Curriculum Intent 

At the heart of St John Plessington Catholic college is our belief that a child’s start in life need not determine their future. Throughout our catholic college our curriculum is ambitious and inclusive for all young people We have sequenced a curriculum with christ at the centre, that aims to empower our community founded on gospel values 

At St John Plessington, we recognise that improving educational outcomes is the best way we can positively impact our students’ futures. Curriculum means more than just a set of results.  It includes a child’s intellectual development, social and emotional development, citizenship and responsibility, happiness and success - we call that the St John Plessington Experience. We know that this vision is ‘lived’ in the way leaders and teachers develop the curriculum and the way students experience it.  Our vision is a curriculum that : is effectively designed and implemented; is true to our Catholic ethos; facilitates subjects’ core content and concepts; actively encourages learning outside of the classroom; develops a love of lifelong learning and creates beautiful work, expertise, fascination and wonder. 

Curriculum Intent

Respect is a deeply held value which permeates all aspects of life at St John Plessington Catholic College, it underpins the design of our curriculum and everything we offer our students. We believe in the transformative power of education and know that it is one of the most important weapons in the fight against inequality, inequity and poverty.

Access lies at the heart of our educational philosophy. In all that we do, we ensure that every student has the opportunity to engage with our curriculum, removing any potential barriers and creating opportunities for excellence. Thinking is at the heart of our curriculum offer.

If our students leave us with a sense of agency - the capacity to act autonomously and make their own free choices - we will have fulfilled our aims.

 

At St John Plessington Catholic College, students will:

• Be reflective citizens;

• Experience a broad, deep, connected and knowledge rich curriculum;

• Develop their literacy and numeracy;

• Have high expectations for their behaviour and achievement;

• Learn compassion;

• Develop holistically; 

• Access the next appropriate stage in education or employment.

Be reflective citizens

At St John Plessington, we aim to nurture citizens who are able to self-improve, develop multiculturalism and engender a better society. We believe that this leads to students having better mental and physical wellbeing, being agents of change, having excellent communication skills and creating a more cohesive community. Reflective citizens and learners are able to analyse, listen carefully and observe effectively. They are patient, can manage their emotions, are able to evaluate and plan, they have high levels of metacognition.

Experience a broad, deep, connected and knowledge rich curriculum

Our curriculum offer, in its broadest terms, helps students to achieve high standards and make excellent progress. At KS3, the curriculum is broad and students learn essential knowledge built around our medium term plans to ensure they have a deep understanding across a range of subjects. There are many opportunities built into lessons to secure the need to recall and retrieve previous learning so that knowledge is fully embedded.

Develop their literacy and numeracy

The development of student language and oracy is at the forefront of our curriculum because we understand how vital it is for our students to build confidence in their communication skills, not only for their time in school but also to prepare them for life. We ensure students have opportunities in all subjects to discuss, challenge and build on other points of view and to develop their formality of language and ensure they have the confidence to speak to different audiences. By ensuring that students are literate and numerate, they are able to flourish, thrive and access the next stage of their education, employment or training. 

High expectations for their behaviour and achievement

St John Plessington is inclusive and ambitious for all. We have high expectations of and for everyone in our community. We provide opportunities for students to put their faith into action. Our behaviour policy is trauma informed and ensures that students learn that actions have consequences and they can accept and appreciate differences between people. Whilst students gain knowledge through KS3, KS4 and KS5, we also want them to become learners who are enquiring, enthusiastic and have choice filled lives. students will be nurtured to develop high expectations of themselves and embed our key principles at the college: ‘Be present’, ‘Be Smart’ and ‘Be Kind’.

Learn compassion

Compassion gives us the ability to understand others’ situations and the desire to act to improve their lives. For people who are dependent on others for help and support, compassion can be the most important factor in allowing them to lead fulfilling lives. Compassion allows us to treat everyone as equals, embraces the rich diversity of humanity and replaces judgement with acceptance.  At St John Plessington, we believe that compassion drives our sense of community and service, generates inclusivity and results in students leading choice-filled lives. Compassion is a way of life; it is genuine, sincere and from the heart. It is the acknowledgement of the value of another person. It is the desire to make the human experience better not only for ourselves but also for everyone else in our local, national and international communities. It is the embodiment of our faith and life at the college. 

Develop holistically 

At St John Plessington, we believe that our Relationship, Sex and Health Education (RSHE), Personal, Social and Health Education (PSHE) and Spiritual, Social, Moral and Cultural (SMSC) and Citizenship education provisions truly create a culture shift in our community. We pride ourselves on delivering a curriculum which develops students holistically, ensuring that they are fully prepared for life in modern Britain. They are able to envision ‘the bigger picture’ and show that learning is linked to the real world and experiences. We have a thriving junior leadership structure from Y7 to Y13. Students are encouraged to put their faith into action by taking part in and leading a range of sporting, cultural and charitable activities.  Links with local and national businesses enrich the curriculum offer and help to contextualise learning.

