Curriculum statement and subject maps

“Art is not what you see but what you make others see” Edgar Degas

The paintings in the Cave of Lascaux in France from over 15000 years ago demonstrate that since prehistoric times even before the written word the creative process has been used to communicate. A work of art is not just something nice to look at; it can speak to people on many different levels. Art has the power to influence; it can be an act of celebration, an exchange of information, ideas, thoughts and emotions within and across different communities. Developing our awareness of images enables us to contemplate, reason, reflect and think beyond what we already know; overcoming the barriers of language to experience and appreciate the diversity of other cultures. Art is a reflection of our society; it expresses our identity.

To this day artists and designers use imagery to communicate, with the world around us adapting and changing on a daily basis we are bombarded with these visual representations which our brains must decipher and decode. Britain’s Creative Industries have harnessed the potential of visual imagery to engage us with the new, the rediscovered or the reimagined. Art is linked to all aspects of life; by studying art we are able to be more observant, more aware.

At St Peter’s our students explore creativity through the study of a variety artists with the aim of being conversant with the work of other times and cultures whilst becoming independent creators able to communicate their own ideas. The students LEARN through a wide-ranging and balanced curriculum which aims to:

• develop students’ understanding of the formal elements of art and design and the characteristics of materials, tools and techniques to enable them work with confidence to implement their ideas.
• engage, inspire and challenge each student irrespective of ability to reach their full potential
• develop students’ capacity to learn about and observe the world in which they live.
• enable students to communicate ideas using written, visual or verbal language using subject specific vocabulary
• develop students’ ability to value the contribution made by artists, craft workers and designers and to respond thoughtfully, critically and imaginatively to ideas, images and objects of many kinds and from many cultures.
• make students’ aware of how art and design can reflect history and culture and how in current society it contributes to the diversity and wealth of our creative industries.

The Art curriculum at key stage 3 prepares students with the skills and abilities for independent enjoyment and appreciation of Art; enabling them to think and communicate creatively. Our students ASPIRE to careers within the creative industries; we work in partnership with local galleries and universities to create opportunities for students to experience the pathways to these professions and gain invaluable information and guidance. We support our students to EXCEED through direction and support, assessing skills and techniques and the application of their knowledge through the creation of increasingly independent, imaginative work.

“Art is about finding your voice and feeling confident to use your voice” Bob and Roberta Smith

The validity of Art in the curriculum stretches beyond practical skills with art-based media, the diversity of the creative process means our students will gain skills transferable to other subjects and to their future employment:

• Communication and self-direction – projects require decision making, these may be based on choice of imagery, media or context
• Creativity and risk taking – using imagination to experiment, innovate, make independent choices and solve problems which arise as a part of the process
• Collaboration and critical thinking – creating a supportive working environment, being aware of their choices and how these influence others. To make connections and analyse the impact of the wider art world on their work
• Reflection and resilience – creating an artwork is just the start of the dialogue, embrace the setbacks and evaluate to develop diversity and discover solutions

With Britain’s creative industries contributing a record breaking £111.7 billion to the UK economy in 2018, opting for creative subjects offers an exciting, varied and viable career path the ambition for which we wish to foster and support in our students.

 “Creativity takes Courage” Henri Matisse

The Business world offers so many opportunities for our students who feel they have an entrepreneurial spirit and are interested in this varied and dynamic subject. Using current news and business articles we learn and investigate the real-world problems affecting both small local and large global businesses and the challenges they face in the world today. We also have professionals from industry to come into school and share their experiences.

We learn how entrepreneurs establish and grow businesses and the risks associated with this enterprise and we learn the business theory associated with how small businesses grow and develop into multinational businesses employing thousands of people. Business vocabulary and key terms are important because we need to write using this new business language to show our understanding of the subject. We learn about technological and environmental factors affecting decision making in business and we learn how businesses must adapt to internal and external factors including social, ethical, and economic changes.

