Curriculum
Our curriculum is designed to foster thought, curiosity and a desire for learning in all pupils, regardless of their backgrounds, strengths and needs. It should be a gateway to opportunity and to a fulfilling and prosperous life in modern Britain and beyond.
Our curriculum is broad and balanced, with an emphasis on academic success. We prioritise learning in Literacy, Numeracy, Languages, Humanities and Science. Our curriculum is both coherent and cumulative, with an emphasis on the critical importance of knowledge acquisition.
In line with the Star Quality Standards, the curriculum actively promotes equality for all through both its content and delivery. Full details are contained in the Annual Equalities Statement.
We aim to ensure that all pupils have access to the curriculum and are not disadvantaged by any disabilities or special educational needs. Full details are contained in the SEND Information Report, Policy and Guidance.
Our curriculum aims to:
- Cultivate well-rounded, intelligent and socially-aware pupils
- Mould pupils into good citizens, with a sense of responsibility for their actions
- Encourage civic and social participation within the community
- Promote the development of young leaders
- Allow pupils to develop their individuality
- Empower pupils with the necessary skills and abilities to play a full and inclusive role within society
- Provide a solid foundation for future learning at every stage
- Deliver excellent exam results
At the core of the Academy’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 including English, Mathematics, Sciences, Languages and Humanities.
For more information on our curriculum, please contact Ms I Atwal, Assistant Principal by emailing info@egbham.staracademies.org
Key Stage 3
The Academy operates a three-year Key Stage 3. All pupils will follow a traditional model of study, which involves core and foundation subjects following the national curriculum. Pupils are offered extra time for English and Mathematics where necessary.
Courses Available at Key Stage 3
| Subject | |
|---|---|
| English | Non-examinable course at Key Stage 3 |
| Mathematics | Non-examinable course at Key Stage 3 |
| Science | Non-examinable course at Key Stage 3 |
| History | Non-examinable course at Key Stage 3 |
| Geography | Non-examinable course at Key Stage 3 |
| Religious Studies | Non-examinable course at Key Stage 3 |
| Arabic | Non-examinable course at Key Stage 3 |
| French | Non-examinable course at Key Stage 3 |
| Computing and ICT | Non-examinable course at Key Stage 3 |
| Art & Design | Non-examinable course at Key Stage 3 |
| Music | Non-examinable course at Key Stage 3 |
| P.E. | Non-examinable course at Key Stage 3 |
| Personal, Social, Health and Citizenship Education | Non-examinable course at Key Stage 3 |
| Food Technology | Non-examinable course at Key Stage 3 |
Key Stage 4
The Academy operates a two-year Key Stage 4 where pupils sit GCSEs across both Year 10 and 11. Pupils make their GCSE choices towards the end of Year 9. Across year 10 & 11, most pupils will follow a combination of subjects which will enable them to achieve the English Baccalaureate, where they are also offered extra time for English and Mathematics where necessary. The primary focus is to ensure that every pupil makes above expected progress in English and Mathematics.
A very small number of pupils will undertake an alternative vocational pathway. This will be a targeted pathway which will ensure SEN pupils, including those supported with an educational health care plan (EHCP) and those newly arrived to the country, are supported in their learning to ensure they make rapid progress. Pupils will complete nationally and industry recognised awards and qualifications, developing a personalised portfolio to include GCSEs and vocational achievements.
KS4 Curriculum Overview 2023-2024
| Core/Ebacc/Option | Subject | Official course title | Exam Board | Specification |
|---|---|---|---|---|
| Core | English | AQA Level 1/2 GCSE (9-1) English Language | AQA | 8700 |
| AQA Level 1/2 GCSE (9-1) English Literature | AQA | 8702 | ||
| Mathematics | Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Mathematics (1MA1) | Edexcel | 1MA1 | |
| Science Pupils study either Combined Science or Separate Sciences (Biology, Chemistry and Physics) |
Pearson Edexcel Level 1/2 GCSE Combined Science | Edexcel | 1SC0 | |
| Pearson Edexcel Level 1/2 GCSE Physics | Edexcel | 1PH0 | ||
| Pearson Edexcel Level 1/2 GCSE Chemistry | Edexcel | 1CH0 | ||
| Pearson Edexcel Level 1/2 GCSE Biology | Edexcel | 1BI0 | ||
| Core PE | N/A | N/A | N/A | |
| PSHCE | N/A | N/A | N/A | |
| Religious Studies | AQA Level1/2 GCSE Religious Studies | AQA | 8062 | |
|
Ebacc (Pupils study either History or Geography) |
History | AQA Level 1/2 GCSE (9-1) History | AQA | 8145 |
| Geography | AQA Level 1/2 GCSE Geography | AQA | 8035 | |
| Arabic | AQA Level1/2 GCSE Citizenship | AQA | 8100 | |
| Languages | Edexcel Level 1/2 GCSE Arabic | Edexcel | 1AA0 | |
| AQA Level1/2 GCSE French | AQA | 8658 | ||
| Computing | OCR Level 1/2 GCSE Computer Science | OCR | J277 | |
| Vocational Qualification Option | IT | Pearson Edexcel Level 1/Level 2 Tech award BTEC Digital Information Technology | Edexcel | 21193L |
| Physical Education | OCR Level 1/2 Cambridge National Award in Sport Studies | OCR | J813 | |
| Food Technology | WJEC Level1/2 Hospitality and Catering | WJEC | 5409 | |
| Option | Art | Edexcel Level 1/2 GCSE Art & Design | Edexcel | 1FA0 |
| Citizenship | AQA Level1/2 GCSE Citizenship | AQA | 8100 |
High quality, evidence based and age appropriate teaching of PSHE will help prepare our pupils for the opportunities, responsibilities and experiences of adult life. Our curriculum meets the requirements set out in the guidance “Relationship Education, Relationships and Sex Education (RSE) and Health Education” DfE 2019
The issues that PSHE (life skills) covers are central to young people’s wellbeing; nutrition and physical activity; drugs, alcohol and tobacco; sex and relationships education (SRE); emotional health and wellbeing; safety; careers; leadership development; work-related learning; and personal finance.
At our school, we are committed to supporting and developing our teachers so that they continue to learn, develop, and build confidence in making adaptations and reasonable adjustments to support pupils with SEND. This vision and strategy are comprised in the statements below:
• teaching pupils with SEND is integral to our whole school teaching and learning approach
• teachers know pupils with SEND and understand their needs
• teachers use high quality research-informed adaptive teaching strategies that work for all pupils
• teachers use personalised adaptive teaching strategies, including subject-specific adaptive strategies, which enable pupils with SEND to make excellent progress
• teachers understand the individual and collective impact that they have on the progress of pupils with SEND
In line with the Star Quality Standards, the curriculum actively promotes equality for all through both its content and delivery. Full details are contained in the Annual Equalities Statement. We aim to ensure that all pupils have access to the curriculum and are not disadvantaged by any disabilities or special educational needs. Full details are contained in the SEND Information Report, Policy and Guidance