RSHE, PSHEand Citizenship are delivered during Personal Development lessons and theme days. During these events, guest speakers visit school to deliver sessions and collaborate with students in order for them to learn how to keep themselves (and others) healthy and safe.  These themes are carefully chosen in order to encourage students’ awareness and understanding of their protected characteristics within The Equality Act 2010 and Fundamental British Values.

Access the next appropriate stage in education, employment or training.

It is our intention at the college to ensure students have secure foundations for progression into further education and apprenticeships. From Year 7, students receive careers information with a clear focus on the Gatsby Benchmarks and this is supported through drop-down days focused careers days throughout their time at St John Plessington. Over the course of 7 years, students receive an enriching and bespoke aspirations programme that exposes them to a huge range of voices and experiences.  

Curriculum Implementation

At St John Plessington, we believe that a carefully sequenced and progressive curriculum is the foundation upon which excellent learning and development is built.  Subject leaders, who are experts in their subjects, carefully construct a progression model curriculum that promotes a deep understanding of a wide range of topics. Skills, knowledge and understanding are developed throughout each medium term plan and both formative and summative assessment opportunities are carefully and skillfully constructed to ensure that misconceptions and gaps in pupil learning are addressed and all students make good progress.

Each medium term plan builds on prior learning. The teacher explains how the learning links with previous learning and supports the learning to come.

KS3

At St John Plessington, we follow the Key Stage 3 National Curriculum, which equips our students with the knowledge, skills and attributes to become confident and proficient life-long learners. Not only does our curriculum provide a solid foundation for progression to Key Stage 4, it is ambitious, it offers our students a wide range of opportunities to develop a real love of learning. There are a range of enrichment opportunities and a very strong focus on acquisition and mastery of the key skills of literacy and numeracy. We follow the RSHE and PSHE Diocese approved programmes of study. Our curriculum actively promotes the spiritual, moral, social and cultural development of our students. In addition, our students gain a clear understanding of the fundamental British values of: democracy; rule of law; individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. Our Key Stage 3 curriculum remains as broad and balanced for the entirety of Year 7 to 9. 

The curriculum includes:

• Art

• Computer Science

• Drama

• Design Technology

• English Language

• English Literature

• Geography

• History

• Mathematics

• Mandarin 

• Music

• PSHE

• Physical Education

• RSHE

• Religious Education

• Science

• Spanish

   KS4

The curriculum we offer at key stage 4 is progressively and succinctly developed from key stage 3. It is ambitious, broad and balanced and provides a platform to enable our students to progress to further academic studies at A level or to follow a vocational/work-related pathway.

The journey towards becoming a successful life-long learner starts at an earlier age, but key stage 4 is extremely pivotal in determining the options/pathways available to students later in life. The subjects we offer our students equip them with life-long skills of literacy, numeracy and independence.

Understanding the Curriculum

At KS4, the following subjects are compulsory:

• English Language and English Literature

• Mathematics

• Physical Education (core)

• Religious Studies

• Science: combined (this can be extended to Separate Sciences within their option selection)

We firmly believe that humanities subjects should be part of our board key stage 4 curriculum, as they impart knowledge of human culture and help us understand what binds us together and differentiates us from one another. Therefore, at key stage 4 all students opt to study History and/ or Geography. 

Options are structured in such a way as to allow students some choice.  Within the option subjects, we offer a range of different accreditation routes including academic and vocational options.  This gives your child a broad and balanced curriculum and still offers flexibility to maximise the outcomes achieved by each individual. Students can choose from:

• Art

• Business Studies

• Childcare

• Computing

• Dance 

• Drama

• Design Technology - Graphics

• Design Technology - Product Design

• Design Technology - Textiles

• Engineering 

• Geography

• Health & Social Care

• Hospitality

• History

• IT

• Mandarin

• Media

• Music

• Physical Education

• Separate Sciences 

• Spanish

Curriculum Impact

​At St John Plessington, our curriculum will:

• Be inspirational;

• Subject specialist led;

• Sequenced and progressive;

• Lead to credible qualifications that enable entry to further, higher education and employment;

• Enable all students to fulfil their potential;

• Meet the needs of students of all abilities;

• Encourage an appreciation of diversity;

• Lead to choice filled lives;

• Prepare students to compete in the global economy;

• Prepare students to make informed choices at the end of KS3, KS4 and KS5;

• Produce critical thinkers.