Our courses cover the business functions of Finance, HR, Marketing, Operations and include management and decision-making theories and strategies. Studying these topics develops an understanding of how businesses operate and how employees are structured and managed in these functional areas. The business courses develop key analytical and problem-solving skills and students learn how to write opinions and reasoned judgements using business knowledge and an understanding of business concepts. The course also requires an understanding of mathematics to solve problems with calculations using key formula. The GCSE and A Level course we offer, provide the foundation to pursue future apprenticeships and University degrees which include Accountancy, Finance, Management, HR, Marketing, Business and Economics. We look forward to you starting your business journey with us here at St. Peters and our objective is to introduce to you the exciting world of business and create entrepreneurs and talented businesspeople of the future.

This subject explores the key aspects of child development, focusing on the physical, cognitive, and emotional growth of children from birth to five years. It covers essential topics such as contraception and family planning, the stages of pregnancy, and safe delivery practices. Students will learn about the vital roles that professionals play in antenatal and postnatal care. Additionally, students will learn about infant and toddler care, including the nutritional needs of young children, feeding practices, weening, and promoting a balanced diet. This includes developing the skills to make a baby’s bottle with accuracy and following safety and hygiene practices. Child Development emphasises the importance of creating a safe and stimulating environment for children to thrive in, fostering early learning through play, and understanding how these experiences shape their development. Students will observe a child and record their finding, allowing them to go on and plan an activity suitable for the child’s development needs. Practical guidance on health, safety, and well-being will be integrated throughout, preparing students to support the growth, and nurturing of young children.

Students complete the OCR National in Child Development.

Design and Technology surrounds us in every aspect of our daily lives. Throughout history the innovation of humans has driven our development and made the seemingly impossible possible.

In 1900 there were no motor cars, but by 1969 Neil Armstrong had walked on the moon.

There is the high technology and high design of the latest phone or gadget and the equally useful and valuable low technology, almost unnoticed design like the Bic Biro.

Designers and Technologists will continue to create, refine and innovate to solve the problems of the future and to make lives easier and more exciting for the global population.

At St Peter’s we have designed a curriculum which will enable students to LEARN a broad and stable foundation across product design, food and graphics in Key Stage 3

At St Peter’s our curriculum provides students with the opportunity to LEARN the key skills of D&T through the investigation of materials and contexts, by exploring a range of design and make techniques and by gaining an understanding of the importance of communication and evaluation across the disciplines we offer- product design, food, and graphics. Our intent, through iterative design, is to develop confidence in our students so they can learn to become effective problem solvers and to grow intrigue beyond the classroom.

Our students will ASPIRE to follow a wide range of careers in Design and related industries going on to improve the world through the products and services they work on. We aim to collaborate with local and regional businesses to provide a clear and explicit link between design in school and the world of work.

We support our students to EXCEED their own expectations and develop interesting, creative and inspiring solutions to real world problems. We are proud of our students work and look forward to each new student creating something new.

“I regard the theatre as the great of all art forms, the most immediate way in which a human being can share with another the sense of what it is to be a human being.” – Oscar Wilde

Drama is a subject which is crucial in develop our understanding of our own emotions, our own physicality, our own relationships with people around us and our relationship with the world around us. At St Peter’s, we engage students with subject matter that not only explores diverse perspectives on the world around them but, crucially, provides them with opportunities to reflect their emotions, opinions and perspectives.

Working in tandem with the skills that are developed in their English lessons, the Drama curriculum is designed to develop skills across all three key stages in order to provide students with a well-rounded skill set for the future. Whether studying Shakespearean plays, silent movies, pieces inspired by the recent London riots or devising their own piece in a stated theatrical style, the curriculum is underpinned by a focus on both the creative and analytical elements of drama. From their early stages at St Peter’s, students are encouraged to not only create effective performance but also be able to discuss why performances are successful, how the elements of performance make them successful and their intended impact on audiences.

