Go therefore and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, teaching them to observe all that I have commanded you. And behold, I am with you always, to the end of the age. Matthew 28:19-20
Statement of Curriculum Intent
‘Have life and have it to the full’
Our Curriculum Intent is underpinned by our Core values and a desire to ensure that every student can live life ‘to the full’. We aim to provide an inclusive curriculum that is ambitious and aspirational enabling students to take full advantage of all opportunities provided for them, preparing them for a full and successful future.
Our Vision
We are driven by our commitment to the elements that we know underpin ‘An excellent education for all’ so that every child can have life and live it to the full. Our students achieve our mission of exceptional success by following ‘The Sutton Way – academic excellence, spiritual development and social awareness through Christ, embedding the values of: Love, Respect, Hope, Kindness and Resilience.
Statement of Curriculum Intent
Our curriculum is designed to ensure students have excellent knowledge and understanding of their respective areas of study; that students can apply this subject knowledge with accuracy, consistency and discernment. At Blessed Robert Sutton; we want all our students to be curious, confident and fluent communicators, who can interpret, analyse and evaluate varied and complex ideas with precision.
Strategic Intent
- To ensure all students develop spiritually and morally, understanding the school’s mission to serve each other through the teachings of Christ;
- To develop a knowledge-based curriculum, where content and skills are explicitly outlined at every stage of a learner’s journey to ensure students are meeting the measures of progress and equip them with the knowledge, skills and understanding to enable them to participate actively and thrive in society;
- To support all students in achieving the academic qualifications needed to access all opportunities including further education, training or career pathways irrespective of their backgrounds by recognising the context of students’ needs and prior learning so students feel safe, not only in their wellbeing but also in their learning environment;
- To instil the fundamental British values in students enabling them to be respectful and resilient citizens through a broad and dynamic curriculum (including PSHE and RSE) which supports character development and aspirations.
- To provide opportunities to promote a love of learning and curiosity through a range of memorable experiences both within the curriculum and in the growing extra-curricular offer to enable students to demonstrate The Sutton Way.
Curriculum Implementation
Curriculum Structure
Our curriculum builds upon students’ prior learning from Key Stage 2 into Key Stage 3 and 4. The curriculum sequentially builds on prior learning to encourage a progressive acquisition of knowledge which is embedded in students’ long-term memory allowing them to access the next stage of their learning. Students access their published learning journey, enabling them to deepen their understanding and articulate their learning and its’ purpose and significance.
Religious Education at Key Stage 3 and 4 is offered through 5 lessons per fortnight with subject specific teachers.
Additional time is provided to English and Mathematics to ensure that students have the essential skills needed for life and to access the full curriculum.
Curriculum Content
We operate a 2-week timetable – time allocated to subjects is based on provision across the 2 weeks.
Students study the full range of National Curriculum subjects at KS3, giving students a broad and balanced curriculum allowing them to have a full experience of subjects before taking options during Year 9. Students also study drama which is beyond the National Curriculum.
KS3 Curriculum (Year 7, 8 and 9)
The KS3 curriculum is taught over 25 hours per week. It covers the following subjects:
- Religious Education, English, Maths, Science, Geography, History, Modern Foreign Languages (French and Spanish), Performing Arts – Music and Drama, Art & Textiles, Technology: Food and Product Design, Computer Science and PE
For students who are not secondary ready in terms of English and Math additional support is provided through our Strong Foundations Programme.
The wider curriculum (i.e. PSHE, RSE, fundamental British Values, Personal Development and careers education) is embedded into our subject curriculum and pastoral programme.
Key Stage Four
Students in Year 10 will begin their KS4 course and begin to specialise in several subjects in preparation for their GCSEs in Year 11. Many factors influence the school’s decision to assign students to particular courses, including, student preferences, student academic profile; teacher availability; resource availability and the longevity of a qualification.
All students must study the Core subjects (statutory):
- English – Literature and Language
- Mathematics
- Science –Trilogy Science or Biology, Physics and Chemistry (At the discretion of the school)
- Religious Education
- PE (3 hours per fortnight)
Students also study History and/or Geography
In addition, following guided discussion with teachers and parents/carers during the Options process, students choose from a range of subjects which have equal value in the curriculum but also focus on life chances and allow for success and progression to further students at Post 16.
Students can choose from the optional subjects:
Geography GCSE, History GCSE, French GCSE, Spanish GCSE, Drama GCSE, Art GCSE, Music GCSE, Art Textiles GCSE, Computing GCSE, Physical Education GCSE, Design and Technology (Product Design) GCSE and Food and Nutrition GCSE
Religious Education
All students, from Years 7-11, study R.E. All programmes follow the curriculum directory from the Catholic Church.
Relationships & Sex Education (RSE)
The school provides Relationships & Sex Education for all students. Relationship & Sex Education (RSE) is essential for young people to learn about the nature of marriage, family life and relationships, taught in an age-appropriate way. In Catholic schools RSE must be taught in the context of Church teaching and with the full consultation and involvement of parents. See the Relationships & Sex Education policy for further detail.
