Our Curriculum

Intent

The intent of the curriculum at CCGS is to ensure that all students are given the opportunity to accumulate a wealth of knowledge and skills so that they are successful, prepared for the next steps of their education and contribute positively to society.
 
Students will acquire a full range of knowledge and skills spanning the academic core, EBacc and creative elements of the curriculum. The full range of subjects are studied in Years 7 to 9 before students tailor their education at GCSE to meet their needs and interests, whilst still undertaking the EBacc. 
 
The curriculum is enhanced by a range of experiences and activities outside of the classroom, for instance the Duke of Edinburgh programme and CCF, that promotes resilience and builds character whilst also supporting the personal development of all students. Consequently, students are encouraged to be involved in a wide array of House events, sports clubs and fixtures, musical and dramatic performances in addition to an impressive number of challenges, visits, and trips. Such opportunities ensure that students not only strive for academic excellence but also achieve a sense of personal fulfilment. 

Implementation

Within our three-year Key Stage 3 programme, students study a full range of subjects in single sex classes with some ability setting across the key stage in Mathematics and within the Year 9 Science syllabus. All students study English, Mathematics, Science, Design & Food Technology, Geography, History, Art, Computer Science, Physical Education & Games, Religious Studies, Music, Drama and PSHE. In Year 7, all students study French and in Year 8 and 9 students study French and Spanish. 
 
At Key Stage 4 most students will pursue a minimum of 9 GCSE with over 90% of them entering the EBacc. Core subjects are taught in single sex classes whilst option subjects are co-educational. The school continues to provide Relationship and Sex Education and Health Education as part of its core curriculum which is delivered to all students within the framework of the PSHE programme. Furthermore, where appropriate, students study qualifications that extends their knowledge and skills further, for instance GCSE in Further Mathematics for the most able mathematicians. 
 
At Key Stage 5 students study the equivalent of 3 or 4 A levels with all students embarking on the EPQ. All classes are co-educational. Beyond the timetabled lessons, a programme of support in registrations is delivered. This covers study skills, contemporary moral, cultural and spiritual issues; personal organisation; financial planning, and researching study or work opportunities in the future.

The rationale for our curriculum model’s effectiveness is explored through various lenses such as tailored learning styles, reduced distractions, increased participation and confidence building, together with student outcomes. We believe our curriculum offers the right combination of single sex and co-education that in turn facilitates our students to progress both academically, socially and emotionally in the best possible ways.

The main benefits of the hybrid teaching model are derived from the ability to tailor pastoral and academic provision more sensitively and expertly to the needs of young people. Gender stereotypes of subjects are removed whilst all students follow an equitable curriculum and do not learn to perceive subjects as being more suited to either girls or boys. Outside the classroom, there are plenty of opportunities for girls and boys to socialise and take part in co-curricular activities together.
 
Ensuring our intent is ambitious, broad, balanced, and inclusive whilst being coherently planned and sequenced is paramount at CCGS. Systemic practice of knowledge and skills being taught in a progressive manner is implemented both within and across subjects throughout the school with an understanding of cognitive science principles taken into consideration. Over the course of their study, teaching will be designed to help learners remember concepts over time through ‘deliberate’ daily practice and revisiting of topics/concepts, addressing misconceptions and retrieval training. Helping students embed knowledge and skills fluently assists teachers in producing clear next steps. Consequently, staff and students work together on the principles that, with clear end points, practice makes progress and success rates lead to greater motivation. 
 
The curriculum intent is also implemented in line with our Learning Ethos whereby students are encouraged to persevere with even the hardest work, admit when they have made mistakes and learn from them, and approach all subjects with an open mind and intellectual curiosity. By implementing a curriculum that values hard work and fosters deep learning, critical thinking, problem-solving and creativity, we aim to provide students with the chances to develop a range of skills and competencies and strive to create a learning environment that is inclusive, culturally responsive, and supportive of all learners. The school is committed to continuous improvement and regularly evaluates the curricula to ensure that they are effective, relevant, and aligned with our goals and values.

Impact

Ultimately, the impact of the curriculum is evidenced through the outcomes in public examinations, particularly Progress 8 measures and EBacc results at GCSE and the destinations of both Year 11 and Year 13 students.  
 
In addition, impact can be measured through the successes and the number of students involved in extra-curricular activities such as sport, DofE, CCF and the arts as well as those supporting House competitions. 
 
Conduct both within the school and across the community and the manner in which students apply themselves to their studies is yet another set of key factors on how the curriculum at CCGS is shaping well-rounded individuals ready for the world in which they live.