Through exposing students to this range of stimuli, nurturing their creative talents and honing their analytical voice, students who study Drama are able to excel in a range of subjects and, importantly, have a skillset which will allow them to continue to learn, aspire and exceed.

“Once you learn to read, you will be forever free”

Frederick Douglass

English is a subject which is diverse, inspirational, challenging, engaging and innovative. At St Peter’s, we believe our curriculum should reflect exactly these principles. From Shakespeare plays to comic books, love poetry to punctuation, and modern novels to iconoclast speeches, the English curriculum is designed to expose students to a range of texts, opinions and writing opportunities from their first moments at St Peter’s.

The English curriculum at St Peter’s school is designed as a journey which introduces and develops skills for students which they will use throughout their schooling and in later life: an ability to communicate clearly, accurately and effectively; an ability to understand, discuss and analyse a range of different texts; an ability to appreciate the connections between texts and the cultures and societies in which they exist; as well as a confidence in presenting their own opinions using their own words.

Through giving students these vital skills and nurturing their individual talents, students who leave St Peter’s are provided with a powerful triad of reading, writing and speaking skills which prepare them to be successful citizens and to continually learn, aspire and exceed.

The study of geography is more than just memorising places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exist across continents. And in the end, it’s about using all that knowledge to help bridge divides and bring people together” – Barack Obama

Geography is the study of the earth and it is our intent at St Peter’s school for Geography to generate a curiosity about the world in which our students live. As a multicultural school our teaching will allow students to gain a full appreciation of the diversity of different countries and the people who live in these countries. We encourage our students to look beyond the ‘single-story’ of a place and to ask their own geographical questions to extend their understanding.

In Geography, students will gain a deep understanding of the Earth’s key physical and human process with up to date real life examples used to support their learning. We teach beyond the curriculum, equipping our students with the skills to reflect upon their own place in the world and how their day to day actions impact on the world.

As our students progress, we encourage them to deepen their understanding of the interactions between physical and human processes, and of the formation and use of landscapes and environments at a range of scales. We want our students to gain confidence and practical experiences of geographical knowledge, understanding and skills so that they can explain how the Earth’s features change over time. The geography curriculum allows students to build upon their own global and cultural links to give a considered response as to how Huntingdon connects to different places around the world.

Geography at St Peter’s prepares students for the future world with transferable skills and an understanding for both the world in which we live today and in the future. Through this we will develop globally conscious young people, who will be able to contribute this global thinking to the world beyond school.

The level 3 Health and Social Care course has been developed to meet the changing needs of the sector and focuses on the skills, knowledge and understanding that today’s employers demand. Students will develop professional and personal skills through interaction with people who either work in the sector or require care or support, as well as theoretical knowledge and understanding to underpin their skills. This will allow them to offer specific, person-centred care and support and build positive relationships with the people they are working with, so that their needs and requirements are met whilst they maintain control of their own care and support. Students will consider the real impacts to people living with conditions or illnesses such as the social, financial and psychological impacts, not just the signs, symptoms and treatment of conditions or illnesses. Students will also learn about the legislation and guidance supporting health and social care, so that they can ensure the people they are working with are not only able to access all the care and support they are entitled to, but are also able to protect themselves from any harm or abuse whilst at work

Health and Social Care promotes opportunities for students to draw from real life experiences, case studies and opportunities to undertake research to compliment learning and create skills that will be used throughout their lives. These skills encourage students to think for themselves and begin to challenge the way they perceive the world we live in. Furthermore, highlighting how a human relationships, physical environments and socioeconomic status may influence how they develop.

Through investigation of health and well-being and how our lifestyle choices effect how healthy we are, students access different resources and external agency advice and guidance that encourages them to talk about areas and raise awareness of signs and symptoms of: abuse, addiction, illness and mental health.

With a wide range of centre assessed units with practical and wider project-based assessment opportunities, as well as examined units on Equality, diversity and rights in health and social care, Health, safety and security in health and social care, Anatomy and physiology for health and social care, Personalisation and a person centred approach to care, and Safeguarding, has resulted in focused qualifications which, dependent on the size chosen, either complement a Key Stage 5 study programme alongside other vocational qualifications, A Levels, or may constitute the bulk of a two-year study programme.

