Be the best you can be…
Curriculum Statement
Holy Family Catholic High School Curriculum
Intent
Our intention is that all pupils, regardless of ability, have full and equal access to an outstanding curriculum. We strive to deliver relevant qualifications taught by excellent practitioners so that all pupils leave having achieved the absolute best academic qualifications they can and are well prepared for life after school. Our intention is to provide an inclusive curriculum with a commitment to creative and technology subjects as well as core and EBacc, keeping as much choice for pupils as possible.
Pupils at Holy Family Catholic High School will:
• experience a broad and deep curriculum encouraging a rich knowledge base for all students, including those with SEND and from disadvantaged backgrounds.
• gain meaningful qualifications including English and Mathematics GCSE.
• secure a strong foundation for progression that promotes independence.
• be literate, numerate, and digitally competent.
• have knowledge to manage their own health and fitness, mental health and maintain safe, healthy relationships.
• develop their Catholic spirituality and a strong moral compass, taking part in charitable or community work.
• understand the importance of British values of democracy, the rule of law, individual liberty, respect, and tolerance
• select and successfully gain an ambitious post-16 or post-18 destination.
Our curriculum is tailored so that it is well matched to the needs of our pupils and offers a broad range of enrichment opportunities. This broader curriculum is deliberately planned so that it allows pupils to improve their skills in technology, sport, music, and the arts as well as developing leadership, organisation, resilience, independence, and character.
We review the curriculum at annually in consultation with staff, pupils, and parents and in conjunction with the Curriculum and Standards Governor Committee. We also work closely with the Curriculum Development Group through the Archdiocese of Liverpool and, through this, are part of a peer review system.
The Subject Curriculum
The curriculum at Holy Family Catholic High School underpins our vision of ‘be the best you can be’ Acquisition of knowledge is at the heart of our curriculum design which is complemented by enrichment activities that broaden and extend the pupil experience.
We believe that education is about teaching children the knowledge they will require to be effective life-long learners who are empowered to make decisions, within a complex and ever-changing world, so that they are able to positively adapt and lead successful and happy lives. We do this by providing a curriculum which teaches knowledge within the context of strong shared Catholic ethos of mutual respect, so that across all their learning children reflect, become increasingly resilient and develop responsibility.
At Key Stage 3 pupils access a full and broad curriculum and follow a three-year programme of study following the National Curriculum. Pupils take options at the end of Year 9. We have a commitment to ensure all pupils study a modern foreign language at KS3 and encourage pupils to continue at KS4 by offering both French and Spanish GCSE We also have a strong commitment to creative subjects and the uptake of these subjects at KS4 is strong.
Our two-year Key Stage 4 is designed to allow all pupils to access an English Baccalaureate curriculum. English and Maths are at the heart of success in learning. Success in English and Maths qualifications is essential as these are the main facilitating subjects which empower pupils to access further education, employment, and apprenticeships. We place great emphasis on these subject areas and provide additional support to pupils when they need it.
Our Key Stage 5 curriculum is broad, to offer multiple pathways that support the development of our students. Post sixteen students can study academic A-Levels, Applied General and Technical qualifications, or a combination, based on their planned destinations.
In addition, we have created a truly open and equitable options process where all courses are offered to all pupils regardless of ability. This includes promoting but not forcing an EBacc pathway including Triple Science and Computer Science
To facilitate long-term learning, the essential knowledge for each subject is clearly broken down and defined. These building blocks of learning are sequenced and interleaved throughout our curriculum in a ‘Curriculum Map’ End points are set out topic by topic, as well as two formal summative assessments per year. Additionally, classroom pedagogy is built around ‘making it stick’ with the effective use of memorisation techniques. Retention of knowledge over the long term is checked through retrieval practice. We support pupils with a range of subject specific activities to remember knowledge over time so they eventually retain what they need to make progress
The development of language and literacy skills are paramount and underpin our curriculum. Our aim is to build confidence in communications skills to support pupil
progress in school and prepare them for working life. Our reading programme includes bespoke time and focus for reading throughout the curriculum and in form time. Pupils who have a reading age below their chronological reading age are supported through interventions to close this gap as quickly as possible, including delivering synthetic phonics where necessary. Numeracy skills are embedded and supported during our tutor time programme. Pupils below age expected progress from primary school are provided with interventions to quickly catch up. Our digital strategy ensures that digital literacy is embedded into each curriculum area and supported via our digital literacy leader. Our pupils are taught to utilise digital access responsibly to enhance their skills ready for the world of work.
Assessment
Formative assessment takes place in every lesson and allows teachers to identify gaps in knowledge and misconceptions. Regular, low stakes quizzing quickly identifies pupils falling behind and alerts the teacher to address misconceptions
Summative assessment takes place formally twice a year and allows teachers to capture the progress of whole groups and cohorts. It allows Subject Leaders to review the impact of their curriculum and make any necessary adjustments to close gaps or review and adapt subject pedagogy. Attainment in summative assessments is reported to parents twice a year.
