Curriculum

Intent

Art at St Peter’s is an exciting, practical and inspiring subject. We aim to provide all students with a rich and varied Art experience that engages and challenges them. Students are equipped with the knowledge and technical skills to explore and experiment with ideas, concepts, materials and processes, creating their own meaningful works of art.   

Students will develop a critical understanding, learning about varied works, artists and movements and appreciate that art has the power to document, record and shape ideas, events and history. We aim to foster an understanding in all students that they are ‘artists’ and that their work has true significance, value and purpose. In addition, we aim to ensure that all students enjoy learning. 

Intent

Our curriculum will help learners to develop the knowledge, understanding and skills they need to manage their lives and make informed choices now and in the future.

Introduction

St Peter’s Curriculum for Life (C4L) incorporates the Personal Social Health Education (PSHE), Citizenship and Careers Education Information Advice and Guidance (CEIAG) curriculums.

Our C4L has been created using the following guidance:

• The Catholic Education Service’s ‘A model Catholic Secondary RSE curriculum
• The PSHE Association’s ‘Programme of Study for PSHE Education (Key stages 1–5)
• The Dfe’s Statutory guidance: National curriculum in England: citizenship programmes of study for key stages 3 and 4
• Gatsby’s ‘Good Career Guidance Reaching the Gatsby Benchmarks‘
• Relationships education, relationships and sex education (RSE) and health education
• Ofsted’s Review of sexual abuse in schools and colleges Review of sexual abuse in schools and colleges - GOV.UK (www.gov.uk)

The subject is taught throughout Key Stages 3 and 4 at St. Peter’s. Pupils have a 50-minute lesson each week dedicated to these curriculum areas.
The course is designed to help learners develop the knowledge, understanding and skills to manage their lives, now and in the future. Our pupils must leave school with an understanding of adult society’s political, legal and economic functions and social and moral awareness to thrive in it. Therefore, we focus on real-life issues affecting our pupils, their families and communities. The lessons engage with the social and economic realities of their lives, their experiences, and their attitudes. Our Catholic faith and ethos always underpin the discussions and various sensitive topics.

Various learning resources and different teaching and learning techniques are used to enhance learning. Discussion is an integral part of lessons, ensuring pupils learn to express their opinions and develop their communication skills and powers of reasoning.

Outside speakers and theatre groups are regularly invited to the school, and we organise many trips and visits to help support and enhance the curriculum.

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Intent

At St Peter’s, we aim to prepare our learners for their future by allowing them to gain knowledge and develop skills that will equip them for an ever-changing digital world. Knowledge and understanding of Computing and ICT are increasingly important for children’s future at home and for employment. Our Computing curriculum focuses on developing skills in digital literacy, computer science, information technology and online safety to ensure that children become competent in safely using and understanding technology.

Introduction

We aim to cover all aspects of the national curriculum and teach students how to use and create various software. Each student will have the equivalent of 2 x 50-minute lessons per week in KS3 and can then choose Computer Science as an option, where they will have 3 x 50-minute lessons per week at KS4. There are two staff members in the department, and at various times of the year, 'Code Club' runs, which focuses on different topics such as Python and App Development.

Intent

Design Technology at St Peter’s is an exciting, creative subject that hopes to inspire young designers to explore the world around them and the careers it can lead to while building a wide range of key skills for life.​ ​ We aim to provide all pupils with a rich and varied Technology experience that engages and challenges them.​ Pupils learn to work independently and innovatively to investigate, design, manufacture and evaluate around contextual challenges/design briefs.​

Introduction

The faculty has dedicated workshops for each of the five areas of D & T and, in addition, a 22-station ICT suite and access to 20 laptop computers. There are five full-time members of staff and a part-time technician.

At Key Stage Three, pupils study five areas of Technology: Electronics, Food and Nutrition, Graphics, Engineering/Resistant Materials and Textiles. They spend around seven weeks in each area in years 7, 8 and 9, enabling pupils to participate in all aspects of technology, extending their knowledge and developing new skills in preparation for Key Stage 4 courses.

