- Religious Education
- Design and Technology
- Physical Education
The Maths Curriculum
Our aim is to provide each pupil with a mathematical understanding that will allow pupils to access numerical aspects of the curriculum and enhance their future prospects. All areas of Mathematics are covered at all levels, with the intention of building confidence and providing progress and challenges relevant to real life applications. We aim for all pupils to approach problems systematically, choosing appropriate techniques for their solutions, to reason clearly and logically, and to set out a rational argument. In addition, we intend for pupils to acquire the logical abilities characteristic of a mathematician and inspire and encourage the enjoyment of the subject.
We also offer parents/carers the opportunity to attend drop in sessions to keep up to date with methods used by the students to help support homework. To book a 15 minute slot with a member of the department parents should send an e-mail to email@example.com or telephone 01642 487100. For more information about Parents and Numeracy click here.
The English Curriculum
English at Sacred Heart Secondary is a creative, thought-provoking, and stimulating subject enjoyed by all. At the core of our learning are the foundations of reading, writing and speaking & listening skills; we aim to foster a secure skills base in all three areas whilst stretching students to experiment and develop individual areas of expertise.
Students will experience a range of texts across a variety of media, including newspapers, scripts, poetry and novels and they will be encouraged to develop their reading responses in imaginative and challenging ways.
Students are also taught a variety of writing skills and writing for different audiences/purposes, with a focus on developing their use of language and structural devices as well as improving their spelling and grammar.
The Science Curriculum
Science is a rapidly progressing subject where we aim to prepare all students with the appropriate knowledge, skills and understanding to make sense of the evolving scientific world around them.
We seek to:
- Foster the spirit of scientific enquiry
- Relate subject knowledge to the world around the pupils
- Develop safe and investigative practical skills
- Explain the technological and environmental applications of science
- Explore the economic, ethical and social implications of scientific developments
- Challenge preconceptions and engage pupils with the scientific world
The Religious Education Curriculum
Syllabus at Key Stage 3
In years 7 and 8 students explore a variety of key questions centred around the themes of identity, purpose and fulfilment. Lessons focus on providing students with the opportunity to learn about religion but also to learn from religion. Students answer a particular key question over a unit of work, which lasts for 1 term.
The primary purpose of RE at Key Stage 3 is to enable students to explore the mystery of God, the life and teachings of Jesus, the teachings central to the Catholic faith and the relationship between faith and life. By exploring these key themes students are given the opportunity to engage, question and reflect upon the major facets of the Catholic faith.
Syllabus at Key Stage 4
Students studying RE at GCSE follow the EDUQAS Route B course. This comprises 3 units:
- Foundational Catholic Theology. In this unit students study core Catholic beliefs within the context of two main themes; Origins & Meaning, and Good & Evil.
Students will be expected to demonstrate an understanding of the influence of religion on individuals, communities and societies. They will be expected to support their responses using appropriate knowledge and understanding of key sources of wisdom and sacred texts. These texts might include, for example: the Bible; extracts from the documents of Vatican II or other ecumenical councils, Extracts from Papal encyclicals and exhortations, extracts from the work of key theologians and thinkers such as St Augustine of Hippo as well as the views of past and current philosophers (including ethical philosophers).
- Applied Catholic Theology. In this unit students study the application of core Catholic beliefs within the context of two main themes; Life & Death and Sin & Forgiveness.
Students must be aware how varied interpretations of sources and/or teachings may give rise to diversity within traditions or textual studies on religious, philosophical and ethical studies in the modern world. Candidates will be expected to demonstrate an understanding of different perspectives. These may derive from either different religions or different views/denominations within a particular religion.
- Judaism. In this unit students study two major aspects of a second world religion; Beliefs & Teachings and Practices.
Students must know, understand and express common and divergent views and the basis for beliefs, teachings and practices. References to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts.
Assessment is in the form of 3 examinations:
- Foundational Catholic Theology – 37.5 % (90 minutes)
- Applied Catholic Theology – 37.5 % (90 minutes)
- Judaism – 25% (60 minutes)
Students will receive one overall grade based on their performance in the 3 exams.
