are performing below nationally expected levels. The focus is to support pupils with literacy and numeracy as soon as they join the school. In particular, there will be a strong emphasis on reading and expanding vocabulary.
Key Stage 4
The School will operate a three-year Key Stage 4 and a cycle of 26 periods per week.
Pupils will make their GCSE choices towards the end of Year 8. Across Years 9, 10 and 11, almost all pupils will follow a combination of subjects which will enable them to achieve the English Baccalaureate. They will sit GCSEs across years 10 and 11. Learners will also study vocational subjects in across Year 9, Year 10 and Year 11 to contribute to a deep and rich curriculum experience.
Pupils will be offered extra time for English and Mathematics where they are performing below nationally expected levels. The focus is to ensure that every pupil secures a ‘Strong’ or ‘Basic’ Pass in English and Mathematics.
A very small number of pupils will undertake an alternative pathway. This will be a targeted pathway which will ensure SEN pupils, including those supported with an EHC Plan and those newly arrived, are supported in their learning to ensure they make the rapid progress. Pupils will complete nationally and industry recognised awards and qualifications, developing a personalised portfolio to include GCSE, approved high value vocational qualifications and Entry Level and pre-GCSE courses to ensure they are meaningful for pupils and count in the school performance measures.
Organisation of Learning
The organisation of learning and the curriculum will be structured around a series of faculties. Each faculty will have responsibility for delivering a range of subject areas and will ensure that the quality of learning reaches the highest standards.
Formal assessments of learning are conducted according to our Assessment, Recording and Reporting Policy and targets are shared with pupils and their parents regularly.
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: Dr Mohammed Rahman, Assistant Principal, firstname.lastname@example.org