At St Peter’s we aim to provide a curriculum that is:
– ensuring the right balance and breadth of subjects offered as part of the curriculum
– ensuring students take the right amount of subjects for their needs, aspirations and next steps
– ensuring that the curriculum provides the appropriate skills, knowledge and understanding
– ensuring that the curriculum develops essential learning habits that will equip students with the dispositions to succeed in a challenging and changing world.
– ensuring that the curriculum where possible is interconnected across subjects and is appropriate for the age and experience of our students
– ensuring a spiral curriculum that builds on previous learning
– ensuring an appropriate level of challenge for students whilst taking into account what is known about the way in which students learn so as to ensure high expectations are maintained
– ensuring that the right skills, knowledge and understanding are provided at the right time or stage in the curriculum in order to motivate and inspire students
– Ensuring that the curriculum content is relevant to the lives and cultural and religious backgrounds of our students
Learning Habits and British Values
St Peter’s has a history of teaching essential thinking skills that develop students’ ability to learn how to learn. These are part of St Peter’s CORE ingredients for learning. Learning habits are taught across and within all subjects at St Peter’s and develop students’ learning beyond the traditional taught curriculum of subjects.
Learning to practise habits such as resilience, tolerance and empathy, practising forgiveness and freedom not only underpin our Christian values but also reflect how we teach young people about British Values and living life in 21st century Britain.
In addition our CPSHE curriculum, taught across a blend of targeted CPSHE Days and tutor time provide opportunities to discuss and learn in more detail specific aspects of modern life such as financial capability and Sex and Relationships Education.
With the removal of end of Key Stage 3 assessments the distinction between key stages has become marginal. Therefore we are developing our curriculum so that students learn a broad range of skills, knowledge and understanding that prepare them for GCSEs and beyond.