Curriculum

The fundamental aim of the art department is to enable students to develop an enquiring mind and the technical skills to express themselves confidently and creatively; with feelings and imagination. By providing a broad range of exceptional quality teaching and learning experiences that are delivered with the best resources we can provide; we seek to raise student aspirations, confidence, self-belief and achievement. Our aim is to lead in good practice and to provide a rich and diverse range of artistic opportunities that are shared and celebrated both across the curriculum, in our school community and beyond.

We believe that study of the practices, techniques, ideas and work of artists, photographers and designers will open an exciting world for all participants that enable them to express themselves in a skilled, unique and personal way. Our philosophy encourages students to become independent and resilient learners who develop their own original and thought provoking artwork.

• Year 7 curriculum overview
• Year 8 curriculum overview
• Year 9 curriculum overview
• Year 10 curriculum overview
• Year 11 curriculum overview
• KS5 curriculum overview
• Art reading list

At St Joseph’s College, our curriculum will serve to extend our student’s knowledge of biological concepts. It will broaden their understanding and their ability to ‘use their heads’ in the application of biological knowledge such that we develop our students into young people who can more fully make sense of the world around them with greater biological clarity. The intent is to promote a fascination for the subject through driving a student’s understanding of the real-world relevance and importance of biology from the historical journey which has driven our current understanding, to the way we live now and looking forward, to the importance and potential of biology in future.We will consider the many ethical challenges involved in the ever-advancing field of biology and ask them to ‘use their hearts’ to explore these ideas, many of which align with the seven Catholic social teaching principles.

Students will study a stretching and engaging curriculum which will drive a sense of curiosity in biology knowledge, to enable them to view the very small to the large, from a single cell to their own bodies and then the world around them with a sense of awe and wonder. They will also have the opportunity to develop their reading, writing, numeracy and oracy skills, building their confidence and their ability to critically analyse and consider data, and problem solve, enabling them to flourish in the wider world. We will endeavour to expand their understanding of the scientific method and the use of various techniques and specialist equipment needed to be a biologist (using their hands!).

As part of the science curriculum, we will strive to ensure that we share research and achievements from a diverse array of scientists past and present and to embed in our teaching the promotion of the vast array of STEM careers that knowledge of science can open up.

• Biology 5 year curriculum map, separate (KS3 and KS4)
• Biology 5 Yr curriculum map, trilogy (KS3 and KS4)
• Biology reading list – KS4
• Biology curriculum map – KS5
• Biology reading list – KS5

Our aim is to create the very best Economics and Business students, while nurturing their growth in faith, character, and academic excellence. Economics plays a vital role in all aspects of our everyday lives. The Economics curriculum is designed to provide students with a deep understanding of their place in a dynamic, global economy, and how they can apply this knowledge responsibly. Studying economics enables students to understand past, present, and future economic models, applying them to societies, governments, businesses, and individuals.

In line with the Catholic values of our school, the curriculum also encourages students to reflect on the moral and ethical implications of economic decisions. As students develop essential skills such as analysing and interpreting data, building rational and logical arguments, and making clear, convincing judgments, they are also taught to consider the social responsibility and ethical dimensions of these decisions. Economics combines both creativity and rational thought, with students confidently using mathematical and communication skills to engage in reasoned discussions on global challenges.

The Business curriculum aims to equip students with the knowledge and skills they need for further study and for the world of work. We encourage students to become analytical thinkers, problem solvers, and informed decision-makers. The course emphasises the importance of discussion, alternative viewpoints, and developing reasoned arguments—skills that are highly valued in both business and wider society. At the same time, students are encouraged to approach business problems with an ethical mindset, considering the impact of business decisions on the community and the environment, and understanding the importance of stewardship, justice, and the common good.

The Business and Economics curriculum goes beyond the classroom, ensuring that our students are well-rounded individuals who are able to apply their knowledge in real-world situations. Although the priority is for all students to achieve the very best examination results, we also focus on developing initiative, leadership skills, and the ability to communicate effectively using business and economics vocabulary. Opportunities to access real-world examples and current events through news articles and case studies help to keep students engaged, informed, and connected to their learning.

In keeping with the ethos of St Joseph’s College, which is committed to developing the whole person, we ensure that students understand not only the workings of the world but also the importance of living in accordance with Catholic social teaching. In Business, students are encouraged to reflect on the health, social, moral, and ethical issues surrounding business decisions, and how these decisions affect a wide range of stakeholders. The curriculum challenges students to apply ethical principles to public policy and economic practice, preparing them to contribute positively to the common good and to make decisions that honour the dignity of every person.