Physical Education (P.E.)
- All students are expected to take part in the school’s Physical Education programme.
- The school will decide on the number of Core PE lessons a student attends within their curriculum and this may change depending on the year group.
- Students can only be excused from P.E. lessons for medical reasons, or other reasons agreed with the school – a note from a parent/carer will suffice in such circumstances. A student excused from a P.E. lesson will be asked to assume a role within the lesson.
The Sutton Experience – Extra-Curricular Activities
The school has a wide and varied programme of extra-curricular and sporting activities that take place outside the formal curriculum. All students are encouraged to take part in the programme. The timetable of the extra-curricular provision is published every half term on the school website.
Enrichment
- An additional after-school extra-curricular programme includes a range of sporting activities.
- Most of Year 11 students will be involved in the lunch time or afterschool revision programme – known as Period 6 or subject boost.
Assessment for Learning
Assessment for learning underpins and is a strength of our curriculum. Regular assessment points allow students’ understanding to be checked and progress reviewed, with opportunity to reshape learning and close gaps in knowledge skills and understanding.
Teachers regularly use formative assessment to check on students’ skills and/or knowledge with embedded processes addressing gaps identified.
Summative assessment of curricular end points is embedded termly, and diagnostic analysis reshapes subsequent learning. Teaching and curriculum plans are adapted to address gaps, and students respond to directions to enable them to further develop their skills and/or knowledge.
Students and parents/carers are fully supported in preparing for summative assessments through the use of bespoke revision booklets. The school website is used to share curriculum content.
Consistency in the delivery of the curriculum is enhanced through shared resources for mid-term plans, supporting teachers to adapt resources to reflect on the specific needs of their individual classes to ensure there are no barriers to learning. Curriculum leaders and teachers plan to support all groups of learners with a priority on vulnerable and/or SEND learners.
Literacy Reading & Oracy
Opportunities to development reading, writing, speaking and listening skills are embedded into the curriculum over every Key stage as we aim to promote a love of reading with our students. All subjects have bespoke reading lists and vocabulary lists to support students in developing a love of the subject as well as subject specific vocabulary (available in Reception and on the department pages on the school website).
The acquisition of subject-specific vocabulary and command of it’s use, are central in enabling students to become proficient. As such, each subject will actively teach key vocabulary and provide work banks for students to develop their understanding of key terminology.
We ensure that all students have reading age tests and we use reading ages to inform and support planning within lessons. We support the lowest 20% of readers through targeted reading intervention and monitor the impact and progress made.
Reading and oracy skills are promoted through our Pastoral Programme. Students are given Talking Points and opportunities for regular discussion to develop confidence and vocabulary. Dedicated reading time is used to promote the importance of reading at Form time, as well as the Reading Aloud Programme and the Strong Foundations Programme. The Reading Aloud Programme is run by older student leaders for Year 7 and 8 students who are not part of the Strong Foundations Programme but have been identified (through reading tests) as students who would benefit from additional support with their reading skills. Students participate in paired reading sessions each week with Year 9 and 10 students to develop their fluency, comprehension and reading confidence.
Equal Opportunities
Entry to all programmes of study is based on academic suitability and appropriateness, regardless of sex, race, disability, religion or belief.
Diversity
We promote acceptance, increase visibility and encourage the celebration of people from diverse backgrounds in all curriculum areas.
The diversity of our curriculum is reviewed by subject leaders with a focus on ensuring positive and viable representations of the groups that are protected under the Equalities Act 2010.
SEN and Disability
All students follow an inclusive curriculum accessed through high-quality teaching. Exceptions occur on advice from education, social and health care professionals regarding alternative pathways in the best interests of the child, for example if it is outlined in a student’s ECHP that amendments are recommended.
Students with SEND are supported to study a broad and balanced curriculum. Subject leaders ensure curriculum planning is inclusive by careful consideration of learning activities, teaching strategies and accessibility of resources when planning for all students. Teachers use individual student information (ISPs) to ensure strategies are in place to support students’ individual special educational needs.
We recognise that some students require additional support with reading particularly in Year 7 and Year 8. Students undertake GL reading assessments and those who are determined as being significantly below reading age-related expectations are provided with additional support. This is delivered by trained staff in small groups, until students have made sufficient progress.
In accordance with the statutory requirements, the school aims to make the curriculum accessible to all students as far as is reasonably practicable. The school has an Equality Policy which is available to parents/carers on request.
The school has a Special Educational Needs & Disability Policy to support students with special educational needs and/or disabilities through a graduated response. The school will determine the appropriate courses in consultation with the parents/carers. Parents/carers who have concerns about any aspects of the curriculum should discuss these in the first instance with the student’s Tutor/Year Leader. If the issue is not resolved, parents/carers should make an official complaint in writing to the Headteacher as per the school’s Complaints Policy.
