Business Studies

The course is designed for a two-year delivery. The curriculum is spiral in nature. During year 10 the learners study Theme 1 – Investigating small business which covers a number of topics, during year 11 the learners study Theme 2 – Building a business which covers similar content to them theme 1 learning, but with additional detail on how knowledge changes its application for a growing business instead of a start-up. This allows for consolidation and expansion of previously studied units.

Pedagogies adapted for use are:

• Case -based learning – presenting real life business scenarios to learners and asking them to analyse them.
• Experiential learning – pupils having hands-on experience of running a business and applying their theoretical knowledge to the scenario.
• Collaborative learning – working together in pairs and groups to solve problems
• Technology based learning – using online quizzes and resources to aid learning.

How we teach (Learning Levers):

Learners will undertake regular retrieval practice with multiple choice questions so that they can recall business specific terminology throughout the course. They will also have regular modelling and deliberate practice of exam style questions to aid with their analysis and evaluation of given scenarios. Live marking and teacher questioning in class allows for formative checking of both breadth and depth of subject knowledge and understanding.

How we know (Impact):

Here is planned monitoring throughout the year which allows us as a department to address and concerns or issues that have arisen. That includes:

• Half termly monitoring of learner results in multiple choice quizzes and end of unit assessments
• Half termly monitoring of smart revise matrix’s
• Half termly pupil voice activity
• Termly monitoring reports that go to LMT and the principal which include learning walks and book scrutiny of both members of the department.

Business results have consistently been above national average and have had a positive in school residual.

Pupil voice indicates that pupils enjoy the subject and feel they make good progress within lessons. Over 50% of pupils have continued to study business at A level for the last 3 years consecutively.

CO

The Dance department, through a diverse curriculum, allows for a rich and varied learning experience in a safe and inclusive environment. The main focus of teaching and learning is to encourage the free use of creativity and imagination, through exploration of movement and expression. With the school’s Catholic ethos at the heart of our curriculum, the aim is to celebrate and nurture talent and create enthusiastic learners with the ability to question, argue and reason. The Dance Curriculum is designed to ignite pupil’s creativity, passion and promote a lifelong love of the Arts. Dance topics are of a wide variety of genres that explore different cultures, historical/ geographical contexts and social backgrounds. 

In teaching Dance, we aim for all pupils to enjoy the subject and have a sense of achievement both in the classroom and extracurricular. Developing an understanding and appreciation while linking their learning, pupils take ownership, develop teamwork, confidence, critical thinking and problem solving. The key aims are to empower independent and creative learners who are able to appreciate dance as a form of expression and develop an understanding through the exploration of a range of styles, techniques and professional works both practically and theoretically.  

BTEC and GCSE Dance aims to develop students creatively, imaginatively, physically, and emotionally while communicating ideas and concepts. Pupils will gain confidence and leadership skills by performing as a soloist, choreographing and leading a group. As well as developing skills in analysis by growing pupils’ ability to critically appreciate professional works by applying personal interpretations. 

The Dance Department’s key principles include:

• A high quality inclusive dance education 
• Enhancing the profile of the school 
• Building skills for life 
• Mental and emotional wellbeing 
• Improving physical health 
• Enriching cultural experience. 

How we do it (Implementation):

• Performing

• Choreography 

• Appreciation 

The focus in all three areas of Performance, Choreography and Appreciation is based on the development of practical skills and techniques along with the sharing of work and celebration of success. Within Dance, lessons are both theoretical and practical and are centred on developing a range of knowledge, skills and techniques that not only will prepare students for Key Stage 4 and beyond but are also invaluable across all other subject areas. Pupils are taught how to engage imaginatively and intellectually with all dance forms and conventions through performances and create their own Dance as well as the re-creation of professional work.·

• a focus on developing pupil’s creativity through practical exploration;
• a focus on developing the pupil’s analytical skills;
• the regular use of live modelling of practical tasks to demonstrate techniques effectively

 and use of exemplar answers to demonstrate processes, standards and expectations of written work;

• a range of strategies to deepen knowledge of different styles of performance and the importance of giving pupils regular opportunities to improve work;
• pupils understanding what they are doing well and how they need to improve;
• pupils developing new skills through a variety of interesting contexts to foster enjoyment;
• Pupils develop a rich and deep subject knowledge through exposure to a wide variety of performances.