As UK Citizens we are privileged to have access to the National Health Service and other supporting services that allow us to live healthy lives. It is imperative students are aware of how the 7 Care Values are transferable skills that they will adhere to throughout their working lives and when working alongside others and within their families. Through reflective practice of their own actions and performance this course intends to instil values in students that will encourage them to be well rounded individuals in society with the confidence to chase their career aspirations and to create, thoughtful and caring individuals who will in turn, pass these values on in the future.

‘A people without the knowledge of their past history, origin and culture is like a tree without roots’ – Marcus Garvey

History is a subject of exploration, imagination and enquiry. From the ancient Greek civilisations to the events of yesterday, History shapes our lives and we shape it.

At St Peters, the History department aims to create a curriculum that is thought-provoking, inclusive and one that inspires student’s curiosity. Our curriculum intertwines the grand narrative of History with the intimate, in-depth events that influenced and shaped our nation. As such, students will be able to develop a sense of period whilst analysing History through concepts such as continuity and change, cause and consequence, similarity, difference and significance. It will expose students to a range of primary and secondary sources, ranging from archaeological excavations to interpretations of the past, allowing students to understand how the past has been constructed. This intention will create curious, analytically confident and knowledgeable students who will be able to utilise these skills in a range of fields. Our hope is these students will go on to fulfil roles within the wider community in which they have a strong foundation in basic analysis and an understanding of our wider context.

“Computing isn’t about computers anymore, it is about living” 

Nicholas Negroponte

Imagine a world where we couldn’t have the internet at the tips of our fingers, a world where telephones were still in a red telephone box and a world where travelling around the globe was mainly by sailing ship. Computing has revolutionised the world to make our lives easier to communicate, travel, play games, shop and build businesses.

In 1943 Thomas J. Watson Jr. of I.B.M.  said in 1943 that, “I think there is a world market for about five computers.” Today you would be surprised to find any typical household in modern Britain that has less than 5 computers or smart devices within it.

Computers are the technological foundations of almost everything we use, Smart phones, games consoles, Smart TV’s, home heating systems, washing machines, microwaves and even the braking systems in our cars! Without the developments in computing none of these advances would have been possible.

At St Peter’s we have designed a curriculum that the students are exposed to a wide range of computing concepts that will allow them to LEARN in depth to prepare them for the outside world that relies so heavily on computing. In Key Stage 3 they will learn about the potential dangers of the internet through E-Safety, the inner workings of a PC through its components, low to high level programming and networking. Key Stage 3 students also revisit the use of key IT programs to ensure that they are able to participate efficiently in the digital world.  This will give the grounding necessary for students to take Computer Science as an option subject at both Key Stage 4 as a GCSE and Key Stage 5 as an A-Level.

Upon completion of these Key Stages the intent is for our students to ASPIRE to enter the world of Computing with the skills necessary to be a success either through the university route or apprenticeship route. We aim to collaborate with local and regional businesses to provide a clear and explicit link between Computing in school and the world of work.

Through this educational journey we want our students to EXCEED their own expectations and develop into young adults who are ready to enter the world and make a positive difference to the world of computing just as much as we aim as educators to make a positive contribution to their education and development as young people.

“The only way to learn mathematics is to do mathematics.” – Paul Halmos

Our vision is for every child to enjoy and succeed in mathematics, regardless of background.

Schools today face a range of barriers to success. All of which make building and embedding an effective approach to maths teaching more important – and more challenging – than ever. In the most successful countries teachers have high expectations for all students, address gaps in learning immediately, ensure that all students have access to rich mathematical content and teach conceptual and procedural maths together.

Our curriculum is underpinned by research on task design, variation theory, concept development and raising achievement. This evidence is explored in Helen Drury’’s books, ‘Mastering Mathematics’ and ‘How To Teach Mathematics for Mastery’.