The aim of the KS3 Chemistry curriculum is for students to master key skills and apply their knowledge to challenging and unfamiliar contexts. We have planned and implemented a rigorous curriculum that builds on prior learning and the skills acquired at KS2. The content studied and skills acquired in Year 7 are revisited and extended in Year 8.

The KS3 curriculum provides a solid foundation for the rigour of the content at GCSE. The KS3 curriculum is delivered across two years, with GCSE courses commencing in Year 9. This maximises the opportunity to revisit the foundation topics of each specialism and enables students to make greater connections between content across topics.

In Year 7, students’ understanding of Working Scientifically and lab safety is likely to vary due to differences in science provision between primary schools. Therefore, initial lessons reinforce expectations for safety in the laboratory and planning investigations. The curriculum is designed to engage learners through practicals and demonstrations, helping them develop their skills for Working Scientifically while acquiring new knowledge across four distinct topics.

The Year 8 curriculum builds on the knowledge and skills gained in Year 7 and covers the remainder of the KS3 Science National Curriculum. Students continue to develop their skills and acquire new knowledge, in addition to revisiting and building on the content covered in Year 7.

Our sequence of topics and lessons is followed by all to ensure that every student experience the same coherent curriculum, with content delivered in a structured and consistent manner.

As a Christian Brothers Catholic school, we encourage students to develop a sense of responsibility for the world around them by exploring the ethical implications of scientific advancements, sustainability, and environmental stewardship.

Physical Chemistry

• The Particle Model
• States of Matter
• Diffusion

Molecular Chemistry

• Elements
• Atoms
• Molecules
• Compounds
• Chemical formula

Chemical Reactions

• Word Equations
• Burning Fuels
• Thermal Decomposition
• Conservation of Mass
• Exo & Endothermic Reactions

Neutralisation Reactions

• Acids & Alkalis
• Indicators & pH
• Making Salts

The KS4 chemistry curriculum completes the KS3 program of study during year 9 and gives progression from key stage 3 national curriculum requirements to the possibility of development into A level. All students selecting the separate chemistry or trilogy award are taught the higher tier content and challenged to use key models to explain their thinking and illustrate their examples. To ensure an appropriate level of challenge and aspiration, pupils are encouraged to answer problems with structured answers which take into account, sequence, cause & effect and use of appropriate units & level of precision. Advanced level problems will be used to further challenge learners where appropriate. Students are encouraged to appreciate the achievements of chemistry in showing how the complex and diverse phenomena of both the natural and man-made worlds can be described in terms of a small number of key ideas which are of universal application. The curriculum covers powerful knowledge and skills as listed below and links them into important contexts such as air pollution, global warming and obtaining potable water.

At KS5 the study of Chemistry provides the opportunity to further develop a knowledge and understanding of the principles which were studied at GCSE. The AQA Syllabus is intended to be a natural extension of GCSE. With the aim to develop crucial knowledge and understanding of the core areas of chemistry, develop their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject.

• Chemistry (trilogy) learning journey years 7 – 11
• Chemistry (separate) learning journey years 7 – 11
•  
• Separate science chemistry curriculum map – KS4
• Chemistry curriculum map – Trilogy – year 11 2021
• KS5 chemistry curriculum map
• KS4 & KS5 reading list chemistry 2021

• KS3 Overview
• KS4 Overview
• KS5 Overview 
• Reading List

At St Joseph’s College our intention is to inspire our students with a love for all things D&T to allow them to become confident individuals with inquisitive minds who will have the courage, skills and knowledge to thrive. The D&T curriculum is crafted to develop students into innovative, ethical designers. We aim to nurture creativity, critical thinking, and a commitment to social responsibility, ensuring our students contribute positively to society and the environment. We aim to instil an understanding of sustainability and environmental stewardship, emphasizing responsible material selection and processes that minimize waste and environmental impact. We strive to equip students with skills to navigate and contribute to an ever-evolving technological landscape, fostering adaptability and lifelong learning.

D&T at St Joseph’s college encourages students to become independent, creative problem-solvers and thinkers as individuals and as part of a team – making positive changes to their quality of life. It enables them to identify needs and opportunities and to respond to them by developing a range of ideas and by making products in a wide variety of material areas.

The curriculum encourages students to ask questions and seek answers when creating new ideas, acquiring new skills and draw on disciplines such as mathematics, science, engineering, computing and art. We challenge students with engaging design briefs and instil a sense of curiosity within the students by enabling them to create work of their own inspired by well know design movements, designers, architects or engineers such as Memphis Group and Bauhaus as well as celebrating our local industrial heritage. The food nutrition and preparation curriculum develops the students’ knowledge and understanding of the healthy eating guidelines and encourages them to prepare exciting dishes and explore international cuisine which reflects the cultural diversity of the school population. In textiles students are challenged to develop their creative ability and to explore and experiment with a wide range of materials and techniques.