Successful pupils in Drama will work collaboratively and creatively, exchanging and discussing complex ideas with others. Pupils will strive to constantly evaluate and improve their work, and will be reflective learners. Pupils will develop skills to become confident and expressive performers and public speakers.  Pupils will have depth and breadth of knowledge of Drama specific skills, along with understanding of theatre history, genres and styles of performance and awareness of a range of different careers available in the Performing Arts industry.

Pupils will experience the following every year through practical lessons in their Drama journey at St Richard’s: 

•  Development of Acting Skills (for example use of voice, facial expressions, body language, movement, focus during performance, character development, use of the stage space), 
• Development of Devising  Techniques (called ‘Toolbox Techniques’ in KS3 – examples include still image, narration, flashback, slow motion, ensemble movement, choral speech, split scene) 
• Developing Knowledge and Understanding of theatre history, genres and styles of performance, and wider roles in the Performing Arts Industry. 

Skills and knowledge developed from the start of the Drama course in Year 7 are regularly revisited through practical drama work – ensuring that pupils retain this knowledge, understanding and skill in their long term memory. This is then built upon in subsequent years, with practical work developing in terms of quality and sophistication. Pupils regularly verbally evaluate their own work and that of their peers using drama specific terminology, developing oracy skills and learning to become reflective performers and observant audience members. They are also given regular oral teacher feedback when working practically as a form of live marking. Pupils experience high quality models in order for them to understand what high standards of performance looks like throughout the Drama course. This is in the form of teacher modelling, peer modelling or using video to provide examples from the wider professional performing arts industry. The KS3 Drama Curriculum gives pupils the knowledge and skills which build directly towards success in GCSE Drama and beyond, and success criteria is based on assessment vocabulary and mark schemes at GCSE. 

Our aim is to create successful users of the English language: literate, confident, empathetic team players and leaders. We are creating successful readers, writers and speakers who read widely around the curriculum, for educational purposes and pleasure. We are investing in explicit vocabulary instruction to combat word poverty and always supporting pupils from disadvantaged backgrounds to achieve their full potential.Through a creative, stimulating and rigorous curriculum, we are developing well rounded individuals who will contribute positively to their community and the wider world. 

We implement our English curriculum by using a wide range of innovative and engaging teaching and learning strategies. Many are listed below

• Lesson planning and Learning Walks
• Knowing our pupils
• Positive pupil and teacher relationships
• Regular homework
• Literacy support lessons
• SPAG teaching
• Modelling in lessons- Live modelling by teacher, paired peer writing and AQA exam board examples from Exampro.
• Regular retrieval activities embedded into SOWs
• Reading aloud in class
• Library lessons
• Reading homework
• Oracy activities and Oracy assessments
• Debates, Drama and Role Play activities
• Extra curricular clubs, competitions and trips
• Moderation of KS3/KS4 work
• Shared resources
• Google classroom- resources uploaded for revision
• Intervention KS4 after school/ revision sessions
• Expose pupils to a range of texts e.g: diversity of non fiction, poetry, fiction literary work.
• Pupils work in groups, pairs and independently.

At the core of our curriculum are the learning levers. Every English lesson will have elements of the learning levers: modelling, retrieval practice, deliberate practice and live marking. These are all firmly embedded in our teaching and form the solid basis of our curriculum

The Geography Department at St Richard’s Catholic College is committed to delivering a curriculum that ignites a sense of wonder about the world. We aim to achieve this through an engaging, ambitious, relevant, thoughtful and holistic curriculum. Through studying geography, pupils will enhance their understanding of their global context, gaining cultural capital, increased empathy, and a broadened worldview. 

Our curriculum is crafted for application to the modern world and is continually updated to ensure the inclusion of the most current examples in our lessons. We aim to equip pupils with powerful geographical knowledge and vital skills that are directly applicable to future studies and employment. Literacy, numeracy, oracy, graphicacy, and digital skills are threaded throughout the curriculum. We also aim to enrich the physical and human geographical concepts that pupils study in the classroom by bringing them to life through fieldwork opportunities in the outdoor environment.