The Art Curriculum
The Art Department at Sacred Heart School is a vibrant and lively place in which to learn. The two art rooms are equipped with studio-height desks and equipment for Fine Art, Craft, Design, Ceramics, Three Dimensional Art and Textiles. There are computers available also in each art room with Adobe Photoshop and a set of digital cameras. Other facilities include a printing press and kiln.
The Design and Technology Curriculum
In Design and Technology students combine practical and technological skills with creative thinking to design and make products and systems which meet human needs. They learn to use current technologies and consider the impact of future technological developments. They learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team. We want students to learn new skills, build confidence, and respect each other, themselves and their surroundings. We believe that for students to reach their full potential they must take responsibility for themselves; be organised and focussed. We encourage students to work in stimulating contexts which provide a range of opportunities and draw on the local ethos, community and wider world, pupils identify need and opportunities. They respond with ideas, products and systems, challenging expectations where appropriate. Students have the opportunity to combine practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues. As they do so, they evaluate present and past Design and Technology and its uses and effects. Through Design and Technology, students develop confidence in using practical skills and become discriminating users of products. STEM features high in Design and Technology and we positively and actively support all aspects around Science, Technology, Engineering and Mathematics.
The Geography Curriculum
Geography is an ever evolving subject. We are constantly exposed to geographical issues in everyday life, including; environmental concerns, natural disasters, world weather, local developments, urban and rural change, population movements, maps and tourism. By studying Geography at Sacred Heart Secondary, students are provided with an opportunity to develop an awareness and understanding of the patterns, processes and relationships that characterise human and physical environments. Geography is one of the most topical subjects, covering a range of up to date issues from earthquakes to water shortages.
The History Curriculum
Syllabus at KS3
In Year 7 and Year 8, students at Sacred Heart Secondary have three History lessons a fortnight.
In Year 7 students focus on the key events up to 1500AD. Some of the topics covered include:
- The Norman Conquest
- Richard the Lionheart and King John
- Significant events of the 14th Century:
- Hundred Years War
- Black Death
- Peasants’ Revolt
In Year 8 students focus on the Years 1500-c.1945. Topics covered include:
- Crown and religion during the 16th century
- The English Civil Wars
- The fight for the vote
- World War I and World War II
- The Holocaust
Syllabus at KS4
In Years 9, 10 and 11, students who opt for GCSE History have five History lessons a fortnight. The school follows the Edexcel GCSE course.
Year 9: Paper 1 - Crime and punishment in Britain c1000-present
Some of the topics to be studied include: the Gunpowder Plot; Matthew Hopkins and the witch-hunts; Robert Peel and the development of the Metropolitan Police Force; treatment of conscientious objectors in the World Wars; the abolition of the death penalty.
There will be a focus task on Whitechapel, c1870-c1900: crime, policing and the inner city. This will involve a study of the Jack the Ripper murders and the social and policing problems that surrounded them.
Year 10: Paper 2 - Early Elizabethan England, 1558-88
Some of the topics to be studied include: Elizabeth’s religious settlement; the significance of Mary, Queen of Scots; the Spanish Armada; education and pastimes.
Superpower relations and the Cold War, 1941-91
Some of the topics to be studied include: the Berlin Blockade; the Cuban Missile Crisis; the Berlin Wall; Détente in the 1970s; the significance of Reagan and Gorbachev.
Year 11: Paper 3 - Weimar and Nazi Germany, 1918-39
Some of the topics to be studied include: the Treaty of Versailles; the Weimar Republic; the rise of Hitler; life in Nazi Germany; persecution of the Jews.
The Computing Curriculum
KS3 Computing is split into 3 main sections where students will cover a range of skills. A variety of units will be completed covering core ICT skills, creative computing skills, and computer science. Computer Science will provide students with the opportunity to learn to program as well as understand how computers work.
Students will develop various skills in digital literacy, the creative use of ICT and computer science. At the end of Key Stage 3 all students should have developed a range of practical skills using popular office software, image and video editing tools, web development software and have used graphical and scripting programming languages. Students will also develop an understanding of computer science theory looking at areas such as networking, encryption and computer security in preparation for KS4.
We are constantly adapting our curriculum in order to make use of new and emerging technologies and the scheme of work will change accordingly.