The D&T curriculum allows students to develop an appreciation of design, creativity and their own identity as young designers. Design and technology offers students a chance to use creative thinking and activity within a defined purpose and tangible outcome. The principles of D&T can be found in many of the products that students use each day and is a part of their immediate life experience.

Food

• KS3 Curriculum Map
• KS4 Curriculum Map
• Year 12 Curriculum Map
• Year 13 Curriculum Map
• KS4 Reading List

Product Design

• KS3 Curriculum Map
• KS4 Curriculum Map
• KS5 Curriculum Map
• KS4 Reading List
• KS5 Reading List

Textiles

• Ks3 Curriculum Map
• Y12 Curriculum Map
• Y13 Curriculum Map 
• Reading list

We all have a story to tell, but in order to make people listen to our story, we have to tell it in a compelling and persuasive way. Often it feels as though the society we live in wants to decide our story for us and, as an English department in a Catholic school, we frequently use literature to explore how society tempts us to reshape our own narrative with the superficial promises of material gain and power, in the same way that Jesus was tempted in the desert. Having the power to make people listen to the story you want to tell depends on how well you tell it. Language gives us the power to control our own narrative.

That is why studying English Language is so important and why studying the best told stories in English Literature is essential.

In Margaret Atwood’s The Handmaid’s Tale and William Shakespeare’s Othello – two texts currently being studied by our A Level students – we see how different societies try to write people’s stories for them in the way the writers present such themes as the exploitation of women and the harmful stereotyping of black people. Through the use of satire and irony in Atwood’s narrative and Shakespeare’s use of drama and poetry, we see how the English language can be used to force society to listen to every single person’s story, regardless of gender, background, class or nationality.

That is why in your English studies, we begin in year 7 with the ancient Greeks, who believed that drama and poetry were the best forms to explore the complexities of the human identity, and Geoffrey Chaucer who, through his use of such devices as satire as far back as the Middle Ages, formed the basis for literature as we know it.

Through your studies you will be taken on a journey to explore how for centuries writers have endeavoured to make sense of, explore and question the wonderful complexities of the human psyche through the power of our always-changing, multi-cultural and ever-diversifying English Language. By the time you finish year 7, you will have explored how such ideas as power, identity, corruption and morality are woven across the ages from Shakespeare, to the Victorian era, and finally to the modern day where the stories of the Windrush generation are crucial to understanding how a person’s narrative can be controlled by a corrupt system in our own time.

In years 8 and 9, you will continue to explore the efforts of wonderful writers and speakers to tell human stories as they should be told in the Enlightenment, Romantic, Gothic and Modern eras to chart the impact that social, political and industrial changes have on shaping human thought and the individual. In year 9, just in time for GCSE, you will explore the genre of dystopian fiction, in which the consequences of allowing society to dictate our individual narratives are laid bare in nightmarish, totalitarian worlds of the future where people are almost completely controlled and their stories totally dictated by oppressive societies. You will also apply your critical analysis skills to writing poetry of protest, exploring how such forms have begun to help to shift the narrative, with writers insisting they will no longer be ignored. You will also be able to discuss the literary canon, considering the significance of contexts on unheard voices, and be able to apply literary theory to help your critical thoughts and analysis of how those who have power have been able to set the agenda.

Narrative and power lead us through GCSE: considering how writers have critiqued the problems caused by unequal power distribution across time, from economic power in A Christmas Carol, to abuse of positions afforded by entrenched social class and gender in Lord of the Flies, through poetry of power and conflict, to the tyranny of ambition in Macbeth. Alongside this we apply similar questions to extracts from a diverse range of voices that explore similar themes.

At A level we expand our discussions of narrative even further, considering how unreliable narrators in Wuthering Heights, The Handmaid’s Tale and The Great Gatsby require the reader to question whether reading is itself actually an act of intervention and construction of narrative. We also consider ‘telling tales’ about place and identity, and in Language and Literature consider the significance of modality and language use in shaping narratives, as well as our own powers of transformative writing.

Understanding the richness of literary contexts throughout the ages and exploring how writers and speakers have developed newer and more diverse ways of expressing their narratives will not only prepare you for the challenges of the texts you will face at GCSE and potentially A Level, but during each module, you will practise the skills needed to develop your own exciting, unique voice in a range of written and spoken forms, so that when you come to tell your story, or to speak on behalf of the disempowered, everyone will be compelled to listen.

Our mission:

The English department at St Joseph’s College aims to develop great thinking English students who use the English language to interpret themselves and the whole of society with world-changing insight, alongside the values of Catholic social teaching, exploring ideas about redemption, solidarity, injustice and inequality.

