Curriculum AT ST Ambrose College

St Ambrose College Mission Statement

Saint Ambrose College will follow the example of Blessed Edmund Rice and his vision for education as laid out in The Eight Essentials.

As such, we will provide a rounded, Catholic education enabling all boys to grow in faith and reach their full potential in all that they undertake.

The College will develop students to be very well educated, disciplined, compassionate and empowered young men who strive for excellence and justice in all that they do.

With the Gospels and the spirit of Blessed Edmund at the heart of what we do, staff, students, and families will combine to produce resourceful and resilient Ambrosians, equipped to make a positive impact in the modern world. 

Our curriculum intent and vision

Our school Mission Statement sets out our vision to provide all students at St Ambrose College with a rounded, holistic, Catholic education that will enable them to make a positive impact in the modern world. Not only does this resonate with the words of Pope Benedict at Twickenham in 2010 but also with the aspirations of Blessed Edmund Rice when he opened schools and the views of some of the saints adopted by our House System. For example, Saint John Henry Newman stated that each of us was created ‘To do God some definite service that nobody else was created to do’. We aim to develop individual skills and talents so that our students can use them for the betterment of society, understanding their roles as global citizens and faithful stewards of God’s created world. In addition, St Thomas Aquinas stressed the importance of turning ‘potential in to actual’ and St Ignatius, whose work had a huge impact on Blessed Edmund Rice reminded that all aspects of what we do should contain “God in all things.” Edmund Rice had noted that the time devoted to religious instruction was the most important part of the curriculum he offered to boys in his first schools. At St Ambrose College, this idea of “God in all things” is central to our curriculum. We want our students to ask, “What more can I do?” in seeking to make others aware of the greater glory of God.

We provide a broad, ambitious and varied curriculum which is accessible to and challenging for all students and which offers them a pathway for the next stage of their education, and for undertaking their chosen career in the future. We develop ambitious content throughout the curriculum to quench the thirst of able and enquiring critical thinkers.

Beyond the classroom, we provide opportunities to further develop the whole person, recognising that each individual has skills and interests which should be nurtured, supported and celebrated. It is an expectation at St Ambrose College that students participate in the enrichment opportunities on offer. Not only do they complement the curriculum, but allow the students to grow spiritually, personally, pastorally and socially.

Our curriculum enables every student to leave St Ambrose College with the qualifications, skills, knowledge and character to access aspirational pathways/opportunities and to lead a life that includes positive relationships, resilience, strong mental health and financial independence.

Our vision is brought to fruition in the following ways:

• Religious Education at the core of the curriculum. At all key stages 3 and 4, student timetables have at least 10% given to RE and there is also overlap with elements of the PSHCE/RSE programme. At Key Stage 5, 5% of the timetabled curriculum is given to Core RE and again there is fortnightly PSHCE/RSE.
• Students are expected to pray at the beginning of each lesson as a reminder that working to serve God through the development of our knowledge and skills permeates the entire curriculum.
• Understanding of the ‘definite service’ asked for them is supported through the careers education/provision with the aim of students seeing and retaining Catholic values in whatever they choose to undertake.
• At key stage 4, students take 10 GCSEs and have ‘free choice’ on at least 1 to ensure that they don’t become narrow. All key stage 3 subjects are offered at Key Stage 4.
• However, the EBacc is still accessible for everyone and the curriculum model has been modified to ensure that students take a Modern Foreign Language at Key Stage 4 from 2023/24. We believe that is important for all students to be able to speak a second language, regardless of EBacc requirements.
• Where demand allows and capacity exists, all Key Stage 4 subjects are offered at Key Stage 5 as well as new subjects which benefit students with their future aspirations e.g. Politics, Business Studies, Economics and Psychology.
• All students cover the expected national curriculum at Key Stage 3. This is their entitlement.
• The Key Stage 5 curriculum is designed in order to provide a full range of opportunities outside of their A level lessons. For example, Wednesday afternoon Activities allows a variety of sporting opportunities as well as bespoke sessions to support aspiring Medics and Oxbridge applications. Students taking a subject with substantial mathematical content but do NOT take A level Maths study Core Maths and other students have the opportunity of undertaking the Extended Project Qualification (EPQ).
• Ensuring that the curriculum is coherently planned and sequenced.  This enables students to develop and build on prior knowledge and skills.
• Adapt the curriculum for pupils with SEND so that it remains accessible, ambitious and develops their fluency and independence. We believe that all our students should have equal opportunity to access our curriculum and subsequently have specific, targeted support and intervention in place for those who are disadvantaged/in receipt of Pupil Premium.
• High quality PSHCE is part of the timetable model and delivered by a team of specialists. The PSCHE content has been mapped across statutory requirements as well as RSE requirements (using TenTen resources/materials). The content is age appropriate and flexible to deal with issues affecting young men and/or what would benefit their personal development and society at a particular time.
• Support students’ spiritual, moral, social and cultural development as well as their physical development, encouraging them to take responsibility for their own health.