The MFL Curriculum
Modern Foreign Languages is taught through a wide range of activities, including listening to authentic language, playing language games and working in pairs and small groups.
The Music Curriculum
Music is a powerful, unique form of communication that can change the way students feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development.
Sacred Heart Secondary believes that music education is an essential part of the curriculum for all students throughout their school lives. We aim to match and develop the ability and aptitude of all, including those with special educational requirements and those with special talents in this field. We work closely with Tees Valley Music Service and offer a wide range of instrumental tuition.
The Physical Education Curriculum
Syllabus at Key Stage 3.
Students experience a variety of activities, detailed below, and are introduced to some of the theoretical aspects delivered in GCSE Physical Education. They have three (year 8) or four (year 7) one hour lessons over a two week cycle where they will access two different activities and will perform a fitness component test.
- Baseline assessment – covering all six National Curriculum areas
- Table Tennis
- Circuit Training
- Baseline assessment – covering all six National Curriculum areas
- Gymnastics – Floor work
- Tag Rugby
- Ultimate Frisbee
- Gymnastics – Flight
- Circuit Training
Mixed Curriculum (Year 7 Only)
- Baseline assessment-covering all six National Curriculum strands
- Table Tennis
- Touch Rugby
- Health and Safety
- Muscular system – muscles
- Role models
- Aerobic respiration
- Anaerobic respiration
- Cardiovascular endurance
- Principles of training – FIT
- Skeletal system – bones
- Science in Sport
- ICT in Sport
Syllabus at Key Stage 4.
Students experience a variety of activities, detailed below. They have two, one hour lessons over a two week cycle where they will learn new skills and perform a fitness component test.
- Table tennis
- Circuit training
- International Games
- International Summer Games
- Ultimate Frisbee
- International Games
- International Summer Games
The PSHCCE Curriculum
Personal, Social, Health, Citizenship, Careers, and Financial and Economic Education (PSHCCE) at Sacred Heart Secondary
At Sacred Heart Secondary we recognise that our students are growing up in a rapidly changing society and period of time. This can present our young people with a range of complex challenges and new opportunities. We want our students to acquire the knowledge, understanding and skills to manage their lives, both now and in the future. To help students develop the qualities and attributes required for them to thrive as individuals, family members and members of society, we ensure each student has access to Personal, Social, Health, Careers, Citizenship and Economic Education (PSHCCE) as part of the taught curriculum.
PSHCCE Education helps all young people, from the highest achievers to those who may be vulnerable or feel excluded, to achieve their full potential.
Why is PSHCCE so important?
- Promotes independence and responsibility, preparing young people for future roles as parents, employees and leaders
- Helps to improve employability skills by developing the personal and social skills demanded by commerce and industry.
- Contributes to the health and wellbeing of individuals by encouraging individual responsibility for health and potentially reducing the cost to the National Health Service.
- Contributes to keeping our young people safety and well protected.
- Promotes opportunities for our young people to play a full and active part in society.
What does PSHCCE education provide for our young people?
Provision of opportunities to learn about:
- Relationships and Sex
- Finance and Economic Awareness
More information on each of the key areas can be found below
How does PSHCCE help to raise academic achievement?
It helps to address barriers that can prevent young people from learning.
Research shows that students are more likely to do well in their GCSEs if they:
- believe in their own ability.
- believe that events result primarily from their own behaviour and actions.
- recognise that school is worthwhile. (Students might not always have a positive experience but can still understand that education is a very valuable experience.)
- aspire to go into further/higher education or training.
- avoid risky behaviour e.g. smoking, substance and drug abuse, anti-social behaviour, truancy and behaviour which may result in exclusion from school.
- do not experience bullying.
What is actually taught during PSHCCE Education?
Like other subjects, PSHCCE education gradually builds key concepts and skills through topics that are relevant to a young person’s age and stage of development.
Our PSHCCE curriculum follows the National Curriculum Programme of Study for Citizenship and the PSHCE Association Programme of Study which is based on three core themes:
1. Health and Wellbeing (Relationships and Sex, Drugs and Health Education)
2. Relationships (Relationships and Sex, Drugs and Health Education)
3. Living in the Wider World (Citizenship, Careers and Economic and Financial Wellbeing Education)
The Relationships and Sex Education strand incorporates the three main elements of RSE-
- attitudes and values
- personal and social skills
- knowledge and understanding ... all within the teachings of the Catholic Church.