 Pupils will:

• Develop an understanding and the need for health and safety in the workshop.
• Learn to listen to and follow instructions as they develop and manufacture practical projects.
• Learn the need to mark and measure accurately and work to a high standard of accuracy.
• Gain an appreciation and develop skills in using CAD/CAM in designing and manufacturing.
• Learn about different materials, their properties and how to cut and join shapes.
• Develop and improve practical skills using a variety of tools and equipment.

At Key Stage 4, the subject becomes optional, and the pupils can choose to work in the areas listed below. Please note some combinations of subjects are prohibited, and this is explained at the time of options.

• GCSE Design and Technology
• GCSE Design and Technology with a focus on Textiles
• GCSE Food and Nutrition.
• WJEC EDUQAS: Level 1/2 Vocational Award in Construction and the Built Environment
• EDUQAS: Level 1 / 2 Vocational Award in Engineering (Technical Award)
• Cambridge National Award in Child Development

Intent

Our curriculum will inspire a love of Drama and the theatre.  It will promote creativity, reflection and independent learning.  It will equip pupils with the skills to become confident communicators and influential team members.

It will inspire students to learn more about play texts, styles and theatre practices from different times, places and cultures.   

The exploration of devised and scripted Drama based upon contemporary and historical settings will allow students to explore societal issues, moral dilemmas and how theatre can be used as an educational tool/to enact change. 

Introduction

The study of Drama helps to promote self-confidence, control and discipline in practical situations.  It helps instil essential life skills such as communication, cooperation, problem-solving, working with others and being a team player.  The breadth and balance of the curriculum ensure that pupils are taught how to create, perform and respond to Drama by working with various stimuli from different sources and traditions.  It allows them to explore the world around them whilst considering the role and impact of the Arts in a broader context.

The department has a dedicated Drama Theatre, which, as well as a teaching space, is used for all school productions and exams at Key Stage 4.  It has recently had a new stage lighting system installed and is also equipped with portable staging that can be used to form various shapes and levels in the performance area.

Intent

Our curriculum is designed to equip students with the skills to be successful and confident communicators. In addition, we aim to embed a deep respect and appreciation for literature's role in shaping and challenging society.

We believe that the ideas, issues and topics that we explore in English will help to form, as well as to challenge, the attitudes and opinions of all our students, making them reflective and active learners. 

Introduction

English lessons at St. Peter’s are active and interesting. Pupils extend their writing, speaking and listening skills and are encouraged to develop a love of reading. They are actively involved in their learning through lessons incorporating a wide range of strategies and resources.

English at Key Stage 3 is delivered through an integrated programme of reading, writing and speaking and listening activities. All pupils follow the same core programme with activities differentiated to cater for the full range of abilities. In Years 7 & 9, pupils are timetabled for four 100-minute periods of English per fortnight. In Year 8, they receive three sessions of 100 minutes over the fortnight. In KS4, Year 10 pupils have four periods a fortnight, which increases in Year 11, so pupils have five periods across the fortnight.

Pupils are placed into mixed-ability sets on arrival in Year 7. Following the completion of baseline tasks and skills tests, teachers can tailor their curriculum delivery to individual needs whilst following the Curriculum Map for Year 7. Pupils' work is frequently monitored, and their progress is reviewed at timely intervals each year to inform further planning and support strategies.

At Key Stage 3, Pupils work through a series of units during which they focus on developing, enhancing and assessing key skills in reading, writing, literature and spoken language. In addition, they are involved in peer assessment and self-evaluation activities to clarify their understanding of how to progress towards and move beyond their target levels in each subject strand. At this stage, pupils are introduced to the assessment objectives for each subject strand in line with the new specification GCSE syllabus and examinations.

Much of the English Language work is delivered by exploring literature, covering texts from pre and post-1914 and a wide range of genres, with opportunities to analyse prose texts, poetry and drama.

Pupils will also receive a rigorous and uniform delivery of grammar alongside a stronger focus on independent learning to prepare pupils for the new linear exam-based qualification demands. Reading for pleasure is encouraged via our ‘Magic 3’ reading programme, during which pupils are encouraged to select their own reading material and produce highly creative responses to the texts covered. This supplements the use of Accelerated Reader in Years 7 and 8, reinforcing the integral nature of reading independently to academic success and improved student well-being.

Most of our pupils are entered for English Language and English Literature GCSE following the AQA Examination Board.  Both qualifications culminate in two challenging examination papers at the end of the courses.

