The Emmanuel College Curriculum

Curriculum Design

The Emmanuel College curriculum is designed to engage all students, no matter their background, in a broad and balanced range of subjects. Our curriculum is knowledge-rich, where knowledge is defined as ‘that which we believe to be true’. Within the curriculum, therefore, knowledge is the starting point of a students’ journey to mastery.

Our curriculum enables students to:

  1. Acquire the knowledge and cultural capital they need to succeed in life.
  2. Cultivate strong character and the intellectual discipline to apply their learnt knowledge correctly.
Curriculum Intent

Emmanuel College is committed, for all students, to:  

  • Have access to an ambitious, coherent, knowledge-rich curriculum that allows all students to acquire and apply knowledge.
  • Experience a straightforward delivery of said curriculum, supported by effective sequencing of topics with long term learning at it’s core.
  • Engage in reliable assessments that accurately gauge students’ progress through the curriculum and further embed knowledge.
Curriculum Delivery

In order to support effective curriculum delivery in the classroom, teachers should regularly gather information on students’ knowledge and understanding of what has been taught. They should regularly use low stakes testing in lessons and, alongside departmental assessments, gain a better understanding of where students are in their learning journey and were they need to go. 

Effective delivery of the curriculum in lessons should include, but is not limited to: 

  • content which is knowledge-rich;
  • an understanding of how students learn, lessons which are planned with this in mind;
  • opportunities for all learners to succeed;
  • classroom discussion and targeted questioning, delivering passion for the subject you teach;
  • regular low stakes testing such as multiple-choice questions and retrieval to understand progress and common misconceptions;
  • application of knowledge and skills in new contexts, challenging all learners to stretch their understanding of a topic;
  • extended writing and practice;
  • feedback which students can act on immediately, both in written format, and verbal.
Curriculum Structure

In Years 7-9, the curriculum is the same for all students:

  • English, maths and science (4 periods each)
  • History, geography, RE (2 periods each)
  • Two languages from French, German or Spanish (3 periods each)
  • Technology (3 periods)
  • Computing, art, music (1 period each)
  • Games/PE (2 periods)
  • Ignite Programme (Latin, drama, relationships and sex education, personal development and lecture) (1 period)

 For 2021-22, Year 9 are in a transition year, where they are following a curriculum determined by their choice of language.

If they are studying one language, their curriculum model is as follows:

  • English and maths (5 periods each)
  • Science (6 periods) – taught as three individual sciences
  • History, geography, RE and technology (2 periods each)
  • Languages (French or Spanish) (4 periods)
  • Art and music (1 period)
  • Games/PE (2 periods)
  • Ignite Programme (Latin, drama, relationships and sex education, personal development and lecture) (1 period) 

If they are studying two languages, their curriculum model is as follows:

  • English and maths (4 periods each)
  • Science (6 periods) – taught as three individual sciences
  • History, geography, RE and technology (2 periods each)
  • Two languages from French, German or Spanish (3 periods each)
  • Art and music (1 period)Games/PE (2 periods)
  • Ignite Programme (Latin, drama, relationships and sex education, personal development and lecture) (1 period)

GCSE

All students study the following subjects:

  • English (3 periods in Year 10 2 periods in Year 11)
  • English Literature (3 periods)
  • Mathematics (4 periods in Year 10 5 periods in Year 11)
  • Science (6 periods) (individual GCSEs in Biology, Chemistry and Physics or Combined Science:Triology)
  • Religious Education (3 periods)
  • Humanity (3 periods) (Geography or History)
  • Language (3 periods) (French, German or Latin)
  • 2 ‘option’ subjects (3 periods each)
    • GCSE: Art, Business Studies, Computer Science, Design and Technology, Drama, Economics, Food Preparation and Nutrition, Graphic Communication, Music, a second language, a second humanity
    • BTEC: Digital Information Technology, Engineering, Enterprise
    • Cambridge National: Engineering, Sports Studies
  • Games/PE (2 periods)
  • Students also receive a Personal Development Lecture (1 period)

Sixth Form

Most students study three A Level subjects, or equivalent, and are expected to study these subjects through to the end of Year 13. Alongside A Levels in typically 20 subjects, the College offers BTECs in Business, Engineering, IT and Science and Cambridge Technical in Sport and Physical Activity . A minority of students study four A Levels (especially those who take Further Maths). The College week allows for six lessons of teaching per A Level subject per week, and a large proportion of subjects are taught by two teachers. Students have one lecture and lesson a week, in which the Sixth Form PTE course is taught. They also take PE one afternoon a week.

 

Business & Computing

Ecconomics

English

Geography

History

Languages

Mathematics

Physical Education

Politics

Religuous Studies

Science

Technology

Personal Development