Our vision is to be a highly successful and inclusive community school, of which students, staff and parents are proud to be a part. Our students will leave the school as confident, independent, socially-responsible individuals who are equipped to make a positive contribution to society and the world of work. We will achieve this by:
- Supporting all students to achieve their full potential
- Fostering a sense of belonging among our students, staff and parents
- Being a hub of exemplary teaching and learning practice
Curriculum Intent and rationale
Our Curriculum Intent is informed by our vision and our College values of respect, opportunity, happiness, resilience and tolerance. We want to ensure that all students are able to be successful and achieve their potential in the modern, and rapidly changing, world.
At Ernest Bevin College we believe all students are capable of making excellent academic progress. We have worked collaboratively to develop a curriculum which is underpinned by our vision, values and aims for our school community and designed to create:
- Successful, independent learners who enjoy learning; make good progress and achieve their full potential.
- Confident, articulate individuals who are able to live safe, healthy and fulfilling lives.
- Responsible citizens who respect others and make a positive contribution to society.
Thus every student will be equipped with the knowledge, understanding and skills to progress successfully into the world of work. The college’s curriculum also reflects our STEM specialism.
We believe a high quality curriculum:
- Is built on the highest expectations of academic achievement for all students
- Provides ample opportunities for students to enhance their cultural capital
- Is appropriate, broad and balanced; promoting intellectual, moral, spiritual, cultural, emotional and physical development as equally important.
- Empowers learners to think critically and creatively, promoting collaboration and effective oral communication.
- Is vertically integrated, to ensure progression, and focused on the big ideas and concepts that underpin understanding within each subject.
- Is as coherent as possible without sacrificing rigour or depth of learning.
- Involves systematic development of literacy, in particular reading and vocabulary acquisition and understanding.
- Meets the needs all of our learners, thus promoting a positive, nurturing, inclusive ethos.
A summary of the curriculum offered in each Key Stage can be found below:
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How to find more information on the curriculum
If you would like to find out more about the content of individual subjects please follow links below or contact the Head of Department
See below or click her to download
KEY STAGE 3 – Years 7 – 9
År 7: All subjects are taught in Mixed ability groups except Maths, Computing and Science which are taught in sets according to STEM ability.
År 8 & 9 are taught in tutor groups that have been set by general ability. In addition the boys are set for Maths and Science in Year 8 and in Maths and Science in Year 9.
PE continues to be taught in sets based on ability across all years.
|Emne||År 7 Periods per week||År 8 Periods per week||År 9 Periods per week|
|Engelsk||4||4 taught in mixed ability group||4 taught in mixed ability group|
|Maths||4||4 taught in sets based on ability||4 taught in sets based on ability|
|Science||3||3 taught in sets based on ability||3 taught in sets based on ability|
|Modern Foreign Language||3 either Spanish or French is studied||3 either Spanish or French is studied||3 either Spanish or French is studied|
|PE||2 taught in sets based on ability||3 taught in sets based on ability||3 taught in sets based on ability|
Notes: * – students have one period of art plus 2 periods of DT per week; DT is taught in small sets which carousel in 8 week blocks around three DT disciplines plus one Art and Design block.
KEY STAGE 4 – Years 10 & 11
Students follow either the Bevin or Ernest pathway and there is are slight changes to the number of lessons in each subject taught each week as indicated below
Bevin – #
Ernest – +
|Emne||År 10 Periods per week||År 11 Periods per week|
|English Language & Literature||5 # or 6 +||5 # or 6 +|
|Maths||5 # or 6 +||5 # or 6 +|
|Science||6 (either Biology, Chemistry and Physics or Trilogy science)||6 (either Biology, Chemistry and Physics or Trilogy science)|
|History or Geography||4||4|
|Modern Foreign Language||4 (Bevin stream only)||4 (Bevin stream only)|
|Optional Subjects||4 or 3 (depending on whether course is GCSE or BTEC/VCERT)||4 or 3 (depending on whether course is GCSE or BTEC/VCERT)|
GCSEs: Kunst, Computing, Design & Technology, Økonomi, PE, RE
BTECs/VCERTs: Kunst, Engineering*, Drama*, Hospitality & Catering*, ICT*, Sport Studies*, DT: Craft*, Business Studies*,
Students on the A side have a choice of one GCSE, students on the B side have a choice of two BTECs/VCERTs
|All subjects are GCSE apart from those noted with an *||The subjects marked with an * are BTEC First qualifications equivalent to 1 or 2 GCSEs.|
KEY STAGE 5 – Years 12 & 13
Students opt for one of four tiers depending on their previous results and choose subjects to make up 3 or 4 A Levels or equivalent:
In addition any student who does not have at least GCSE Grade 4 in English or Maths must also study these subjects until they reach a 4 Grade.
Maths, English Literature, Biology, Chemistry, Physics, Applied Science, Further Maths, Økonomi, Psychology, Sociology, Geography, Historie, Government & Politics, Product Design, Kunst, PE, RE, Mediestudier, Computing, fransk, spansk
BTEC Nationals Level 3 Extended Diplomas
Equivalent to 3 A Levels: Business studier, Engineering, Sport, ICT.
Equivalent to 2 A Levels: Applied Science
Equivalent to 1 A Level: Travel and Tourism
BTEC First Level 2 Diplomas (2 GCSE Level equivalent):
Construction and the Built Environment, Engineering, Fitness Instruction, ICT, Retail Business, Science & Uniformed Services.Include one day a week extended work experience.
Students who are not yet ready for A Levels or BTEC Nationals will study a suite of foundation and vocational subjects including a BTEC Level 2 in Sport, numeracy and literacy. They will normally also have one day of vocational study off site.
At Ernest Bevin College, teachers use an online platform called CANVAS to set the majority of homework. Students are given a log in for their usernames and passwords for CANVAS. Students are told to make a brief note in their planner reminding them of the homework set in each lesson and parents are asked to check the planner and remind their son to do the homework on time. Homework is set according to a timetable and is closely monitored by tutors and teachers. If students are having trouble completing homework, they should talk to the teacher who has set it ahead of the deadline. Computers are available in the library at lunch time and after school for students to do their homework. Incomplete or missing homework will be completed during a detention at lunchtime or after school.