Classroom principles

Our school curriculum approach empowers and equips teachers to improve students’ enjoyment, resilience, understanding and attainment in maths.

Our classroom principles are the evidence-based foundations upon which our entire teaching approach is built. The principles are interconnected and together the whole is greater than the sum of its parts:

Success for all

Every child can enjoy and succeed in mathematics as long as they are given the appropriate learning opportunities. A growth mindset enables students to develop resilience and confidence.

Deeper understanding

Students must be given time and opportunities to fully explore mathematical concepts. The challenge comes from investigating ideas in new and complex ways – rather than accelerating through new topics.

Our students often give up too quickly when they are faced with challenges. Training them how to deal with new and different ideas is supporting them in becoming more resilient.

Problem-solving

Enabling learners to solve new problems in unfamiliar contexts is the ultimate aim of mathematics education. Identifying, applying and connecting ideas enables students to tackle new and more complex problems.

Mathematical thinking

Successful mathematicians are known to develop mathematical ‘habits of mind’. To encourage this, we must support students to be systematic, generalise and seek out patterns. Questioning is a key element of this.

Mathematical language

Mathematical language strengthens conceptual understanding by enabling students to explain and reason. This must be carefully introduced and reinforced through frequent discussion to ensure it is meaningfully understood.

This is important for our students because a lot of them come from disadvantaged backgrounds and have limited vocabulary. Furthermore, we are keen to avoid as many misconceptions as possible by using accurate language.

Multiple representations

Objects, pictures, numbers and symbols enable students to represent ideas and make connections in different ways. This develops understanding and problem-solving skills – while making lessons engaging and fun.

Weaker students benefit greatly from being exposed to representations as they are enhancing their understanding.

We believe high-quality, maths-focused professional development for teachers can make this happen.

Nothing is more powerful or effective than teachers supporting teachers. Teacher collaboration is key.

Ongoing access to high-quality professional development is also important.

Impact

We have seen an increase of enjoyment, resilience, understanding and attainment in maths.

Moreover, the quality of teaching has improved because the quality of our resources and the quality of the curriculum has improved. However, having the mastery resources available does not mean that these are the only resources we use. We still refine and adapt the resources we use to meet the needs of all students.

An independent, randomised controlled trial funded by the EEF found the Mathematics Mastery programme had a positive effect on student attainment after only one year.

Stretch and challenge club

Students are being taught in refined sets as much as possible and the strongest students in year 7 attend a maths stretch and challenge club after school.

‘Teaching should enable students to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing.  It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language.  Language teaching should provide the foundation for learning further languages, equipping students to study and work in other countries’ (The Curriculum:  Gallimaufry to Coherence.)

St Peter’s School aims to develop linguists who are open-minded and adaptable to new experiences and who belong in a multicultural world. Some students will develop their language skills to a greater extent than others and continue language learning to GCSE and beyond.  We are aiming to increase the numbers of students taking GCSE through increasing the number of specialist teachers, developing the quality of our teaching and improving student engagement and learning.  For many of our students, there has been only limited exposure to language learning at primary level, and developing better primary liaison is a focus for the future with support from the Trust.

We are following the requirements of the MFL National Curriculum and are aiming to apply the findings of the MFL Pedagogy Report: 

• Students need to gain systematic knowledge of the vocabulary, grammar, and sound and spelling systems (phonics) of their new language, and how these are used by speakers of the language. They need to reinforce this knowledge with extensive planned practice and use in order to build the skills needed for communication.
• The content taught through the new language should be stimulating and widen students’ knowledge of the culture, history and literature of speakers of the new language, without compromising the necessary sequencing of vocabulary and grammar.
• Spoken and written language are closely connected and overlap. Therefore speaking, writing, listening and reading should be taught together, rather than as separate skills.
• Assessment should use a range of tasks, including those focused on specific aspects of the language taught, such as vocabulary or grammar. Some tasks should require students to compose sentences, short pieces of writing and oral presentations of their own. (Teaching Schools’ Council ‘Review of MFL Pedagogy’)