A recent move to linear exams has been thoroughly embedded into the spiral curriculum to extend pupils ‘knowledge and understanding of the assessment requirements. Pupils enjoy the integration of Literature study with Language, and we feel the benefits of this approach are reflected in the consistently high level of achievement in terms of A* - C grades. GCSE English language and English literature results are consistently well above the national average.

The English Department offers a variety of activities throughout the year across both Key Stages. Pupils are also provided opportunities to develop their public speaking skills and participate in regional and national competitions, where we have experienced regular success. The pupils’ enthusiasm for these activities enriches their experience of the subject as a whole and creates a learning environment in which excellence can thrive.

Intent

Our curriculum aims to inspire students with a love of Geography and a desire to learn more about the changing World around them, with an understanding of the World in which they live. In addition, we want our students to become ambassadors for environmental improvement and change.

Introduction

Geography is a subject dedicated to studying the lands, the features, the people, and the phenomena of the Earth. The Geography department aims to help our students understand the changing world around them. We want our students to develop the skills they need to help them in doing this.

Geography is taught for the equivalent of two (50 Minute) lessons in Years 7, 8 and 9. At KS4, Geography is taught in three weekly lessons over Years 10 and 11. Geography is taught in mixed-ability groups. There are two field trips at KS4. An Urban Geography field trip takes place in the middle of Year 10, and a Physical Geography field trip occurs at the start of Year 11. At KS3, Y8 go on a field trip to Malham in the Yorkshire Dales. A residential trip to Iceland is also offered to GCSE Geography students and then to other students. The nature of Geography means that the content of schemes of work and lesson plans are updated and changed regularly so that we can react quickly to significant world events. We aim to provide our pupils with a rich, varied, engaging curriculum.

Year 7 pupils begin the year with an introductory unit called Plastic & Pollution. They then do a unit that focuses on the Map Skills they need to be successful in Geography. The third unit is an introduction to Global Warming. They then study urbanisation and sustainable cities. They will then study a unit about Water Resources. Finally, Year 7 will study a unit about Globalisation. These units are designed to provide a good foundation for the rest of KS3 Geography and beyond.

Year 8 starts with a unit studying Earthquake Hazards, including an assessment relating to a recent earthquake. They also study China, Weather & Climate, and a penultimate unit about Limestone Scenery in the North of England (which forms the basis for their main field trip in KS3). The last unit they study is Russia.

Year 9 begins with a unit that includes a mixture of lessons & topics about Development. The second unit is a study of rainforests and deserts around the world. Then there are units about Geographical Issues making the news and tourism.

At KS4, Geography is a subject that students can opt to take. Geography is a successful and popular subject at KS4. There are three lessons a week for GCSE. Students in Y10 and Y11 follow GCSE AQA Geography. This includes units about ‘The Challenge of Natural Hazards’, ‘Physical Landscapes in the UK’, ‘The Changing Economic World’, ‘The Living World’, ‘The Challenge of Resource Management’ and ‘Urban Issues & Challenges’. There is no Controlled Assessment in this syllabus, but there is instead a third exam paper about fieldwork skills and also includes a problem-solving/decision-making exercise.

The department offers a variety of extra-curricular activities, including a four-day trip to Iceland. As previously mentioned, the department's main field trip is a day trip to Malham in the Yorkshire Dales in Year 8. In addition, at KS4, fieldwork takes place in Manchester & Liverpool, Rivington and sometimes in Derbyshire. There are further opportunities to participate in fieldwork, such as trips to the Lake District to learn about tourism in Bowness and, sometimes, a residential trip to Dorset.

Intent

The purpose of the study of history is to develop students’ sense of identity, understand their place in the world, how and why the world and society have changed and the different experiences of various groups of people in the past. By doing this, students will develop a tolerance and worldview that will provide a foundation for their historical study and broader lives.

Students must be able to research, collate and interrogate evidence to form a reasoned and sustained argument. Not only is this crucial for GCSE History, should they choose to take it, but it is vital in all walks of life in both professional and personal capacities.

The curriculum will continue to be taught chronologically to keep a strong sense of chronology. This is important so that students can understand how change over time develops. However, to encourage engagement, the curriculum will slow down, spending more time telling individuals stories and looking at the depth of the topic.