As well as every major literary movement, the works of Shakespeare are studied in each year of Key Stage 3 as his scrutiny of: human relationships and weaknesses; the ways in which prejudice in its many forms can erode a society and the power of language to manipulate and inspire, delude and delight, degrade and enlighten is always relevant to young people trying to navigate their way through an unstable and insecure modern world.

Key Stage 3 therefore establishes firmly the foundations of knowledge and analysis required for success at GCSE level: where the study of Lord of the Flies will draw upon their knowledge of the dystopian genre from year 9 as well as Shakespearean themes of power and ambition encountered as early as year 7 and where the study of poetry throughout the ages will enable students to revisit their knowledge of such traditions as romantic and classical poetry from years 8 and 9. In addition, their experience will be enhanced by the ways in which the English Department, in conjunction with other departments, encourage students at each stage to make productive links between academic units across subjects: their study of the innate evil in humanity in the works of Golding and Shakespeare at GCSE will echo their year 8 studies of the Gothic era as well as the theories of Darwin studied in their Science lessons during the same year.

At all stages and in all units, the constant reinforcing and retrieval of key language skills is essential, whether studying literary or non-literary fiction and non-fiction. Each unit comes with a knowledge booklet which forms the basis for in-depth study, each one containing a range of literary and linguistic tasks which promote the sophisticated exploration of each genre.  Key reading skills of inference, evaluation, comparison, synthesis and the analysis of language and structure are woven into all four units of each academic year and a range of imaginative writing tasks aim to hone the skill of writing engagingly and compellingly for a variety of purposes and audiences.

From the beginning of their studies in year 7, students are provided with an essential skills toolkit which they will use throughout their studies in all key stages. This is designed to complement, enhance and embed the powerful knowledge and key skills which are specific to each unit in order to deepen each student’s exploratory thought and provide them with the concepts required to communicate their ideas effectively. It builds on the strong foundations established at key stages 1 and 2, utilising retrieval strategies as well as encouraging independent learning to ensure these are embedded in students’ long term memory.

These will be continually taught and reinforced so that, by the end of the journey at GCSE or A Level, each student should be equipped with the skills and depth of thought required to be excellent readers and writers.

The curriculum vision for geography at St Joseph’s College is to spark a lifelong curiosity and fascination about our planet. It strives to offer ambitious breadth and depth of powerful knowledge, skills and critical thinking, providing students with the tools to understand and navigate a complex and rapidly changing world. Our curriculum is a discipline that makes a vital contribution in helping all young people learn about their world and complex interactions and interconnections between both human and physical processes and underpins a lifelong ‘conversation’ about Earth as the home of humankind and all species.

Rooted in our identity as a Catholic school in the Edmund Rice tradition, our geography curriculum is shaped by a deep commitment to justice, stewardship of creation, and compassion for the most vulnerable. We encourage students to see the world through a moral and ethical lens, inspired by Gospel values and the call to care for our common home. Through an understanding of geographical inequalities and environmental challenges, students are empowered to become active global citizens, working towards a more just and sustainable world in the spirit of Edmund Rice.

Purpose and aims of study:

Our curriculum is ambitious and follows the structure and guidance from the National Curriculum for geography.

It has been designed and evolved to build on student’s skills and knowledge by sequencing topics and lessons that allow effective long term learning to occur. Powerful knowledge has been at the heart of our planning so we can work with our students to foster a learning environment and culture that allows progress for all.

The aims of our geography curriculum are:

• Build strong place knowledge on a local and global scale.
• Develop knowledge of different human and physical geographical processes and their interdependence. How these connected processes affect and change places socially, economically and environmentally.
• Develop competent use of a range of geographical skills allowing them to become effective interpreters, analysts and communicators.

Research underpins our practice:

• Substantive knowledge sets out the content that is to be learned. The national curriculum and other geography education literature presents this through 4 interrelated forms:
  • locational knowledge
  • place knowledge
  • human and physical processes (the geography community also includes ‘environmental’ as part of this)
  • geographical skills.
• Disciplinary knowledge considers how geographical knowledge originates and is revised. It is through disciplinary knowledge that pupils learn the practices of geographers.

At St Joseph’s College, history will serve to extend student’s chronological knowledge and deepen understanding of British, local and world history. Students will study a curriculum which will hopefully arouse their curiosity about the world that once was, and what it is today. Our demanding and engaging curriculum will hopefully encourage a love of studying key events and historical issues.  Our fundamental aims are for students to appreciate how people in the past were ruled, how they lived, what they believed and how we know this. Engagement of both the stories of the past, analysis of sources of evidence and the evaluation of scholarship is a key part of our approach in enabling students to develop an ability to explain and analyse past events, make links between events, evaluate concepts such as causation, consequence and continuity and change. Studies will identify significant events, make connections, draw contrasts, and analyse trends within periods. Each topic will address the wider religious, economic, social and political impact on peoples lives including topics such as poverty, racism and inequality. Students will examine moral values of societies of the past and be able to identify injustices of a past world.