Our curriculum is designed to enable pupils to become independent, lifelong learners and conscientious global citizens, poised to address contemporary issues and challenges. As a geography department, we are dedicated to offering the highest quality geographical education to all pupils, enabling them to stand on an equal footing with their global peers in an increasingly competitive world.

To inspire exploration and reveal the world through geography, we use the following strategies in our curriculum:

Sparking Curiosity: We design interactive lessons, organise exciting field trips, and use engaging multimedia resources to spark curiosity about the world. By encouraging questions, challenging assumptions, and exploring the world, we help students develop a sense of wonder.

Building Spatial Awareness: We use hands-on activities, Geographic Information Systems (GIS) technology, and map analysis to develop spatial skills. These methods help students understand spatial relationships and patterns, improving their knowledge of the world around them.

Linking People and Places: By integrating ideas from environmental science, economics, sociology, and other subjects, we show the connections between human societies and the environment. This helps students understand global issues and their impact on different communities.

Encouraging Global Citizenship: We challenge students to think critically about important global issues like climate change, migration, and social justice. Through analysis and discussion, we encourage them to become advocates for positive change in their communities and beyond.

Promoting Environmental Care: We instil a sense of environmental responsibility by fostering appreciation for the environment and exploring sustainable solutions to environmental challenges. Through hands-on learning and integrating environmental topics into our curriculum, we inspire students to become active caretakers of the Earth.

In our practice, we leverage the Learning Levers (retrieval practice, live marking, modelling and deliberate practice) to create an environment that fosters deep learning and skill development. 

Retrieval practice is integrated into our teaching methodology, encouraging pupils to recall information from memory rather than relying solely on passive review. This not only enhances long-term memory retention but also strengthens pupils’ ability to apply knowledge in various contexts, enabling a more robust understanding of the material. 

Modelling plays a pivotal role in our instruction, as we demonstrate complex concepts and skills in a structured manner, providing pupils with clear examples to follow. By observing these demonstrations, pupils gain insight into how to approach tasks effectively and work towards specific learning objectives with clarity and purpose. 

Deliberate practice is woven into our curriculum, guiding pupils through focused, intentional efforts to improve their skills and knowledge areas. Through breaking down complex tasks into manageable steps and providing targeted feedback, pupils are empowered to progress towards mastery while building self-confidence and a sense of achievement. 

Live marking is an integral component of our feedback system, offering immediate and tailored feedback to pupils as they engage with assignments and assessments. This real-time feedback loop not only helps pupils understand their strengths and areas for improvement but also promotes a culture of continuous improvement and ownership of learning. 

By leveraging these Learning Levers in our practice, we create a dynamic learning environment where pupils are actively engaged, supported, and empowered to reach their full potential.

The History Department is committed to providing a rich and comprehensive curriculum that inspires and engages our pupils, fostering a deep understanding of the past and its influence on the present and future. Our curriculum is designed to develop critical thinking, analytical skills, and a lifelong passion for history through a structured and supportive learning environment.

We provide pupils with a broad and balanced understanding of historical events, periods, and themes. By exploring diverse perspectives and contexts, pupils will gain a comprehensive view of history that is both inclusive and reflective of our global society. Through the study of history, pupils will learn to critically evaluate sources, construct coherent arguments, and develop their analytical skills. This process encourages them to question and understand the complexities of the past, fostering a mindset of enquiry and reflection.

We believe in the power of deliberate practice to enhance learning. Our curriculum is designed to provide repeated and focused opportunities for pupils to refine their historical skills, ensuring they can confidently apply their knowledge and understanding in various contexts across both key stages.  Lessons are carefully sequenced to provide pupils with a chronological understanding of local, British and world History.  All units of study link to recurring themes in History including Beliefs, Power, Ordinary Lives and Cultural Encounters.  This approach enables pupils to apply new learning to existing substantive knowledge, and also enables them to develop their disciplinary knowledge.

At St. Richard’s Catholic College, we are dedicated to nurturing well-rounded, knowledgeable, and inquisitive historians. Our history curriculum is not only about understanding the past but also about preparing our pupils to be thoughtful, informed citizens who can contribute positively to society.