“Music is a more potent instrument than any other for education, because rhythm and harmony find their way into the inward places of the soul.” – Plato

Music lessons offer all students the opportunity to participate in and develop skills in several disciplines : Performing, Composing, Listening & Appraising and, through the use of industry-grade music technology equipment, Sound Engineering. These disciplines are taught and developed together, through students listening to a wide variety of music and using traditional musical instruments as well as emerging music technologies. Opportunities are embedded for students to hone and develop the practical aspects of performance, composition and sound engineering. The aim is to build personal skills that students can draw upon to succeed, not only in music lessons but also in the wider curriculum, beyond school life and in future employment. The life skills to be developed and the Music Industry career opportunities that exist and emerge are, at times, explicitly taught, are an integral part of the development of the subject-specific skills and facilitate the creation of well-rounded individuals. The core principles that are developed include : problem-solving, perseverance, diligence, team work, time management, organisation, responsibility, cultural history, listening skills, self-awareness, confidence, social skills, discipline, self-evaluation, interpersonal skills, a sense of achievement and issues pertaining to health and safety including e-safety. Music students also have the opportunity to understand how the development of the life skills mentioned above, and how the acquisition and personal development of transferable skills, gives them a holistic experience that they can take beyond their musical studies.

Curriculum

The St. Peter’s Music Curriculum is based on the expectations and requirements of BTEC Music Practice, GCSE Music, A Level / Level 3 BTEC Music Technology. Key concepts and skills required by the end of these courses are differentiated-down into Key Stage 3 schemes of work and into Year 6 Transition work. This curriculum design helps to raise achievement, expectations and standards from the start of Key Stage 3 and ensure that musical and technical knowledge is acquired, developed and understood both practically and theoretically. Year 7, 8 and 9 students study various musical genres, both historical and cultural, and through these different cultures and styles, explore, develop and refine their musical and technical skills. Each project focuses on one of the subject-specific skills and students return to these concepts throughout the Key Stage, enabling them to build and advance their knowledge and skill-set further as they progress through the school. Digital lesson plans containing several ‘Learning Episodes’, including extension tasks, are used by students in Music lessons so that each lesson has a clear structure, the interface being an electronic medium familiar to the wider student-culture. Electronic ‘Individual Learning Plans’ and ‘Student Voice’ questionnaires are employed at all Key Stages to aid evaluation and inform preparation and, work from higher year-groups is brought down to lower year-groups to help raise achievement when appropriate to do so.

At St Peter’s we know that the personal development, risk awareness and gaining of life skills is incredibly important in order for our students to go on to be successful contributors to the local community.  We aim to provide students with an all-round education developing the whole person, which will serve as a basis for a successful and fulfilled future as students, employees, employers and parents. We aim to motivate students to learn, aspire and exceed in their examination results and develop core employment capabilities for adult life.  We are following the Cambridgeshire Personal Development Framework, which includes delivery of Citizenship and Relationships Education, Relationships and Sex Education (RSE) and Health Education.

We are developing a diverse and carefully mapped curriculum across years 7-13 which actively develops the students’ awareness of key issues and helps them to make positive choices in the future (for more information on the kind of topics covered please see the curriculum map in the drop down menu to the left).  With reference to the Cambridgeshire Children and Young People’s Health and Wellbeing Survey 2024, we focus on making educated decisions about alcohol consumption, contraception and healthy lifestyles, developing awareness of the dangers of smoking and drugs, and we encourage the consideration of British Values and the value of SMSC regarding LGBTQI+, relationships and bullying.