In each topic, students will use historical terms and concepts and explain why contrasting arguments and interpretations of the past have been constructed. We strive to ensure that the stories of the past we share are diverse of ethnicity, gender and class. We hope that the history curriculum we study will help students to appreciate their place in the world, as their knowledge of past events will help them to understand the diversity and tolerance embedded within our country’s modern-day values. It will also aid them in making future career choices through the excellent and regular opportunity for students to practice the wide range of skills needed for work.

Students will also have the opportunity to develop skills which will enable them to flourish in the wider world. We will support students in their exam preparations by helping them to become resilient and confident independent learners.  Students will also have the opportunity to develop their reading, writing and oracy skills to build confidence and their ability to critically analyse and think.

• KS3 History curriculum map 
• KS3 reading and film list
• GCSE curriculum map
• KS4 reading list
• A level curriculum map history
• KS5 reading list
• Curriculum intent history  
• Germany. Independent Learning 

In line with the national curriculum, we intend to ensure that all students:

• Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately, fostering their God-given potential and respecting the dignity of every individual.
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification, or proof using mathematical language. This process encourages the development of critical thinking, a key aspect of forming morally responsible, engaged individuals who contribute to the common good.
• Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions, reflecting the Catholic teaching of perseverance and the importance of overcoming obstacles with hope and determination.

If these aims are successfully implemented, then we believe that all students will:

• Be supported in their individual learning journeys, upholding the dignity of each person as they are nurtured in their intellectual and spiritual growth.
• Be challenged to reach their full potential, in alignment with the Catholic teaching of striving for excellence in all things as a way to honor God’s gifts.
• Have the opportunity to enjoy studying mathematics, with a focus on fostering an inclusive environment where all students, especially those from disadvantaged backgrounds, are encouraged and supported in their learning, reflecting the preferential option for the poor.

The impact of this will be that we have an effective department, grounded in Catholic Social Teaching, and this will be measured through a triangulation of evidence:

• Strong outcomes achieved and excellent progress made by students in external assessments, ensuring equity in student access to high-quality destinations, which is a fundamental part of achieving the common good.
• High quality of teaching and learning observed in formal lesson observations and learning walks, ensuring that teaching is rooted in respect, empathy, and care for all students, reflecting the call to solidarity within the community.
• Constructive discussion of teaching and learning between and across subject leadership, teachers, and students, fostering a culture of collaboration and mutual respect, in line with the Catholic values of communion and participation.

Overview

• Maths Curriculum Overview KS3
• Maths Curriculum Overview KS4 
• Maths Curriculum Overview KS5 
• Maths Reading list – KS3 & KS4
• Maths Reading list – KS5

We aim to create the very best linguists.  We challenge students to think, speak, act and write like excellent learners of French and Spanish at all levels of study.  We do this by equipping all our students with the knowledge and skills to succeed in language learning, encouraging and inspiring them with quality first teaching, broadening their awareness of other countries, cultures and communities so that they may consider themselves “World Citizens” who belong in a multicultural, mutually respectful world.  By the time they leave St. Joseph’s, we want our young people to have developed a love of languages, strong life-long linguistic skills, a linguistic curiosity and an intrinsic motivation to explore and respect other cultures and communities, thus equipping them with the skills to deepen their language knowledge and undertake employment in an increasingly globalised economy.

As a knowledge engaged curriculum, we believe that knowledge underpins and enables the application of skills.  As a department, we define the powerful knowledge our students need and help them to recall it by having a carefully planned progression with content and skills clearly identified in our medium to long-term plans.  Our lessons revisit and build on existing knowledge.  We are clear from the outset about our intent to teach grammatical structures, syntax and vocabulary; using the correct terminology and making explicit links to English and other foreign languages’ systematisation.  We emphasise the importance of recycling language within a lesson, a sequence of lessons and across the years to fully embed skills and vocabulary acquisition.

Our curriculum goes beyond what is taught in lessons, for whilst we want students to achieve the best possible examination results, we believe that we also build the Cultural Capital of our students by embedding their linguistic skills within a framework which goes beyond their own cultural experiences.  Language is recycled, revisited and recalled.  Modelling encourages our students to ​communicate and authentic resources are employed to offer immediacy and authenticity to modern language learning.  YouTube, songs, music, film clips, texts and listening resources are all commonplace in the MFL classroom as well as regular assessments and “low stakes” retrieval practice.

