Curriculum Provision Statement 2017

Following conversion to an Academy, with the new freedoms allowed and radical changes to government policy, this statement outlines the thinking and review of curriculum provision in light of these changes. It is important to recognise that the curriculum should not stand still, but always seek to best meets the needs of the students. The Governors recognised in 2012 the following aim:

Intent- Our aim: to create an outstanding curriculum to deliver our goal;

To help our students become effective Global Citizens in today’s World…  We expect our students to achieve their full potential and acquire skills which will help them become equipped for adult life…as we achieve “success through respect, skills, learning AND achievement.”

In the OFSTED guidance for 2017 it states that the overall leadership and management of the a school will be judged to be outstanding when;

  • The broad and balanced curriculum inspires pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including the humanities and linguistic, mathematical, scientific, technical, social, physical and artistic learning.
  • Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work.

In addition when judging leadership of the school, Ofsted consider

  • the design, implementation and evaluation of the curriculum, ensuring breadth and balance and its impact on pupils’ outcomes and their personal, development, behaviour and welfare
  • …the school supports the formal curriculum with extra-curricular opportunities for pupils to extend their knowledge and understanding and to improve their skills in a range of artistic, creative and sporting activities.
  • The school prepares pupils positively for life in modern Britain and promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith.

Campion’s approach- Intent

We wish students to have mastered and developed the following skills and qualities to enable them to be successful:


Literate- including reading, writing


Creative and curious- including entrepreneurial qualities             

Practical- including physical skills

Ambitious and self reliant



Culturally aware

Global awareness and a desire to play their part

If students have these skills they will achieve  (outcome) at the highest level and leave us as educated well rounded citizens..

As we prepare students for adult life as workers serving our local community and leading on a national and global scale, we should take into account the learning required in each of these forums. Content at Key Stages 4 (KS4) and 5 (KS5) will also be planned, based on what is relevant for students, being mindful of exam content, but will be wider, to provide the broad learning of subjects and promote the necessary skills and qualities development .


 Campion’s curriculum:

Nurturing skills and qualities, through subjects to maximise achievement;

Developing learning for life in local, national and global contexts.

Framework-Methodology for delivery-

The skills and qualities listed above are delivered as strands that run through the activities of the curriculum. This way student success or achievement is maximised as learning is relevant to the individual and delivered in a way that supports the development of the whole person for their future.

The school annually reviews the curriculum and changes to examination courses to ensure they best meet the needs of students and enable appropriate recognised accreditation. The curriculum is planned in a way that ensures individuals, in terms of their own personal goals, are supported to achieve to their potential through appropriate models of delivery. This has included the review of the setting policy and specialism provision. In addition, prior attainment is taken into account and at Key Stage 3 (KS3), differentiated provision is provided to enable catch up of core skills of literacy and numeracy to improve English and Maths attainment, but still enables students to access their entitlement to a “ broad and balanced” curriculum. Where students, fall behind, appropriate intervention is put in place to enable them to catch up and pastoral support is put in place to overcome barriers to achievement.

The development of literacy (including speaking) and numeracy will be highlighted in all teaching areas. This will be built into all lessons and it will be obvious from displays throughout the school that these skills are integral to success in all curriculum areas as well as preparation for adult life as an informed, capable citizen.

Conduct of all members of the school community will instil British values. Students will explore and develop appropriate behaviours through the curriculum and through the conduct of others they will learn what is expected of them.

Key Aspects of Provision - Framework

Key Stage 3 (KS3)

The revised National Curriculum was adopted from 2014. In addition students will also be taught Drama as a discrete subject. Technology and Art and Design will include coverage of Electronics, Food Technology, Graphics, Textiles and Resistant Materials. Student will study these in rotations.

As a result of previous academic success and noted increased motivation, KS3 curriculum is covered in Years 7 and 8 for the foundation subjects of Languages, Geography, History, Technology, Music, Art and Design and Religious Education. Science will operate a transition year in Year 9 but will start coverage of KS4 topics (based on KS4 course selection) towards the end of the year. KS4 skills will also be developed. Computing, PE as well as Maths and English will complete KS3 programmes of study at the end of Year 9.

As the School is designated a Language College, all students will study a Modern Foreign Language until the end of Year 9. Students have an above average time allocation for languages. There are three languages delivered KS3 and where students express a preference, efforts are made to try to meet their choices where possible.

Consideration of past and on-going achievement of less able students has resulted in the introduction of a Foundation programme to enable increased time for literacy and numeracy development. This affects the time given to languages but does not prohibit language learning. The aim is also to reduce the number of teachers Year 7 students have, particularly those on the Foundation programme, to aid transition. Setting is in place in Years 7 and 8 to support learning in Maths, English, Science and Humanities subjects.  

In order to further enhance the development of the Key skills of literacy (communication) and numeracy, all staff will take part in a training programme to build capacity for the teaching of skill development. This is revisited annually.