In the History department, we aim to encourage students to investigate. We want to promote independent thinking and reflection by allowing students to explore, judge and apply historical evidence to test hypotheses. The department strives to challenge students' thoughts and ideas of past societies to assist their application of knowledge and understanding in the future. Students will develop a love of history and a desire to learn more about the past to help them understand the context in which they live. Furthermore, we want to enhance communication skills in a broader capacity, particularly reading and writing strategies, to assist students’ performance and success in the future.

Introduction

Students develop a broad knowledge and understanding of Britain’s past and that of the wider world. Studying History should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils understand the complexity of people’s lives, the process of change, the diversity of societies and the relationships between different groups. It gives students a sense of their own identity and the challenges of their time.

At Key Stage 3 and Key Stage 4, several key concepts underpin the study of history. Pupils need to understand these concepts to deepen and broaden their knowledge, skills and understanding. The key concepts developed by the History curriculum are chronological understanding, cultural, ethnic and religious diversity, change and continuity, cause and consequence, and significance and interpretation. There are also several essential skills and processes in history that students need to learn to make progress, such as historical enquiry, using evidence and communicating about the past.

At Key Stage 4, there are two final examination papers in Y11, each worth 50% of the final mark:

Paper 1: Understanding the modern world

Section A: Period studies

• America, 1920–1973: Opportunity and inequality (25% of the final grade).

Section B: Wider world depth studies

• Conflict and tension, 1918–1939 (25% of the final grade).

Paper 2: Shaping the Nation

Section A: Thematic studies

• Britain: Health and the people: c.1000 to the present day. (25% of the final grade).

Section B: British depth studies, including the historic environment

Elizabethan England, c.1568–1603 (25% of the final grade).

Intent

The Mathematics curriculum aims to equip all students with the necessary skills and knowledge to be successful in Mathematics, provide opportunities to inspire, and further facilitate the development of functional skills in Mathematics and support pupils outside of school and in future employment.

Our department aims to promote a love of learning and create opportunities to inspire and encourage independent learners whilst supporting all pupils of all abilities to achieve their potential.

Introduction

Mathematics is central to the pupils' education at St. Peter’s. It is an essential skill that teaches pupils good work practices, skills and knowledge, often beneficial to other subjects.  

The well-resourced mathematics department has 12 teachers of Mathematics who work in 8 specialised Maths rooms.

Lessons in Maths cover all aspects of Numbers, Algebra, Ratio, Proportion & Rates of Change, Geometry & Measures, Probability & Statistics. In addition, pupils are involved in their learning, encouraging them to develop their investigative skills. A range of styles & resources are used in lessons, particularly an extensive use of ICT.  All rooms have an interactive whiteboard.

At KS3, pupils in Year 7 and Year 9 have four lessons per two-week cycle (totalling 400 minutes), and Year 8 has three and a half lessons per two-week cycle (totalling 350 minutes). In year 7, pupils are put into sets according to ability.  Pupils will be given summative assessments on two or three occasions during the year. Pupils are given at least one week's notice and are expected to revise for these tests at home in addition to class revision. The course covers many aspects of the National Curriculum, including developing fluency, mathematical reasoning and solving problems.

At KS4, Year 10 pupils have five lessons per two-week cycle and follow the AQA syllabus. In Year 11, pupils have four lessons per two-week cycle and the same AQA Linear GCSE syllabus (8300).

Mathematics results at both key stages are above the National Average.

Extra-curricular activities include the following:

• The department runs a lunchtime Maths Clinic for KS3 and KS4 that allows pupils to get guidance on homework or particular topics being taught in class.
• All top sets have the opportunity to participate in the UK Maths Challenge, and over recent years, many pupils have enjoyed success at all levels.
• Selected pupils also have the opportunity to represent our school to compete in Maths Team Challenges in the area
• We run an extensive after-school revision programme with Year 11.

Pupils should be fully equipped for all lessons, and we expect they have the following equipment with them for every lesson:

Pen, pencil, ruler, eraser, sharpener, scientific calculator (preferably CASIO), mini whiteboard. In addition, we expect pupils to own a protractor and a pair of compasses. Pupils will be given prior warning to bring these additional items from home into school.

