KS4 Curriculum


Our curriculum aims to:

  • Provide a broad and balanced education for all students
  • Enable students to develop knowledge, understand concepts and acquire skills, and be able to choose and apply these in relevant situations
  • Support students’ spiritual, moral, social and cultural development
  • Support students’ physical development and responsibility for their own health, and enable them to be active
  • Promote a positive attitude towards learning
  • Ensure equal access to learning, with high expectations for every student and appropriate levels of challenge and support
  • Provide subject choices that support students’ learning and progression, and enable them to work towards achieving their goals
  • Develop students’ independent learning skills and resilience, to equip them for further/higher education and employment


Equality and the Curriculum

We keep each curriculum subject or area under review in order to ensure that teaching and learning reflect the nine principles set out in our Equality Policy (found here) which are:

Principle 1: All learners, parents/carers, governors and staff are of equal value

Principle 2: We recognise and respect difference

Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging

Principle 4: We observe good equalities practice in staff recruitment, retention and development

Principle 5: We aim to reduce and remove inequalities and barriers that already exist

Principle 6: We consult and involve widely

Principle 7: Society as a whole should benefit

Principle 8: We base our practices on sound evidence and openness about the issues that face us

Principle 9: We formulate and publish specific and measurable objectives.


SEND access to the Curriculum

All students are encouraged to be fully integrated into every aspect of college life as possible, both academically and socially.

Teachers will respond to student’s special educational needs by using a range of strategies. Lessons will have clear learning objectives; work will be differentiated appropriately and assessment used to inform the next stage of learning.

Extra support for students in classes is provided, where necessary, by a member of the Learning Support team. On occasions, a student may be withdrawn from a lesson so that they can receive more intensive support from a member of the team or visiting specialist. This takes place in the Learning Support classrooms and may be one to one or part of a group. The college is aware of the sensitivities of this strategy for a student and will always explain to the student the reason for any withdrawal from lessons. Parents/Carers will be informed.

Further information about SEND can be found here.

FCC Curriculum Model