• Ensuring the curriculum in each department promotes equality in a seamless way, challenges stereotypes positively and is regularly reviewed to promote diversity and proportionate representation of our college community and country. We do this remembering we are all created in God’s image and should be afforded the opportunity to grow in to his likeness.

Key Stage 3

 

	Year 7	Year 8	Year 9
English	7	6	6
Mathematics	6	6	6
RE	5	5	5
Science	6	7	7
Art	2	2	2
Music	2	2	2
Drama	2	1	1
Computing	2	2	2
DT and Food Tech	2	2	2
Geography	3	3	3
History	3	3	3
French	5	3	3
Spanish	5	3	3
Latin	0	3	3
PE (& Swimming)	2	2	2
Games	2	2	2
PSHE	1	1	1

 

The languages students study at Key Stage 3 depend upon their current year group, as follows:

Year 7:

Students study French or Spanish in Year 7.

Students continue with that language in Years 8 and 9 as well as one other language (either French, Spanish or Latin)

Year 8:

Students studied French or Spanish in Year 7.

Students continue with that language in Years 8 and 9 as well as one other language (either French, Spanish or Latin)

Year 9:

Students studied French or Spanish in Year 7.

Students continue with that language in Years 8 and 9 as well as one other language (either French, Spanish or Latin)

 

Key Stage 4

Year 10 cohort of 2023/24 are studying one of two pathways at Key Stage 4:

All students will study the mandatory subjects; English Language, English Literature, Mathematics and Religious Education, and then choose to follow Option Pathway 1 or Option Pathway 2.

For Pathway 1, students will study the three separate Science GCSE subjects; Biology, Chemistry and Physics, a language, and then choose two additional GCSE subjects from Art, Drama, Music, Design & Technology, Food Technology, Computing, Physical Education, French, Spanish, Latin, History and Geography. 

For Pathway 2, students will study the Combined Science GCSE that is made up of the Science Trilogy (equivalent to two GCSEs), a language, and three additional GCSE subjects from Art, Drama, Music, Design & Technology, Food Technology, Computing, Physical Education, French, Spanish, Latin, History and Geography.

Our options pathways are renewed annually.

 

key stage 5

The majority of students will study three A Level courses, with a small number taking four.  In addition, most students also study an EPQ (Extended Project Qualification) or Core Maths. 

We offer the following subjects at A-Level:

Art & Design

Music

Drama and Theatre

Design & Technology: Product Design (Graphic Products)

English Language

English Literature

History

Geography

Government & Politics

Economics

Business Studies

Mathematics

Further Mathematics

Computer Science

French

Spanish

Latin

Physical Education

Religious Studies

Biology

Chemistry

Physics

Psychology

Curriculum planning

Heads of departments are subject specialists and lead on the content, specifications and delivery of the curriculum within each faculty area. 

Heads of department ensure the curriculum within their subjects:

• Is ambitious and challenges students
• Is well sequenced and builds on prior learning with regular retrieval
• Is knowledge and activity rich with knowledge, skills and experience woven together
• Reflects Catholic values and contributes to the moral and spiritual development of students
• Has a balance of breadth and depth
• Prepares students for further study in that subject and future careers
• Prepares students to be independent learners with a love of learning
• Is inclusive
• Is accessible to all students
• Engages students and is relevant
• Develops literacy skills and encourages reading
• Has a balance of core and hinterland knowledge
• Is regularly and rigorously assessed
• Assesses a range of knowledge and skills allowing for common misconceptions to be addressed
• Promotes wider reading

 

Curriculum overviews contain an outline of topics covered over the three key stages. 

 

Assessment calendars identify key points at which the students’ knowledge and skills are assessed.

 

Knowledge organisers for each topic contain the following:

• Sequenced list of sub-topics covered in that unit
• Key vocabulary
• Golden threads: key information and skills
• Possible homework tasks
• Wider reading and independent tasks to challenge students further

 

Schemes of work contain more detailed plans of knowledge, skills and activities within each topic.  This ensures consistency across departments as well as challenge, and the best possible learning experience for students.

 

For further information regarding the curriculum content please email office@st-ambrosecollege.org.uk and your enquiry will be passed to the appropriate member of the Senior Leadership Team.

Please refer to the Remote Learning Policy published on our website for further details regarding remote learning provision.