Equipment is available from the LRC; however, pupils must remember that only a limited stock is available in school, and there is no guarantee they can purchase equipment on the day.

Intent

The Modern Foreign Languages curriculum is designed to:

• Deepen students' understanding of language.
• Inspire a love, enjoyment and thirst for language learning.
• Broaden the students' understanding of different cultures.
• Enhance their communication skills.

Introduction

At Key Stage 3, pupils study French in Year 7 for three 50-minute lessons per week. In Year 8, top-set students take on the additional study of Spanish as a second foreign language. They divide their time equally between French and Spanish (3 lessons each over two weeks). All other students have three lessons of French per week. In Year 9, pupils either study 3 lessons of Spanish a week or 3 French lessons a week.

At Key Stage 4, pupils can take French or Spanish at GCSE, depending on previous study.  Pupils have three 50-minute lessons of their GCSE language per week. In addition, pupils can opt to study Spanish and French over two option blocks.

The department has five classrooms, with one room which includes an IT suite specifically for use in Languages lessons.  In addition, all of the classrooms have interactive facilities.

The department offers a variety of extra-curricular experiences, including two popular immersion trips to Normandy (Year 9) and Murcia (Year 9).

Intent

We envision a practical and inclusive Department which caters for both musicians and pupils with an interest in the industry.  

Our curriculum at KS3 will inspire pupils to be free with their creativity and talent and foster an interest in specific areas.   

Our KS4 curriculum will produce confident and talented performers and technicians.   

We endeavour to provide opportunities for pupils to develop their interests and contribute to events in school such as talent shows, masses and productions. 

Introduction

St. Peter’s has an inclusive, vibrant and active department that aims to provide pupils with a practical and well-rounded music education. At Key Stage 3 Music is taught as a separate subject to Years 7, 8 and 9.

The Department runs a number of extra-curricular activities that currently include Singing Club, Karaoke Club, and AV Club. Pupils of all ages and abilities are encouraged to take part in clubs, performance evenings and productions.

Peripatetic music tuition is provided for a range of instruments in the department by Wigan ITP.

Intent

Our intent is to provide Physical Education students with the opportunity to:

Know More (Knowing What):

• To gain knowledge of the rules, strategies  and tactics needed for participation in a range of physical activities.
• To understand what makes a performance effective and know how to apply these principles to their own and others work.
• To make positive informed choices around their health, well-being and diet. Understand how to exercise safely.

Show More (Knowing How):

• To learn and master skills in a broad range of physical activities; covering invasion, racket, striking and fielding, aesthetics and athletics. Access  to a broad and balanced curriculum.
• Attend extra-curricular sporting clubs and competitions and have an opportunity to represent their school and community at both elite and recreational level.

Grow More (Develop personal characteristics):

• To become competent, confident and resilient students.
• Develop their leadership qualities and skills through sport.

Vision

Our vision for all St Peter’s pupils is to leave school equipped with the knowledge, skills, understanding, and confidence to continue to positively engage in sport and physical activity throughout their life.

Intent

St Peter is ‘the rock’ upon which our faith is built. Accordingly, RE is the “core of the core curriculum” (Pope St John Paul II) at St Peter’s Roman  Catholic High School. We teach pupils about religion so that they may come to see the key relationship between faith, modern culture, human knowledge and society.

Religion has shaped everyday life, politics, science, art, law and international relations, and it continues to do so, either directly or through its absence. Pupils will clearly understand their own and other religions, developing socially, morally, spiritually and culturally. They will grow to know themselves and know how the world is intertwined with faith to live their Catholic vocation and positively impact the challenging society they will mature into.

Introduction

In the faith life of the Catholic school, Religious Education plays a central and vital part.  However, this does not replace the role of the parents, who are the Catholic faith's first and most important teachers. The parents take their children for their baptism in the Catholic faith, and the parents act as role models for their children, encouraging them to grow in the knowledge and practice of their religion.

We like to partner with the family and ensure pupils see the beliefs and values taught in R.E. lived out in the home and family. To this end, we see the support of parents for all R.E. and spiritual enrichment as vital to the Catholic Ethos of the school.