As a catholic school, we recognise the Catholic Social Teaching principle of solidarity, recognising the interconnectedness of all people. By teaching students to appreciate and understand cultural diversity through language learning, we aim to build a foundation for solidarity in real-world interactions and thinking.

Implementation

Coherence and flexibility – Language learning is inherently cumulative.  Language learning is most effective when language knowledge is logically sequenced.  We have, therefore, designed a curriculum where language is sequenced, frequently revisited and qualitatively assessed.

Language Knowledge – The curriculum is designed to teach the three main bodies of powerful knowledge which research shows are crucial in language learning – phonics (sound-writing relations), vocabulary and grammar.​

​Knowledge Organisation – Topic areas are coherently sequenced within the allotted time to allow for cumulative learning with explicit embedded grammar structures and high-frequency vocabulary.  Phonics feature in every lesson with regular and frequent short bursts of practice coupled with regular “low stakes” assessment of knowledge and more formal assessment where required.​

​Knowledge Selection – In years 7, 8 and 9 the focus is on introducing key elements which will be required at GCSE.  Over time, teaching includes a range of grammatical features on nouns, verbs and adjectives.  Vocabulary selection covers key high frequency words, as well as more specific vocabulary items.  Vocabulary and grammar are carefully sequenced so that knowledge is built up incrementally over time.  As each unit and topic is covered, prior knowledge of the preceding topic is assumed, though regular interleaving of vocabulary and grammar is encouraged. ​Over KS4, students are prepared for the GCSE examinations, developing their language to a more complex level.

• French reading list
• French curriculum map
• Spanish reading list
• Spanish curriculum map

Curriculum Statement

Our aim is to successfully teach our students to listen, understand and appreciate music and to experience inclusive performance and the process of Composition. These three essential elements of Music are taught and developed together with the aim of building personal skills that students can draw upon to succeed, not only in music lessons but also beyond school life and in future employment. The life skills that are developed, and are at times explicitly taught, are an integral part of the development of the subject specific skills as well as creating well-rounded individuals. The core principles that we aim to develop are: Problem solving, perseverance, diligence, team work, time management, organisation, responsibility, cultural history, listening skills, confidence, social skills, discipline, self-evaluation, interpersonal skills and a sense of achievement. Opportunities are intrinsic for students to be able to hone and develop the practical aspects of performance and composition

Curriculum Features

The curriculum is structured based on the expectations for traditional GCSE & ‘A’ Level Music and Level 2/3 Vocational pathways. Therefore, we offer four exam courses at this centre. Key concepts and skills required by the end of these courses are fed down into schemes of work from Year 7 upwards. This is designed to raise expectations and standards from the start of Key Stage 3 and ensure that musical knowledge is being understood both practically and theoretically. Year 7, 8 and 9 will study various musical genres, (historical and cultural) and through these different cultures and styles will explore, develop and refine their musical skills. Each project will focus on one of the 3 subject specific skills mentioned in the opening statement, so that over the key stage students will return to these concepts enabling them to build and advance their knowledge and skill set further as the progress through the Key Stages.

The Extended Curriculum

Our extensive extra-curricular music programme enables and supports musicianship in students of varying abilities, giving opportunities for students to experience a wide variety of genres and musical ensembles. As well as all-inclusive ensembles for mixed ability students who want the enjoyment of performing with others and developing their musical skills, such as Junior Orchestra, Junior Choir, Boy’s Vocal Group and our Whole School Choir, we also offer students the chance for more advanced musical groups such as Senior Orchestra, Studio Choir and smaller ensembles such as Mass Bands. These ensembles are able to challenge the students and prepare them for further studies in the field. The School Production (Feb 2022) is another opportunity to stretch and challenge the students; either by performing in the Production Band (for students Grade 5+ on their instrument) or by auditioning to be a member of the cast, where the expectation is that all cast members and musicians develop performance talent and professionalism. These clubs and events are not only there to encourage enjoyment in the arts but also for students to learn about professional expectations and performance discipline. Students are also able to access our department reward system by taking on a leadership role within the department and developing their own musical skills as well as supporting younger students with their music making

Music and the Catholic ethos

Here at St Joseph’s College, music serves as a vital tool in supporting our Catholic ethos; fostering faith, promoting worship, and enriching the spiritual lives of our students. Music is often featured in mass and other  liturgical settings, encouraging active and conscious participation in prayer and worship and helping to create a sacred atmosphere, deepening the experience of our students’ faith. Through our music curriculum and extracurricular activities, we aim to nurture a love for music and an understanding of its role in expressing our Catholic faith. At St Joseph’s College, we feel that music provides an outlet for creativity and self-expression, allowing individuals to connect their heads, hands and hearts with their faith in a meaningful way. 