Continuous assessment and feedback are integral to our teaching approach. Live marking in the classroom allows teachers to provide immediate, constructive feedback, helping pupils to understand their strengths and areas for improvement. 

Retrieval practice also plays a vital role in our curriculum strategy. Regular low-stakes testing and recall activities are employed to reinforce learning and improve long-term retention of historical knowledge. This approach ensures that pupils can access a community of knowledge which is applied to answering wider enquiry questions. We then develop the knowledge base by using modelling to teach complex historical concepts and skills. By demonstrating thought processes, analytical techniques, and structured writing, we provide clear examples for pupils to build upon in their learning.

We are the top performing maths department in the county on attainment measures but we want to continue to improve the results and therefore the future opportunities of the children that we teach, with particular focus on the proportion of pupils achieving grade 7+ at the end of year 11.

We want our pupils to have the following attributes:

• Resilience – they will experience moments when they struggle with the concepts being studied but will not let this put them off giving their full attention and effort
• Perseverance – they will make mistakes, they may get results that they do not like but they keep going because they know we will keep supporting them until they get there 
• Fluency – they will know their times tables and have efficient and effective written and mental methods for the four operations so that they can put more of their effort and brain capacity towards the problem solving elements of a questions
• Active interest – pupils enjoy the topics whether they apply to real-life or are more abstract.
• Independence – Pupils take ownership of their class notes and corrections. They know what they need to improve and how to do this using resources or by attending intervention

  Although every maths teacher is different we have a set of shared values (based on Mastery learning, Rosenshine’s Principles, Learning Levers and ‘what we know works’). This can be seen on the following page (Implementation). We try to keep classes with the same teacher for more than one academic year so that our teachers really know the strengths and development areas of each pupil and can plan for them effectively.

  This year we want to further increase the provision of mathematical experiences outside of lessons and have entered into a contract with Axiom maths to promote the use of maths circles for high on entry mathematicians. We will also run maths week, enrichment clubs and interventions as normal.

  Some of the fundamentals for how we organise our schemes of learning are:

  • Coherence: Lessons are broken down into small connected steps to enable all pupils to access the ideas. These steps are then built up, leading to a generalisation of the concept and enabling pupils to apply their knowledge to a range of contexts.
  • Representation and Structure: Concepts and ideas are represented in a range of ways, developing from the ‘concrete’ such as using Dienes blocks, onto the ‘pictorial’ and the use of bar models and number lines, through to the ‘abstract’. The aim is for all pupils to be able to complete the maths without relying on the physical or pictorial representation, but it is used when teaching concepts for the first time to provide sufficient meaning and understanding with key ideas.
  • Mathematical Thinking: For ideas to be truly understood pupils must engage with the ideas actively. Pupils are therefore encouraged to discuss and reason their ideas with each other and actively think about the mathematics concerned.
  • Fluency: For pupils to be able to move onto higher level content, they must have fluency in their foundation knowledge, including times tables and other core numeracy ideas, such as number bonds, place value and both mental and written calculations. Developing fluency in mathematics enables pupils to move easily between different contexts and develop a strong understanding of the connections between different concepts.
  • Variation: This is a concept that concerns not adding “variety” to lessons but focusing on how and why varying small parts of an idea or a question, can lead to changes in the answer. It is a very effective way of drawing pupils’ attention to core concepts, and encourages pupils to explore and think more deeply about mathematical relationship and structure.

We have an agreed and established approach across the department in order to develop resilience, perseverance, fluency, active interest and independence. Each maths classroom/class will apply the following:

Overall strategies:

Effective seating plans – to maximise the learning potential of each pupil

Consistent routines and expectations – routines in place to maximise learning time and minimise disruptions. 