R.E., as well as being a robust academic subject, is the core/foundation for everything in our lives.  Reflecting this "lived faith", the department provides unique visits, trips and initiatives to celebrate the liturgical year. We hope that these occasions strengthen the faith of our pupils.

The R.E. course aims to facilitate pupils on their faith journey and provide an environment that encourages the development of their faith and the understanding of other religions in our multi-faith society.  Understanding and tolerating other faiths is central to living as a Christian citizen in our global community.  Pupils also need to know how religion impacts how people live their lives—ultimately, learning from religion and about religion.

The course for KS3 follows the Archdiocesan programme, ‘People of God,’ prescribed by the Catholic Education Service.  Pupils will be encouraged to develop skills such as self-management, thinking and problem-solving, managing information, working with others and being creative. Work in R.E. will include research, group work, use of ICT to generate homework or project work, collage, extended writing, creative writing, role play, media analysis, and empathy. In addition, they will examine various world faiths, including Hinduism, Judaism and Islam. There will be regular formative and summative assessments as this subject is valued alongside the other academic subjects and is considered one of the four core subjects at St. Peter's.  All pupils will be tested, and progress will be monitored. Pupils will be expected to do homework and revise course content regularly.

At KS4, pupils will follow the ‘Edexcel examination syllabus ‘Specification A’ and study three papers. The course focuses on Catholic Christianity, including beliefs, teachings, practices, sources of wisdom and expressions of faith, and the study of Jewish beliefs, teachings and practices. In addition, pupils study arguments for the existence of God and marriage and relationships in the twenty-first century.  Religious Education is essential if a person is to live effectively and faithfully in our modern world. We hope that in studying these topics, our pupils will realise the relevance and importance of R.E. lessons which aim to equip pupils to understand and evaluate life and faith in contemporary society.

Pupils are expected to complete formative assessments regularly and end-of-module tests at the end of each unit of work, along with a mock examination at the end of Year 10 and midway through Year 11. The course will culminate with three exams at the end of Year 11. Pupils are taught in groups according to their ability level and are encouraged to achieve their full potential. This examination course, whilst allowing pupils to enhance their academic achievement, also focuses on the knowledge, understanding, and evaluation skills essential if our pupils are to grow spiritually and develop their faith for their future lives.

The Archdiocese of Liverpool’s Christian Education Department inspected the school and department in June 2014 under Section 48. The overall effectiveness judgement was that “St. Peter’s provides Outstanding Catholic Education”. The full report is available via our website under ‘Key information’.

The school also received a Section 48 inspection visit at the end of 2019, and the school’s provision for Catholic Education was again judged Outstanding.

Pupils have RE for 3x 50 minutes a week which is 10% of their timetable

R.E. is taught in its purpose-built suite of five classrooms with the RE office and store room on the same landing.

Intent

Our curriculum will inspire a love of Science – encouraging a curious, analytical and evaluative approach to the world around us. In addition, students will develop an understanding of the role of Science in society and how the various aspects of Science knit together to form the body of scientific knowledge.

Scientific literacy and numeracy are developed throughout the five-year journey. At a time when local, national and international issues are rooted in scientific understanding, the curriculum reflects the fact that humans have stewardship of Earth’s resources.

Introduction

At KS3, we have a focus on the development of subject-specific skills that are needed to prepare the students effectively for their KS4 studies. The focus of formative assessment at KS3 is based on these skills – students are given clear criteria and explicitly taught the skill or technique before being assessed on it. They are then given feedback which suggests they are either ‘developing’, ‘securing’ or ‘excelling’ in that skill area. Summative assessment is in the form of end-of-topic tests and the end-of-year exam.

At KS4, we continue the development of subject-specific skills, but specialist teachers teach the students in each of the three Sciences.

Y9 students in sets 1, 2 and 3 are taught on a rotation and have three lessons of Science per week. They are informed of the rotation dates (approximately every four weeks), and a mini-assessment is conducted at the end of each rotation.

Students in Y10 and 11 have six lessons of Science per week (2 for each respective Science).

The department consists of 9 full-time Science teachers and one temporary staff member.

We run a very popular Science club and participate in other activities that may arise during the year. For KS4 students, additional sessions support some of the ‘required practical’ information – staff will inform students as and when these sessions are running.