The Curriculum

Students now have greater choice and flexibility and thus more opportunities for success. Students have the option of taking applied GCSE’s as well as starting GCSE’s early.
Modern Languages include French, German, Spanish, Russian and Italian.
Students are offered link college courses in such as Electrical Installation, Construction, Health and Beauty, Motor Vehicle Engineering and Agricultural Science. A new ICT course, DIDA, is taught alongside CIDA at 14+ and 16+.
Together with separate science courses in Physics, Chemistry and Biology, the new double award in Science for the 21st Century, accelerated courses in ICT, NVQ Catering, the addition of GCSE Statistics for talented Maths candidates and Media Studies at GCSE, increase opportunities for success and support higher levels of attainment for all students.

What makes our Maths, Science and Technology Curriculums different?
Technology
· Key Stage 3 carousel of projects in year 7 and 8. Students choose 1 material area to concentrate in for years 9 to 11.
· In the future the most able students will complete AS modules in product design in year 11 rather than the Design Technology GCSE.
Science
· Year 7 and 8 all study the Key Stage 3 programme of study. In year 9 they finish Key Stage 3 and prepare for the SATS. However the most able students also start studying for separate GCSE’s in Biology, Physics and Chemistry which they continue in year 10 and 11.
· Students in year 10 and 11 not studying GCSE’s in separate sciences will study the Science for the 21st Century course This is worth two GCSEs.
Maths
· The most able students at Key Stage 4 study the conventional Maths GCSE and also a second GCSE in statistics.

The Community
Partner Schools Science
· Deliver INSET on the use of ICT in Science teaching and on teaching and assessment strategies.
· Support the teaching of Scientific Enquiry in partner schools.
· Develop extension activities for the most able Scientists.
Partner Schools Technology
· Devise and Implement a Certificate in Core Skills in Technology to use in all our partner primary schools in Key Stages 1 and 2. Use this as a tool to raise the quality of teaching and learning in Technology in our partner schools.
Co-Curricular
· There will be a programme of visits and guest speakers to enrich the Science and Technology Curriculum.
· A program of entry into National Competitions in Maths, Science and Technology.
· Links between the College and Higher Education are good and growing.
· Surgeries support sessions and revision classes to support Key Stage 4 and 5.

Religious Education is taught in accordance with the guidelines of The Essex Agreed Syllabus. Religious Education is taught as a separate subject in Years 7 to 11. In Years 7 to 8 students study the beliefs, practices and customs of discrete religions. About half of curriculum time is devoted to different aspects of Christianity. Students also learn about Judaism, Islam, Buddhism and Sikhism. From Year 9 all students study a series of social and ethical issues, which is accredited through the short course Philosophy and Ethics GCSE. Students can also opt to follow a full GCSE in Philosophy and Ethics.
In Year 12 and 13 students have the opportunity to explore their beliefs and values through General Studies. The department also offers Philosophy and Ethics as AS and A level courses.
The Essex Agreed Syllabus has been drawn up after full consultation with representatives of all the major religions, including Humanism. Parents of students who, nevertheless, have sincerely held religious or philosophical objections to the R.E. syllabus should contact the Headteacher, to discuss these. Arrangements can be made to withdraw students from R.E. lessons.

SEX EDUCATION
The Governing Body has agreed that sex education should be part of the overall College curriculum and carried out, not only in Science as part of the study of the human body, but also within the Personal, Social and Health Education Programme which takes place during Enrichment days and Tutorial time.
The teaching of sex education is not planned in isolation, but rather is regarded as an integrated part of the Enrichment Programme which deals with personal relationships, family life and the moral and social aspects of responsibility and decision making. All material used in the programme is reviewed regularly and is available to both Governors and Parents.