Homework and Study
Teachers also set short, frequent homework tasks linked to the knowledge pupils need as identified in the Curriculum Map Homework allows pupils to develop good study habits and routines. Homework also gives pupils a chance to consolidate and memorise essential knowledge. Pupils may attend ‘Period 6’ supervised study support afterschool where they can access computers, resources, and one-to-one help with their homework. On Tuesday, there is a maths clinic which helps pupils with their weekly maths homework. All homework is communicated to pupils and parents on Class Charts.
Independent study and revision are vital to success in exams. Study skills need to be taught explicitly. We do this broadly in three ways – in subject lessons, through personal development and external experts or workshops like Elevate Education. We invite parents in to attend these workshops and communicate regularly through Class Charts so that they can support independent study effectively.
The school also invests in resources like GCSEPod, Seneca and Tassomai, as well as revision materials to support pupils to do their absolute best in exams. All pupils receive an exam pack at the end of Year 10 which contains all the equipment they need in a clear exam pencil case.
Subject Allocations
Key Stage 3 Curriculum
*Y7 all pupils study Spanish. In Y8 and Y9 pupils have studied both and will pick the one they prefer. All pupils will have the option to study French and/or Spanish GCSE.
**In addition to the timetabled lesson one per fortnight, there is an additional lesson per fortnight which moves on a rolling programme through the week.
Key Stage 4 Curriculum
**In addition to the timetabled lesson one per fortnight, there is an additional lesson per fortnight which moves on a rolling programme through the week.
Option subjects
GCSE Spanish
GCSE French
GCSE History
GCSE Geography
GCSE Separate Sciences
GCSE Computer Science
ASDAN (Best)
GCSE Food and Nutrition
GCSE Physical Education
GCSE Business Studies
GCSE Drama
GCSE Art
GCSE Music
NCFE L2 Food and Cookery (Best)
WJEC L2 Events
BTEC L2 Sport Studies
WJEC L2 Enterprise
BTEC L2 Health & Social Care
BTEC L2 Engineering
OCR L2 iMedia
BTEC L2 Sport Coaching (Best)
Key Stage 5 Curriculum
*In addition to the timetabled lesson one per fortnight, there is an additional lesson per fortnight which moves on a rolling programme through the week.
**Pupils who have not gained a grade 4 pass in GCSE English Language and/or GCSE mathematics are required to attend lessons and resit them. In total, pupils have four additional opportunities to resit these examinations until they gain a grade 4 pass.
Option subjects
A-Level Art
A-Level Biology
A-Level Chemistry
A-Level Computer Science
A-Level Criminology
A-Level Drama
A-Level English Literature
French
History
L3 Sport Studies
L3 ICT
A-Level Mathematics Applied L3Medical Science
A-Level Media Studies Applied L3 Forensic Science
A-Level Physics
A-Level PE
A-Level Spanish
L3 Health and Social Care
L3 Business Studies
A-Level Further Maths
Reading
– improving
reading fluency and comprehension.
As a school we have multi-faceted approach to reading which broadly has three strands:
1. Reading for learning
2. Reading for pleasure
3. Reading Intervention
All pupils read regularly and read a broad and challenging range of texts within subject lessons. We expect all subject teachers to be teachers of reading and it is integral to whole school progressional development For example, subject specific vocabulary is explicitly taught in lessons, supported by all pupils having access to their own dictionary as a compulsory part of equipment. Teachers use a range of strategies in lessons –reciprocal reading, choral reading and expert first reading.
Reading for learning is also promoted through the whole-school use of Bedrock Learning which is a reading app designed to improve vocabulary. Pupils in Year 7 to Year 10 are set weekly Bedrock homework and their reading teacher tracks progress. Bedrock learning texts broaden cultural capital through the range of texts both fiction and nonfiction.
Reading for pleasure takes place in weekly reading lessons and in form time activities and events like the One Hundred Book Challenge. Pupils read books from a range of genres and are rewarded for completion. Moreover, we take pride in hosting author events and The Book People visits to continue to engender a love for books within the school. In form time, pupils are encouraged to read a range of articles, local, national, and international, to continue to improve their awareness of current affairs and to improve their cultural capital.
We intervene systematically with our weak readers by providing a variety of well-matched intervention through programmes such as Fresh Start Phonics. All pupils have reading assessed annually (and immediately on entry to the school) using a range of reading tests. Intervention is prompt and rigorous resulting in measurable impact.
Literacy and Numeracy – getting the basics right.
At Holy Family Catholic High School, we consider literacy and numeracy to be life skills. Literacy is a proficiency that is developed not just in reading, but in having the confidence write and speak competently and clearly.