Please find the Curriculum documents below for more information.
How is PSHCCE delivered?
- PSHCCE is a non-statutory subject. However, the DFE has stated that 'All schools should make provision for personal, social, health and economic education, drawing on good practice'.
- The DfE have also published a guidance document on PSHE education, which states that:
- ‘Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.’ Citizenship remains a statutory National Curriculum Subject'
- At Sacred Heart Secondary PSHCCE is delivered across the curriculum (as highlighted on the PSHCCE Subject Curriculum Map document) and more specifically on 6 dedicated PSHCCE mornings (as identified on the PSHCCE Curriculum Overview 2018-19 (found below)).
- All students are taught in mixed ability year group classes and the content is differentiated according to their individual needs.
- The staff belong to a specialist team and they participate in relevant CPD to ensure they are provided with upto date, relevant information. (Should you wish to see the specialist teams, please view the PSHCCE Teacher document link.)
PSHCCE and Learning Competences (linked to Rewards programme).
Throughout PSHCCE mornings, students will be encouraged to develop their learning competences.
The 7 learning competences are:
- Faith In Action
- Independent Learner
- Team Learner
- Reflective Learner
- Creative Learner
- Literate Learner
- Numerate Learner
Students are rewarded for demonstrating that they have met a particular competence by receiving an achievement point on PARS. (For more information about Rewards at Sacred Heart Secondary, please view our Rewards programme page.)
How will PSHCCE be assessed?
All students will compile a PSHCCE portfolio throughout their time at Sacred Heart. They have a context sheet which outlines what they will study in each year. (To view these please click on the link for each PSHCCE Strand).
At the start of each PSHCCE education morning, each student will complete a KWL activity (What I know, What I want to know, What I Learned) to establish their starting point. Throughout the morning, the document will be reviewed and students will add new learning to their document.
At the end of the morning, students will complete a reflection document in which they will focus on how they have developed their skills related to the session and the learning competences they were concentrating on.
The classroom teacher, at the end of the morning, will make a judgement about each student’s attitude to learning and this will be visible on the tracking document each half term.
- Curriculum overview 2019-20 Full staff copy m.pdf pdf241.4 KbDec 4th, 2019
- Website write up morning 4 documentFeb 16th, 2019
- Website write up morning 4.docx docx69.2 MbFeb 15th, 2019
- pshcce-reflection-sheet-sept-2018.pdf pdf218.0 KbDec 11th, 2018
- PSHCCE - subject curriculum map.pdf pdf261.5 KbDec 11th, 2018
- Health-education-student-front-sheet.pdf pdf229.7 KbDec 11th, 2018
- Careers-student-front-sheet.pdf pdf261.8 KbDec 11th, 2018
- Drugs-education-student-front-sheet.pdf pdf244.7 KbDec 11th, 2018
- Economic-and-financial-wellbeing-student-front-sheet-example.pdf pdf246.9 KbDec 11th, 2018
- Citizenship-education-student-front-sheet.pdf pdf247.0 KbDec 11th, 2018
Sacred Heart Secondary Catholic Voluntary Academy’s Special Educational Needs and Disabilities Policy (found under polices-statory) is designed to address the needs of all children, and follows the 2-stage approach outlined in the Code of Practice [COP]. All children will have equality of access to a broad and balanced curriculum. This will mainly be met in the mainstream environment in line with National Curriculum requirements.
Sacred Heart Secondary Catholic Voluntary Academy values and actively encourages partnerships with parents, the Local Education Authority and outside agencies. The parents of any child on the Academy’s SEND Register may receive a full copy of the policy document upon request.
In the classroom, individual teachers have responsibility for the assessment, recording and review of the child’s progress. The SENDCO can be contacted in the event of any queries or concerns. In accordance with the Additional Needs Code of Practice any parent has the option of contacting the LA at anytime. Parents have access to the Parent Partnership Service, which co-ordinates the Independent Parent Partnership [IPS], Tel: 01642 771250.