Overview

• Music & performing arts curriculum statements and  maps  
• KS3 music curriculum overview
• Music curriculum journey (years 7 – 11)
• Music development plan
• Music and performing arts curriculum statement and maps

At St Joseph’s College, the PSHE curriculum is known to all as ‘Personal Development’. The Personal Development Curriculum at St Joseph’s College aims to equip young people with essential skills for life; it intends to develop the whole child through carefully planned and resourced lessons that develop the knowledge, skills, virtues and attributes young people need to protect and enhance their wellbeing. Through these lessons, students will learn how to stay safe and healthy, build and maintain successful relationships and become active citizens, responsibly participating in society around them.

Personal Development aims to cover a wide range of the social and emotional aspects of learning, enabling children to develop their identity and self-esteem as active, confident members of their community. The themes and topics support social, moral, spiritual and cultural development and provide children with protective teaching on essential safeguarding issues, developing their knowledge of when and how they can ask for help.

St Joseph’s College’s Personal Development curriculum is based on the Learning Outcomes and Core Themes of the PSHE Association Programme of Study (Health and Wellbeing, Relationships and Living in the Wider World). The scheme of work, alongside RSE taught in Religious Education, fulfils the requirements of 2020 Statutory Relationships, Sex and Health Education, setting these learning intentions in the context of a broad and balanced Personal Development curriculum.

Personal Development curriculum map

Physical Education plays a pivotal role in the life of St Joseph’s College. Our aim is to give each student the
opportunities to reach their potential in all areas of Physical Education by providing a balanced, rich and varied curriculum.

We aim to develop students’ physical, emotional and social well-being through physical activity, in alignment with the Catholic values of dignity, respect, and the sanctity of the human body.  We foster an environment where students can grow in physical competence, build healthy relationships, and understand the importance of caring for their bodies. Our curriculum promotes a healthy active lifestyle, teamwork, and Christian virtues such as humility, perseverance and charity. St Joseph’s College students should be “Strong in adversity, humble in fame!”

Healthy balanced lifestyles play a major part within the programme of study. We offer students the opportunity to experiment, investigate, observe and discover for themselves, various principles of training and exercise methodology. This understanding will prepare them to make health related decisions in the future.

We work hard to provide opportunities for all students to achieve the highest possible standards, nurturing talent, identifying potential and inspiring and encouraging participation in complex and demanding physical activities. Our extra-curricular programme is central to being part of the school community. Sports tours and trips are also organised when possible, we firmly believe this enriches and broadens the educational experiences open to all our students.

During PE lessons students cover a broad and varied programme including invasion, net games, gymnastics, athletics, dance, OAA and various leadership opportunities.

GCSE (9-1) PE : The two year GCSE course includes the compulsory study of theoretical concepts: Applied
Anatomy and Physiology, Physical Training, Sports Psychology, Socio-Cultural influences and Health, Fitness and Well-being. Students also have to demonstrate their physical prowess in the practical component of the NEA which is examined via the performance in practical assessment and their evaluative and analytical skills through the PEP.

At KS5 we offer A Level PE, which covers; Physiological factors affecting performance, Socio-cultural issues in physical activity and sport and Psychological factors affecting performance. Practical Performances and Evaluating and Analysing Performance for Improvement.

Many universities now demand students have A-Level PE as a basis for pursuing sport related courses. Physical Education combines well with any other subject as it has a strong cross-curricular element with its Sports Science and Socio-Cultural units of study. Sixth Form students have a two hour games lesson on Wednesday afternoons, with a range of on-site and off-site options available to them.

• Year 7 Curriculum Overview
• Year 8 Curriculum Overview
• Year 9 Curriculum Overview
• KS4 Curriculum Map
• KS5 Curriculum Map
• Year 7 Reading List
• Year 8 Reading List
• Year 9 Reading List
• Year 10 Reading List
• Year 11 Reading List
• Year 12 Reading List
• Year 13 Reading List

We aim to create the very best version of individual students in terms of being thinkers, analysts and communicators. The aim of the A-level Politics curriculum is to equip students with the knowledge and skills needed to be able to understand the ever changing world around them (specifically UK and US) and to be able to communicate their analysis of current and historic events in the context of structural, cultural and rational positions.

Our curriculum necessarily goes beyond what is taught in lessons. Cultural capital is developed in Politics by students engaging with the news and regularly reporting back to their class to share their discoveries.

Students are challenged to think independently when engaging in debates in class. Manners, respect and tolerance are exhibited which allows students to express themselves in a confident manner. Student opinions become based on knowledge of the realities of government and politics, rather than purely conformist or idealistic positions. 