Accessible, but challenging lessons – lessons to be pitched at ‘minor discomfort’ for pupils to maximise learning potential

Small step approach – material presented in small steps with pupil practice after each step

Differentiation – achieved, not through offering different content but, through paying attention to the levels of support and challenge needed to allow every pupil to fully grasp the concepts and ideas being studied

Challenge – for those pupils who grasp ideas quickly, acceleration into new content is avoided. Instead, these pupils are challenged by deeper analysis of the lesson content and by applying the content in new and unfamiliar problem-solving situations

Praise – pupils are praised/rewarded for great efforts in class and for homework and are recorded on Arbor

Routine and structured units – all units delivered begin with a knowledge organiser and end with a unit test and feedback sheet. This allows pupils to find information easily, which as a result encourages independence

Lesson specific strategies:

‘Do it now’ activities – available for students to complete as soon as they enter the classroom. This will maximise learning time, help the class settle and give the teacher a chance to review understanding of the previous lesson(s).

Lesson objectives, keywords and meaning shared – ensuring students understand what they need to achieve to be successful in the lesson.

Effective questioning techniques –  including ‘no hands up’, ‘no opt out’ and ‘right is right’ to receive and extend quality answers from students 

Knowledge organiser – every unit in Maths pupils will be given a knowledge organiser (on green paper so it stands out in their books), which contains key information and definitions relating to the content covered. For KS4 it also includes video clip numbers for Sparx and MathsWatch for all components.

Key notes and examples – ensuring pupils note down an annotated key example in their books for every new technique taught and use this for reference during the rest of the lesson, and for future revision and consolidation. 

Consolidation – students given time to consolidate learning by working through examples both individually in silence and with ‘work-only’ talk in pairs or small groups.

Exposure to problem solving and exam-style questions – pupils given opportunities to apply their learning across a range of topics and styles of questions

Monitoring and feedback – pupils’ books checked regularly with errors, key spelling mistakes and poor presentation being identified. The pupil will receive feedback on this and on how to improve, with the pupil then implementing this. 

Assessment for learning – takes place each lesson through mini whiteboards, RAGing, multiple choice voting, exit tickets etc… 

Revision – pupils give time to complete knowledge audits, unit reviews, strengthen/extend activities before attempting end of chapter assessments

Unit assessments – marked promptly by teachers and results entered into relevant tracking spreadsheets allowing for accurate monitoring. This will then help to form intervention groups.

Assessment feedback – pupils receive feedback on every end of chapter assessment in the form of the yellow assessment sheet, to include WWW & EBI comments and further questions to attempt to demonstrate the EBI feedback has been understood. This lesson will also have the teacher modelling of correct solutions and working where appropriate.

QLAs – in Y11, for mock exams, pupils will receive a Question Level Analysis. This will colour code where marks were gained and lost, as well contain the Sparx clip number to support post-assessment tasks.

In our Maths lessons we apply the Learning Levers (retrieval practice, live marking, modelling and deliberate practice) to support and create an environment that fosters the aims of the department (resilience, perseverance, fluency, active interest and independence). 

Retrieval practice is embedded into our day-to-day teaching, as well and schemes of work and assessments. Through starters, targeted questioning and assessments, pupils are given daily opportunities to strengthen their knowledge, understanding and ability to recall information. Through our units, pupils are frequently encouraged to apply prior learning to new contexts and different topics. 

Every lesson involves live marking. From the first lesson in Year 7 pupils will self and peer mark, with guidance by the teacher. This not only allows pupils to check their understanding immediately, it also provides opportunity for knowledge gaps to be filled with teacher support. After each unit assessment pupils will receive personalised feedback from the teacher, as well as self reflecting on how they can do better next time and which element of the unit they need to work on. As part of the feedback process the teacher will model best practice for questions where pupils have lost marks. They will also be provided with an opportunity within a feedback lesson to learn from their mistakes and apply successfully to a further task. 

Modelling is a fundamental element of Maths. We introduce pupils to different visual representations or methods of solving a problem, so that they have a toolkit of skills. This allows pupils to select appropriate and efficient methods when presented with questions and tasks. A key element to all content delivered in Maths is modelled examples. For each new concept the teacher will model methods and strategies. Pupils will copy this into their books and are encouraged to annotate with further personalised notes. This will support their independence. It is important, and therefore expected, that pupils show all steps of their thinking and working. This is therefore modelled in class by the teacher. 