We want our young people to be healthy, both mentally and physically, form strong and safe relationships and develop an awareness about the world and their place within it. We address the topics of consent, protected characteristics and sexual harassment in our curriculum in all key stages.  When they leave us, we will have prepared them for the world of work and taught them the skills to be able to lead happy and healthy adult lives.  Personal Development is not formally assessed, but key questions from the Cambridgeshire Personal Development Framework are asked every lesson and retrieval tasks e.g. recap sessions, student voice activities, take place after completion of each unit – Health and Wellbeing, Relationships and Living in the Wider World.

Our achievement of the Healthy Schools’ award has supported developments within the RSE curriculum, such as increased opportunities for physical exercise at break and lunchtimes, a focus on resilience at the start of the year 7 and a travel plan supporting sustainable and safer travel to school.

We aim to provide a bespoke Personal Development experience for students identified through safeguarding concerns eg supporting with counselling for those with mental health issues, and with youth worker input for those making poor behaviour choices in the community.

The design of our Personal Development program of study plans a spiral curriculum delivered in a variety of ways:

• In Key stage 5, through outside speakers, collapsed sessions in school and visits.
• In Key Stage 4, through a combination of weekly lesson time, collapsed curriculum days, events including outside speakers, and assemblies.
• In Key Stage 3, through a combination of weekly lessons, plus a weekly assembly, Prep times, lessons with cross-curricular links and visiting speakers.  Students have one lesson per week.

Here at St Peters, Physical Education (PE) is a valued and rewarding subject, in which we aim to provide learners with a wide range of knowledge, skills and understanding through a variation of opportunities.

At Key Stage 3, students have the opportunity to use their practical skills to develop as young people. Students are taught how to apply a range of tactics and strategies, develop their technique to improve performance and demonstrate leadership skills to experience success in activities that are both games and performance based, including; basketball, dodgeball, hockey, handball, orienteering, dance and table tennis. Further to the development of physical skills, students at KS3 develop additional qualities within a practical setting; teamwork, communication, self-reflection, respect, which are transferable to other aspects of their growth and development as young people.

In addition to their journey within core practical PE, at KS4, students are supported to make an informed choice to further their knowledge of sport, health and physical activity from a theoretical perspective. The KS4 PE curriculum aims to broaden students understanding of sport and physical activity from several different avenues; including coaching and leadership, nutrition, anatomy and physiology and sports performance.

Students at St Peters have the opportunity to progress their education in sport further at KS5, where we offer certificate and diploma qualifications. Building on prior knowledge from KS4, these qualifications support learners in developing a wider range of skills that suit a diverse selection of pathways and careers in the sporting industry. Our 6^th form enrolment also includes volunteering, whereby students can gain valuable workplace experience within the PE department, taking on multiple roles.

Alongside our curriculum, students can attend our extensive programme of extra-curricular activities, which includes; seasonal sports clubs, competitive fixtures, recreational activities, sports leadership and officiating, sports tours and trips. These opportunities are available to all St Peters learners, KS3 to KS5.

Psychology is the scientific study of the mind and how it influences our behaviour, from communication and memory to thought and emotion. The role of a psychologist is to try and understand what it is that makes people tick and how this understanding can help us address many of the problems and issues in society today. Our students follow the OCR A Level Psychology specification. This specification allows students to explore key issues in Psychology, using core studies to apply and develop understanding of the main ideas. Students are given the opportunity to develop a wide-ranging set of key skills, such as communication, interpretation and critical analysis, all of which are transferable in further education and employment. Our aim is for students to have knowledge and understanding, which will equip them with critical thinking skills which are essential in the many different opportunities that they may have in the future.

Issues of religion and belief frequently top the news agenda and Religious Studies can help us to make sense of them. St Peter’s is a diverse community with a significant number of different ethnicities and languages spoken, therefore in order to promote harmony and cooperation we need our students to understand these differences and celebrate diversity. By giving our students the opportunities to hear from representatives of different faiths, we allow our students to experience things they would not normally. Many of our students have never been to a Church or Mosque, and would not normally come into contact with people of faith in everyday life. By bringing in groups and individuals to speak to our students, as well as teaching them about a range of beliefs we give them choice and opportunity in their thinking. To understand the views and opinions of people whose beliefs and values differ from their own is vital in equipping our students to handle issues in their lives, preparing them for the workplace and adult life. Our curriculum for all key stages is built around the Cambridgeshire Agreed Syllabus for Religious Education 2023-2028 and will enable students to build positive relationships and take into account the effect of different values and ideas within society.