Handwriting is checked in Year 7 on entry and again in Year 9. Some pupils require support including bubble writing books and one-to-one support from the SEND team. Writing techniques are developed in all subjects and pupils are tasked to take pride in their written work and presentation.
Oracy is also developed across the curriculum and is an area of focus. It involves learners having the confidence to speak clearly and communicate appropriately with a variety of audiences. Students are encouraged to debate, present, recite and deliver in front of their peers, staff and parents.
Similarly, numeracy is developed not just in mathematics, but also across the whole curriculum. It involves learners having the confidence and competence to use numbers and measures effectively. It requires an understanding of the number system, recalling mathematical techniques, and an ability to solve problems in a variety of contexts. A practical understanding of graphs, charts, tables and diagrams is an important aspect of numeracy.
The BEST BASE Curriculum – supporting SEND pupils.
At Holy Family High School, we have a ‘Bespoke Education Skills and Teaching’ (BEST) Resource Base for pupils who transfer up from Year 6 into seven with Education Health Care Plans, whose primary area of need is cognition and learning and who are working more than three years below their chronological age on arrival
At Key Stage 3, part of their subject delivery is provided by a primary school teacher mirroring the curriculum of their peers in the mainstream but delivered at an appropriate level to allow for access. These subjects are delivered simultaneously to their mainstream peers to allow fluidity between the two should a pupil in the BEST provision become mainstream ready in a particular subject
At Key Stage 4, pupils accessing the BEST provision follow a bespoke pathway tailored to their cognition and learning needs which can include entry level pathways in core subjects, level one, and level two options with BTEC subjects and additionally, access to an ASDAN Award and an NCFE qualification in Food and Cookery skills. Pupils are also able to access GCSE options where this is appropriate.
Alternative Learning Provision
An alternative learning provision is available in exceptional circumstances for pupils who have significant social, emotional, or mental health needs which means they cannot access a full curriculum in school every day, usually for a short period of time. These pupils are provided with an individual programme which may include work experience or education for some or all the week with approved external providers. The aim is that the pupils eventually access a full curriculum in school or an appropriate ‘hybrid curriculum’ with an external provider and the school.
Curriculum Impact
We are continuously evaluating our curriculum and we do this by measuring the impact looking at a range of aspects such as:
• Internal and external assessment outcomes throughout all key stages.
• Pupils read fluently and communicate clearly and confidently.
• Pupils manage their own learning effectively.
• Pupils show pride and care in their work
• Pupils are successful at perusing their preferred destinations.
• Pupils are proud of their achievements and are always trying to ‘be the best they can be.’
• Pupils develop into responsible, tolerant citizens, understand of British Values and their place in the World.
How this results in:
• Good attendance and punctuality.
• Exemplary behaviour (low numbers of suspensions and exclusions).
• A positive attitude to learning.
• High engagement in enrichment and broader curriculum opportunities.
• Confidence to aim for ambitious destinations.
The Broader Curriculum
PRIDE – fostering an ethic of excellence in learning.
We believe our pupils should have high expectations of themselves and our motto is ‘be the best you can be.’ Our PRIDE policy is displayed throughout the school and is a constant reminder to pupils to demand the best of themselves as follows:
Teachers encourage pupils to recognise and value their own success by using live feedback, awarding merits and postcards to celebrate effort and attainment. Outstanding work is publicly rewarded, and merits result in pupils receiving bronze, silver, and gold badges. Pupils earn a place on the termly reward trip by accumulating merits; this fosters an ethos that all pupils, despite academic ability, should be proud of their work and achievements and are rewarded for them
The Holy Family Journey – providing wider learning opportunities for pupils.
The school has a deliberate, planned ‘Journey’ which supports the learning taking place in the subject curriculum. It ensures that all pupils have equal access to enrichment for example, sports activities, trips, work experience, music, art, and theatre. We feel that offering these wider opportunities, especially post-covid, is a vital part of our curriculum offer.
The Holy Family Journey begins before the first day of school with our Year 6 Summer School and progresses into Year 7 Induction Week where all pupils take part in an outdoor, team building adventure at CHET. Pupils work together, ‘play’ outdoors, team build and get to know new friends in a fantastic outdoor environment. The Year 7 pupils then stay overnight in school for the sleepover – a successful bonding exercise that helps pupils to settle into school.
Each Progress Leader reviews and adapts the Journey so that there is a balance between the types of activities available e.g., Duke of Edinburgh, sports, theatre visits, maths challenges, STEM club, peripatetic music lessons, the school play, art competitions, public speaking. Pupils are encouraged to get involved with as many opportunities as possible. This is monitored so that no pupil, or group of pupils is disadvantaged.