The core provision in KS4 includes Maths, English (including Literature), double award science course (or separate science), and Religious Education, PE and PSHE. In addition in Year 9 all students have timetabled Computing and Language lessons. Religious Education is delivered as core curriculum in Years 10 and 11, with the intention that the majority will undertake a GCSE in this subject in Year 11.

In Year 9 students also opt for subjects of interest. They can opt to study three other subjects; one of these is a firm choice for Years 10 and 11. The ability to choose subjects has improved motivation and enables more time to be spent on these subjects. This has led to increased attainment and a broader range of accreditation as the subject is studied over 3 years. Thus students opting for the 3 year GCSE PE students are likely to gain a Sport Leaders award and in Business, a further finance or enterprise award. Students review their choices in Year 9 for study in Years 10 and 11.

A range of technical courses is offered on site, as travelling to other providers is difficult in rural areas. The technical courses have led to high levels of achievement. Engineering and Hair and Beauty courses are currently offered on site. With the review of technical qualifications all courses from 2014 are now on the approved list for accreditation towards league tables.

Support is offered to the least able students through extra literacy and numeracy in KS4. The Ebacc is suggested (but not compulsory) for students who would be capable of achieving this. This is under review for 2021.  The option blocks are weighted to maximise students achieving Ebacc subjects.

PSHE, CEIAG  and wider education  Social, Spiritual, Moral and Cultural aspects KS3 and KS4- Framework and Outcomes

The spiritual, moral, social and cultural development of students is fundamental in our school curriculum aim as outlined above. All departments have a responsibility in ensuring this development through both the way they teach as well as the subject content chosen for learning. Departments are expected to highlight opportunities for development in their Schemes of Learning and Achievement (SoLA), that are in place for each year group in each subject.

In addition PSHE is currently delivered through a programme, delivered once a week, and through the tutorial system. This programme includes aspects of E safety as well as the current health (including sex and drugs) education, financial management, careers education and social skills. The tutor system and activities develop leadership and citizenship based entrepreneurial skills. From 2017 students will be taking part in the PIXL Edge program, building the LORIC skills.

  • Leadership
  • Organisation
  • Resilience
  • Initiative
  • Communication

CEIAG (Careers Education, Independent Advice and Guidance) and wider employment skills are also developed through a series of drop down days run with local employers for each year group.  Independent guidance is provided through careers interviews that are provided for vulnerable students from Year 9 upwards and all in Year 11 and for Post 16 students as requested. Students undertake work experience in Years 10 and 12.

In addition the school runs activities such as anti bullying workshops and business days and artists in residence experiences. There are a wide variety of trips and visits run to support the curriculum including a residential for Year 7 to support social development and international visits for older year groups. The school has had strong links with Japanese school in London. The school has successfully run several World Challenge events.

Alternative Provision

Where an appropriate personalised curriculum cannot be provided in school (i.e. through reduced or changed options or SEN department), students are offered alternative provision that is sourced externally as appropriate. Hospital and Outreach services, College placements and short term engagement projects such as horse riding and horticulture have all been used in the last few years. Online learning courses have also been offered where students have been unable to attend due to severe issues such as school phobia or medical needs, where all other avenues have been tried. Such provision is determined on an individual basis following consultation between pastoral (including SENCO as appropriate) and academic staff.

Sixth Form Curriculum- Framework and Outcomes

The School offers a range of courses, currently over 5 option blocks. This has enabled greater choice. However, with changes to specifications and a review of the needs of subjects from 2015 Y12 subjects where possible, will have 10 lessons per fortnight  and has will be continued into Y13..

The School reviews the range of A level subjects each year based on a survey of Y11 students interests and success of the courses offered. This has led to the School offering Government and Politics (from 2013)  and Engineering from 2017 and phasing out the less successful Law, Communications and General Studies courses. The range of languages offered varies from year to year based on demand. Courses provide routes for students to achieve the desired grades/ subject content for Russell Group Universities.

In addition there are a range of science subjects offered to suit different learning styles and abilities. The school is looking to broaden its vocational/ technical offer to suit a wider variety of students. The Extended project has also been offered to boost achievement.  There is recognition that although students may have achieved the L2 threshold to gain entry to the sixth form, a wider range of courses needs to be explored further. The need for L2 courses is also reviewed but the demand is low. GCSE English and Maths courses are provided for students who have not achieved Level 2. Links with other providers are limited, although some students choose to move to a different sixth form from other SWAN schools.

PSHE/RE and wider learning

Sixth Form students have their own PSHE programme alongside the rest of the school. This provides opportunities for learning about careers and higher education, independent living, and safer driving. The programme involves employers, trainers and ex-students. In addition students take part in “Beyond the sixth form week”, with visits and speakers.

In tutorial time students have a programme of activities to support them. Sixth formers also take part in activities offering service to the school. This can include coaching and supporting lessons or working in the library or doing other community service, such as in local schools or hospitals. Debating groups and support for students applying for Russell groups Universities is in place.

Sixth formers are encouraged to take on leadership roles within the school. They also have their own Charity committee and raise thousands of pounds for a charity of their choice each year.