 Religious Education will be taught in a variety of ways:

• In Key Stage 5, through outside speakers, collapsed sessions in school and visits
• In Key Stage 4, RE is taught through a combination of weekly one hour lessons (within Personal Development), within Humanities option lessons at certain points in the year, in assemblies, Prep times lessons with cross-curricular links and visiting speakers,
• In Key Stage 3, the delivery of RE take place through a weekly one hour lesson, in assemblies, Prep times, lessons with cross-curricular links and visiting speakers.

Withdrawal from RE:

NATRE (National Association of Teachers of Religious Education) advice details that every student has a legal entitlement to RE as necessary part of a ‘broad and balanced curriculum’ and must be provided to all our students.  Contemporary guidance from the Government makes clear that the breadth of RE will include the six principal religions of the UK and non-religious world, and we believe this awareness will enhance our students’ ability to apply the British Values in their lives and become better citizens. We believe inclusive RE is essential for students to promote religious literacy and cultural diversity.  Parents do have the right to withdraw their children from RE or part of RE on the grounds that they wish to provide their own RE.  If you are considering withdrawal then please contact the Head of Humanities Faculty, Charlotte Savill (ChSavill@stpetershuntingdon.org) to arrange a discussion about the locally agreed syllabus, aims and objectives of RE and examples of the lessons taught.

We are surrounded by technology and the products of science every day. The immensely complex natural world that surrounds us illustrates infinite scientific concepts. As children grow up in an increasingly technologically and scientifically advanced world, they need to be scientifically literate to succeed.

Science is an essential subject that teaches not only the basic theories and principles of the subject but also a way of inquiring, questioning and analysing things around us. The science curriculum has been designed to ensure students gain a solid foundation in all three sciences but also be able to develop their ability to evaluate information to formulate conclusions.

The curriculum in science has been developed to gradually develop understanding of topics throughout student’s time at St Peter’s. By revisiting and building on knowledge progressively will embed understanding. Furthermore the curriculum is being developed so links can be made between the different topics and subjects, which will deepen understanding of the subject.

This will enable students to feel more confident in their knowledge. Thus be able to use their knowledge and understanding to communicate effectively about the subject outside of education.

With the rapid development of technology and scientific issues that affect everyone; such as global warming, vaccinations, GM foods and cloning, to name but a few, our students will have developed the skills to analyse information and evaluate advantages and disadvantages and draw their own conclusions on the best choice for them. Science should be exciting for young people, giving them skills and opportunities to improve their futures.

Sociology is the study of people and their behaviour. The role of the sociologist is to try and decide why people behave in the way they do, and whether we are simply puppets of society or whether we are all individuals who can choose the paths we take.

At A level we follow the AQA Sociology specification and split the subject into four main topic areas, with theory and Research methods reoccurring throughout. Year 1 begins with a focus on three key theories, Functionalism, Feminism and Marxism. During the rest of the year students study Families and Households as well as Education with Research methods. These units introduce students to some of the key concepts of the subject, whilst examining the changes in the structure and role of the family over recent years, as well as the issues that lead to differences in achievement for various groups of students in the education system. Students also examine how a sociologist goes about the study of human behaviour. The year ends with a focus on Sociological Theory including Action theories.

During year 13, the topics focus on Beliefs in Society and Crime and Deviance which examines crime in today’s society, and the different theories which seek to explain the role of crime in Britain. Students can learn why people commit crimes as well as arguing whether crime serves a function.

The course allows students to work in a variety of ways, and promotes active learning through discussion, and listening to and assessing a range of opinions. Students are encouraged to work both independently and in groups.