Lessons in Maths allow for lots of deliberate practice. Units, and lessons, are broken down into small steps, and, where appropriate, pupils will practise at each of these steps so that they build up their confidence and subject knowledge. This mastery style approach allows pupils to receive individual feedback during the lesson, alongside support from their teacher. 

By having all of these Learning Levers embedded into our daily practice, pupils in Maths are encouraged and supported in reaching their full potential, and optimising progress made.

Our aim is to create students who can successfully study, understand and create Media content. We focus specifically on the aims of the Media industry and how the industry achieves those aims, including at times the negative consequences of this process. Through a creative, stimulating and rigorous Media Studies GCSE course, we are developing well rounded individuals who have the right skills and tools to continue on to further study of the subject should they so choose, and feel confident in pursuing a future career in the Media industry. 

We will focus on the four key media concepts: representation, institution, media language, and audiences.The children will develop their practical digital skills including: ICT based design; photo editing; management of digital workloads; and working to project deadlines. 

We implement the Media Studies curriculum by using a wide range of innovative and engaging teaching and learning strategies. Many are listed below:

Lesson planning and Learning Walks

Knowing our pupils

Positive pupil and teacher relationships

Modelling in lessons- Live modelling by teacher, paired peer writing and AQA exam board exemplars

Retrieval activities embedded into SOWs

Reading aloud in class

Oracy activities

Moderation of KS4 work

Google classroom- resources uploaded for revision

Intervention KS4 after school/ revision sessions

At the core of our curriculum are the learning levers. Every Media Studies lesson will have elements of the learning levers: modelling, retrieval practice, deliberate practice and live marking. These are all firmly embedded in our teaching and form the solid basis of our curriculum

At St. Richard’s our intent is to encourage pupils to embrace the value of learning languages and to have a strong appreciation of different cultures both within the college community and in the wider world. We aim to equip our learners to become confident linguists with strong oracy skills. 

To achieve our intent we provide pupils with a well planned and sequenced, well taught, broad and balanced curriculum. Pupils have opportunities to explore cultural learning and appreciation through our lessons and extra-curricular opportunities. Pupils are taught a wide range of vocabulary and grammar skills in order to enable them to communicate in another language.

At the core of our curriculum are the learning levers. Every MFL language lesson will have elements of the learning levers: modelling, retrieval practice, deliberate practice and live marking. 

INTENT

Music is central to every pupil’s experience at St Richard’s, and has the potential to enrich their lives enormously. There are three main strands to their experiences:

• In the classroom
• The extra-curricular programme
• Supporting the Faith ethos of the college

Our focus in the music department is to ensure that each and every pupil leaves St Richard’s Catholic College with a lifelong love of music. Pupils will be independent, confident, risk-taking learners who are motivated and enthused by all aspects of the curriculum. We aim to instil this passion through a diverse, creative, engaging curriculum and through the outstanding vocal and instrumental opportunities that enrichment and the peripatetic programmes provides. In addition, pupils will develop their instrumental and vocal abilities through weekly assemblies, services and masses. We will also encourage all pupils to develop their confidence, self esteem and performance skills by participating in music concerts, school shows/musicals, workshops, choral singing at Westminster Cathedral/ Arundel Cathedral and regular appearances at the De La Warr plus many more. 

In the classroom, critical thinking is crucial to the musical development of every pupil. We encourage pupils to distinguish between musical styles and genres and to have a solid and deep understanding of the history, context and musical dimensions. 

Performance (Hands) 

Composition (Heart) 

Listening/Appraising (Head) 

These three headings are at the very core of our curriculum.

Music is divided in three components:

1: Performing  2: Composing 3: Listening/Appraising

These three components are evident in all areas of our KS3/KS4 curriculum.

In KS3/4 we like to keep our lessons as practical as possible and ensure that all pupils have an opportunity to perform in front of the class or a smaller audience to receive constructive feedback. The practical nature of the lessons encourages them to be independent learners and they often use detailed, differentiated resources to enable development in the classroom. 

We also ensure that all pupils have the opportunity to compose within each topic. Pupils apply their knowledge and understanding of compositional techniques from term 2 in Yr 7. These are then developed in every topic throughout Ks3. Listening and Appraising is assessed with regular recall and retrieval practice of the MAD T SHIRTS. 