Overview

• Politics curriculum map
• Course overview from subject leader
• Social sciences reading list

The study of Psychology at SJC enables students to learn about the science of mind and behaviour.

We consider that the ability for a student to consider whether given ‘knowledge’ is legitimate is a key life skill. Psychology can assist with this in helping the student to determine issues such as validity and reliability when applied to scientific (and unscientific) research.

Students are taught how to interrogate and how to critically evaluate research, data and information.

In addition it is our intention to discuss issues positively and with a developmental focus. Our discussions of mental illness (e.g. schizophrenia) and criminality (e.g. explanations for criminal behaviour) are very much orientated towards the positive changes that formal study can bring about.

Furthermore we examine the subject material from a stance of sensitivity and understanding. Such traits are necessary should students follow a career into the range of disciplines that are related to psychology and medicine.

Our study of Psychology shines a light on our own behaviour and the behaviour of others. It brings about empathy, tolerance and an appreciation of how interconnected and complex our lives as humans has become.

Overview

• Psychology curriculum map
• Course overview from subject leader
• Maths requirements for psychology
• Social sciences reading list

RE at St Joseph’s explores the;

• Social & phenomenological
• Scriptural
• Catechetical & doctrinal
• Theological
• Philosophical
• Moral
• Spiritual & personal

By the time a student completes their journey through religious education at St
Joseph’s, they will be:

1. Able to articulately express their knowledge and understanding of various social and phenomenological ways in which Religions manifest themselves, and religious people express themselves.
   (They will also be able to recognize that these manifestations and expressions are rooted in and based on a set of beliefs.);
2. Able to articulately express their understanding of scriptural guidance and wisdom within Christianity.
   (They will also be able to recognize how people’s interpretation of this guidance and wisdom changes and challenges the way in which Christians interact with a diverse world);
3. Able to articulately express their knowledge and understanding of catechetical and doctrinal teaching in the Catholic Church.
   (They will also be able to recognize how / when / if this teaching is shared by, or inclusive, of other faiths.);
4. Able to articulately their express knowledge and understanding of theological concepts about the nature of God, the nature of humans, and the relationship between these two things.
   (They will also and be able to recognize how religious people claim to gain this knowledge.);
5. Able to articulately express their knowledge and understanding of a range of views in relation to important areas of moral debate and disagreement.
   (They will also be able to recognize the ways in which the mishandling of these issues, in the eyes of many Religious believers, prevent the world from being the place it should be.);
6. Able to articulately express their understanding of philosophical insights into matters of knowledge, truth, proof and meaning.
   (They will also be able to recognize the dangers and pitfalls of living in a “post truth”, postmodern, subjective, relativist society.);
7. Able to articulately express their own response to all that they study, having been encouraged to question their assumptions and to embrace doubt.
   (They will also be able to seek deeper meaning, personal significance and spiritual relevance
   in each Unit of Work studied.)

Overview

• RE Curriculum Map – KS3, KS4, KS5
• RE Reading List

RSE and PHSE information for parents

Sociology can be considered as a systematic study of society.

In times that we might regard as socially turbulent, our informed stance as Sociology students at SJC is more important than ever. Our consideration of issues surrounding sexuality, ethnicity, gender and social class are centrally important when we think about the diverse and dynamic components of society. These are considered in the context of families & households, education, media and crime.

Our studies are intended to assist students in being non-judgemental and critically aware. We are sensitive to the needs of marginalised groups and consider the impacts of inequality. In addition students critically interrogate research and theories/narratives, notably we may look at its political grounding (e.g. Marxism) and the motives behind it.

Sociology provides a firm reference point from which to become a global citizen. This citizenship is then founded on understanding tolerance, compassion and reason. The students’ views are based on informed choices.

Overview

• Sociology curriculum map
• Course overview from subject leader
• Social sciences reading list

The key concepts in drama are skills driven using a knowledge rich appreciation of performance styles and theatre practitioners. Exploring contextual and social influences’ regarding the birth of a new style of Theatre is a crucial part of the drama curriculum as theatre reflects the nature of civilisation through what style of entertainment they desire.

Drama also aims to build personal skills which can be relied upon to succeed, not only in drama lessons but beyond school life and in future employment. At the heart of drama is the development of these skills in all young people, engagement, communication and oracy, creative imagination, clarity of expression, autonomy, leadership confidence and cooperation. Methodologies of theatrical practitioners are introduced throughout the key stages to enable students not only to ‘mimic’ but to shape their own unique ideas with a greater understanding of the need for style, intention, theatrical form and to learn to
celebrate individual and unique perspectives.

Overview

• Drama curriculum map