Curriculum Review​

Curriculum implementation is reviewed and quality assured through line management, lesson visits / work scrutinies and stakeholder voice. 

We systematically and robustly review our programmes of study to ensure that students bridge gaps in their learning and overcome misconceptions. At each key stage, our continuous review of the intended curriculum ensures that learning is challenging and allows all students to acquire the knowledge and skills that will support them in their next stages of study. 

Our teachers have expert knowledge of the subjects they teach and curricula are sequenced to allow students to acquire the knowledge and skills to build on what has already been learned. 

Our well-constructed and well taught curriculum allows our students to achieve excellent results. 

Curriculum Coverage

There are 5 lessons per day and 50 lessons per fortnight on a two week timetable.

SUBJECT	Y7 - HOURS PER FORTNIGHT	Y8 - HOURS PER FORTNIGHT	Y9 - HOURS PER FORTNIGHT
Religious Education	5	5	5
English	7	7	7
Maths	7	7	7
Science	6	6	6
Art	2	2	2
Computing / DT	2	2	2
Personal Development	1	1	1
Design Technology	2	2	2
Drama	1	1	1
Spanish	4	4	4
Geography	4	4	4
History	4	4	4
Music	2	2	2
PE	3	3	3
TOTAL	50	50	50

 

How are students grouped at key stage three?

At key stage three, all students follow the national curriculum which prepares them well for key stage four and five.  Our teachers have expert knowledge of the subjects they teach and curricula are sequenced to allow students to acquire the knowledge and skills to build on what has already been learned. We would expect those who are achieving highly at the end of year 9 to be achieving grades 7-9 at the end of key stage four.

Our well-constructed and well taught curriculum allows our students to achieve excellent results. 

Based on educational research (EEF Setting & Streaming), we group children based on ability (where possible in our curriculum model) by taking into account a number of factors including the child’s prior attainment, current achievement and teacher feedback.   This ensures that all students experience an ambitious, broad and challenging curriculum with levels of support tailored to their individual needs in each subject area through high quality adaptive teaching.

Year 7- 9 

We have a 10 form intake with approximately 27 students in each group. Each year group is separated into alpha and beta half years for organisational purposes. 

At the end of the first term Yr7 students complete summative assessments , we utilise this assessment data and their prior attainment (Key Stage 2 data) to place them in appropriate ability groups (where possible in our curriculum model). Students are taught in these groups throughout key stage 3 in all subject areas.  

Throughout key stage 3, the curriculum that we have created at St John Plessington is broad, ambitious and provides clear outcomes of what we expect children to know, do and understand at each stage of our curriculum journey. This will support them to achieve our ambitious and aspirational end points and allow them to successfully move on to the next stage in their education/study. All students will be challenged, stretched and supported in their learning.. 

At key stage 3 we do not set or stream our children, groups are sequenced to to enable the teacher to stretch and challenge all individual students wherever their starting points may be. This ensures that all children are supported to achieve their full potential. 

How are students grouped at key stage 4 at SJP?

Year 10 and 11

Using prior attainment data in their core subjects and their option choices as well as school based assessments and standardised tests, students in non-tiered subjects learn in ability groupings (where possible in our curriculum model).  In non-tiered subjects, all groups follow a broad and ambitious curriculum specific for their course of study with challenge and support provided by their teacher throughout the academic year. This will support them to achieve ambitious and aspirational Level 2 end points and allow them to successfully move on to the next stage in their education/study. Students in these groups will be challenged, stretched and supported in their learning. 

We believe that every student has a right to a broad, engaging and aspirational curriculum. For those with additional needs, we will do everything possible to help them access this with increasing fluency and independence. 

Where subjects have tiered entry for their courses of study (maths, all sciences and spanish) students are placed in ability groupings (where possible in our curriculum model) based on prior and current attainment, this ensures that each student receives the necessary support and challenge to successfully master the knowledge and skills within that tier. The above model will be followed for each tier of the maths, all sciences and spanish curriculum while still allowing scope for students to move between tiers based on their progress throughout the course.

 

SUBJECT	Y10 HOURS PER FORTNIGHT	Y11 HOURS PER FORTNIGHT
Religious Education	5	5
English	9	9
Maths	9	9
Science	9	9
History and/ or Geography	5	5
Option subject 1	5	5
Option subject 2	5	5
PE	2	2
Personal Development	1	1

 

Assessment and Reporting

Assessment is the bridge between teaching and your child’s learning, assessment is the only way teachers and parents can find out whether what has been taught has been learnt by your child.  Valid and reliable assessment will inform you and your child’s teacher of how well your child has learnt the intended content and whether any adaptations will be needed to teaching, planning or curriculum design to support your child making good progress. Well designed standardised assessments allow your child to demonstrate the knowledge and skills that have been taught. Pupils need to have learnt curriculum content sufficiently well in order to make good progress in their learning. 