Pupils have access to a wide range of classroom instruments including P-bones, P-cornets and P-trumpets, ukuleles, guitars, electric guitars and basses, keyboards, djembe, samba drums and varied percussion as well as extensive music technology – Garageband/Logic/Bandlab/YUStudio/Musescore and Sibelius. We encourage pupils specialising in particular instruments to include these in their classroom work too.

Pupils are able to use metacognitive strategies in class and will regularly make links between their learning and are exposed to a variety of recall activities, through oracy tasks, quizzes, google forms and games that assess their knowledge and understanding. We regularly use modelling and live marking in music technology, performance and composition work. Pupils are able to identify the areas that they wish to develop in their musical learning, and are able to speak eloquently about their progress, whilst referring to musical keywords and techniques.

Our intent is to inspire and develop a lifelong love for physical activity. We aim to enable all pupils to have the tools to overcome physical and mental challenges through Sportsmanship, Teamwork, Resilience, Inspiration, Versatility and Excellence.

To achieve our intent, we ensure all pupils have the opportunity to develop and refine skills in a variety of sports and activities. STRIVE is embedded in all aspects of sporting life at St Richard’s Catholic College. Pupils are actively encouraged to represent their school, advance their leadership skills and be independent learners.

Learning Levers are rooted into our curriculum through teacher and pupil centred activities such as self and peer assessment, verbal feedback and written reflections. Pupils take pride in the development of their own learning through pupil led feedback, questioning, analysis and coaching.

Through our commitment to excellence in teaching and learning, our pupils will have a desire to know, understand, and engage with the Faith in a mature and critical way. In knowing the Faith well, pupils will be able to articulate knowledge and write it with academic rigour [‘to know you more clearly’]. In understanding the Faith more deeply, pupils will become more loving, respectful, and empathetic citizens [‘to love you more dearly’]. In engaging with the Faith, pupils will be inspired to cultivate its practices in their personal journeys through life [‘to follow you more nearly’]. 

The classroom experience in RE will allow pupils to encounter and reflect on the rich treasures of the Catholic Faith as well as the wisdom from other world religions. Lessons will always feature opportunities for discussion, questioning, critical thinking and listening. Pupils will also be equipped with the skills of oracy enabling them to develop their knowledge and articulation of religious issues so they can accurately defend and justify their viewpoint. Furthermore, the feedback pupils receive will promote critical thinking and challenge. Pupils will receive opportunities to meet people of faith and learn from them through dialogue. Pupils’ faith will be nurtured through regular prayer and a classroom culture that shows an openness to embrace prayer with confidence and sensitivity. 

The teaching and learning foci of ‘learning levers’ promoted across the school facilitate sustained pupil progress and attainment. The Key Stage 3 and 4 curricula are knowledge-rich and so pupils are supported with their learning through regular and rigorous retrieval practice to improve memory recall. Emphasis is placed on giving high quality feedback (both ‘live’ and in written work) to pupils so they can fully grasp how to develop their work. Demonstration of accurate work through modelling also facilitates pupils to better understand a success criteria and apply their knowledge skillfully to evaluative questions. Tasks set in RE lessons are collaboratively planned to allow pupils of all abilities to be successful and understand how to achieve the learning outcomes of a lesson. Our specialist TA enables pupils with SEND to access tasks more easily and succeed in them. As well as this, the most able pupils are encouraged to develop and expand their knowledge through questions designed to stretch and challenge thinking.

Our curriculum intent for the Science department is to develop intellectually curious and resilient individuals who embrace challenges as opportunities for growth.

We provide a thematic and hands-on curriculum that fosters curiosity and practical relevance, allowing students to explore real-world contexts and develop critical thinking and collaboration skills. Through a structured approach to learning and regular feedback, we ensure that students build a solid foundation of scientific understanding that is retained in the long term and readily applicable in future studies and real-world scenarios. The curriculum is spiralled, ensuring that concepts are revisited and applied in different ways, promoting deeper understanding and retention over time. 

Retrieval practice is at the heart of our approach to moving learning from short to long-term memory, with students given agency over their own retrieval practice, empowering them to actively engage with and reinforce their learning.