We also try to offer exciting adventures where pupils get to stay overnight and experience a new city, country, or experience. For example, science trips to CERN or Budapest University, Geography fieldwork in the Lake District, Drama in Shakespeare’s Globe or London theatres, art trips to The Royal Academy and sports trips skiing in Italy, sports including kayaking in the Ardeche or footballing in Barcelona.
Our regular rewards trips give recognition for the outstanding progress, from whatever starting point, the pupils have made. Watching our pupils achieve these successes each year, allows them to set their future aspirations as high as they can imagine, something we will then continue to strive for and work with our pupils to achieve every day.
RSHE and Citizenship - developing personal skills and qualities to create responsible young adults.
The formal, taught RSHE and citizenship curriculum is a high priority and sits within our wider personal development programme. The knowledge the pupils require is mapped out over an increasingly demanding seven-year programme of learning. Aspects are revisited as pupils progress through the school – recapping and then building on what has previously been taught. Pupils fully participate and engage with their learning, and this is monitored and supported by leaders.
We use the RSHE curriculum to enhance wider character development and promote positive attitudes to learning which are tangible in behaviour in school. We strive for our pupils to develop their personal skills and qualities in order that they may grow into positive, responsible young adults who can work and cooperate well with others. In its entirety, the RSHE and citizenship curriculum is carefully and deliberately designed to make sure pupils feel valued and respected so that they in turn learn to value those around them and develop an acute sense of social responsibility which in time has a positive impact upon their own community and the wider British society. In everything we teach, we underline the importance of treating everyone with tolerance and respect, and that no-one should be discriminated against because they belong to a specific group
Aspects of citizenship, physical and mental wellbeing and relationship and sex education are delivered through this programme.
Relationship Education.
We all want our pupils to have healthy, happy, and safe relationships and that is the primary aim of this area of our RSHE curriculum. In deliberate detail, we teach pupils how to recognise the risks posed online as well as being able to differentiate healthy and unhealthy relationships. We teach pupils about all types of relationships, the nature of protected characteristics and about respect and tolerance.
Sex Education
The sex education programme is delivered by a small team of expert teachers who have been trained to deliver this important, sensitive topic. It is important to tackle issues in an age-appropriate and non-judgemental way, following the scope of the RSHE policy defined by the DfE. Throughout this programme, teachers provide the facts that pupils need to make informed decisions.
Physical and Mental Health Education
Our programme is delivered by trained experts who cover aspects such as first aid, healthy eating and cooking, physical wellbeing, and the importance of exercise We also teach pupils about the dangers of alcohol, tobacco, drugs, and vaping. We encourage pupils to debate and as questions while flagging up how to access help and support if they need it.
Citizenship and British Values
This is developed in everything that we do, but explicitly through the RSHE taught programme where pupils develop their leadership and communication skills. We teach pupils how to express their views and respect and listen to the views of others. We ask pupils to critically evaluate and reason a response – equipping them to be thoughtful citizens of the future. In this area, we ensure that pupils have knowledge of British values, British democracy, equality and protected characteristics, youth justice and the law,
Pupils are encouraged to engage with topics covered in these lessons by matching articles and texts using in our literacy programmes to the Personal Development themes. Reciprocal reading, oracy and debate within the Personal Development lessons are encouraged.
CAIEG - Ensuring all our pupils are preparation for their next step and future careers.
Holy Family provides all pupils with secure foundations for the progression into further education and apprenticeships. Our comprehensive programme of careers activities, led by our CAIEG team, instils high aspirations to ensure that all pupils move forward successfully into their intended careers pathway. Where appropriate, our programme is linked to the local job market, responds to the interests of the pupils, and provides employer opportunities
All pupils take part in work experience in Year 10 and Year 12 as well as attending Careers Fairs, employer events and employer talks.
We support pupils in making well-informed decisions about significant study or career choices, by providing access to differentiated, impartial and independent information and guidance about the range of options (including academic, vocational, apprenticeships) that are most likely to help them to achieve their ambitions. By helping pupils with decisions at crucial stages, informing them of all their options and introducing them to employers, we aim to prepare them for the world of work regardless of the pathway they choose.
Our careers programme supports the achievement of the eight Gatsby Benchmarks as detailed in the Department for Education’s Statutory Guidance, January 2018. Careers guidance forms part of the Personal Development curriculum alongside access to our Careers providers, as well as a range of visits and workplace experiences. We collaborate closely with local employers, FE colleges and apprenticeship providers to ensure the highest quality careers guidance.
Pupils access a 1-2-1 careers meeting at least once per year (from Y9 onwards) with a summary shared with parents on Class Charts. Parents can access a School Cloud online careers appointment at any time to discuss choices Pupils with SEND access additional careers meetings to ensure their next steps supported.
The 6th Form have their own specialist careers advisor as well as a full and detailed programme through UCAS, UNIFROG and to prepare them for university or apprenticeships.