Assessment data will inform your child about strengths and gaps in their knowledge and skills. This will allow them and your child’s teacher to focus on areas for improvement moving forward. When used effectively, assessment helps pupils to embed knowledge and use it fluently, and assists teachers in producing clear next steps for pupils. - Ofsted 2022

How do we assess?

At St John Plessington we believe that effective assessment underpins your child’s progression. Understanding the transformational impact of effective assessment will assist your child meeting curriculum expectations. There are three assessment domains that teacher’s use to support your child’s progression through the curriculum. 

• Assessment for learning (Formative assessment)

Assessment for learning or formative assessment is referred to as, using evidence of achievement to adapt what happens in the classroom to meet learners’ needs. 

•  Assessment of learning (Summative assessment). 

Assessment of learning is summative in nature and is used to confirm what students know (remember) and can do and demonstrate whether they have achieved the curriculum outcomes.

• Assessment as Learning.  

We refer to assessment as learning as the cognitive processes undertaken through retrieval practice and multi choice quizzing in the classroom. Through both of these strategies, the strategy supports the acquisition of knowledge and building of more complex schemas. 

Assessment In the curriculum at key stage 3 

Assessment for Learning:

In each unit of work your child will have a set number of outcomes that provide the composite of what they should know at each milestone of their key stage 3 journey. As unit of work progresses teachers are formatively assessing,  making judgements based on each of these outcomes as to whether students have a secured understanding of each of these outcomes. This ongoing formative assessment of learning enables the teacher to address misconceptions and gaps in learning that any pupils have before they continue with the curriculum.

Assessment of Learning: 

Standardised and summative assessments that test the core and crucial knowledge that your child is expected to know are completed twice per year in each subject area. These summative assessments align with the rhythm of your child’s subject specific curriculum and will be reported to you via a progress report (twice per year). As a result of the completion of summative assessments, teachers will plan to address misconceptions and gaps in your child’s knowledge before they continue with their curriculum.  Summative assessment information will be shared with parents twice yearly. 

Assessment in the the curriculum at key stage 4

Assessment for Learning:

In each unit of work your child will have a set number of outcomes that provide the composite of what they should know at each milestone of their key stage 4 journey. At the end of the unit of work, teachers will make a judgement based on each of these outcomes as to whether students have secured understanding of each of these outcomes. If students are struggling to achieve any objectives, teachers will plan for gaps in learning to be addressed before they continue with their curriculum.

Assessment of Learning: 

Your child will complete standardised trial examinations three times over the course of key stage 4 in each academic subject area. These standardised trial examinations align with the rhythm of your child’s subject specific curriculum and your child’s grade will be reported to you via a progress report (twice per year). Grades that are reported,  are a projected final Level 2 outcome in that subject

Key Stage 4 Vocational subjects. 

Pupils studying a BTEC Tech Award will study 3 components which comprise of two non-examined, internally assessed components and one externally assessed component. Internally assessed components are assessed by the centre and externally verified by the exam board. The examined component is set and marked by the exam board. 

In order to be awarded a BTEC Tech Award qualification, a learner must complete and achieve an outcome for all three components and achieve the minimum number of uniform marks at a qualification grade threshold. Individual components are awarded a grade and point score. The scores for each component are then added together that will determine the overall grade awarded for the course. 

Assessment in the the curriculum at key stage 4

Assessment Key Stage 5 academic subjects:

Your child will complete standardised trial examinations three times over the course of key stage 5 in each academic subject area. In class summative assessments will also be effectively sequenced into the subject specific  curriculum to ensure that your child’s progress is tracked / monitored and timely intervention ensures good progress. Your child’s grade will be reported to you via a progress report (twice per year). Grades reported, are a projected final Level 3 outcome in that subject

Assessment Key Stage 5 vocational Subjects:

Pupils studying a BTEC Level 3 Extended Certificate in sixth form will study 4 units which comprise of two non-examined internally assessed units and two externally assessed units. Internally assessed units are assessed by the centre and externally verified by the exam board. The examined units are set and marked by the exam board. Learners must complete and achieve a Near Pass grade or above in all mandatory external units and achieve a Pass or above in all mandatory internal units.

In order to be awarded a BTEC Level 3 Extended Certificate, a learner must complete and achieve an outcome for all four units and achieve the minimum number of uniform marks at a qualification grade threshold. Individual units are awarded a grade and point score. The scores for each unit are then added together that will determine the overall grade awarded for the course.