In Year 8 all pupils study one language. In Years 9 and 10 the majority of current pupils have the opportunity to study a second language: French,Spanish, Irish or Italian (this level of provision is currently underreview). The Key Stage 3 curriculum also includes Religious Education provision based on the New Christian Way Programme, and a timetabled Careers class in Year 10.

Social,Civic and Political Education is an exciting new development which has been introduced in Key Stage 3. In Years 8 and 9 pupils are following aThinking Mathematics programme to improve the quality of teaching and learning in this area. 

As part of the whole-school Language Across the Curriculum Policy, pupils are encouraged to read as widely as possible. In addition to regular use of the two school libraries, all classes in Years 8 and 9 have been furnished with classroom libraries. A variety of special events,including visits to the theatre, storytelling sessions and outside speakers, are organised to promote a love of reading in our pupils.

Key Stage 4

At Key Stage 4 (years 11 and 12) all pupils study at least one subject from each Area of Study.  This means that all pupils study English (English Language and in some casesEnglish Literature), Mathematics, (in some cases AdditionalMathematics), Science (Double or Single Award), Religious Education,Physical Education, Religious Education and a Modern Language. Inaddition, pupils select either History or Geography and may select one subject from Art, Dance, Drama, Media Studies and Music.   Flexibility is retained in a variety of ways. Firstly, pupils may select History and Geography, Technology or opt to study two languages. There is the option for pupils to continue with their study of Home Economics orselect another subject from the Creative and Expressive Area of Study.  (Art,Drama, Media Studies and Music). Finally we continue to offer new courses in Business-related subjects, Social Sciences, Computer Studies and Child Development.   At Key Stage 4, most pupils are set according to their level of attainment. In some optional subjects, for example, Keyboarding and Home Economics, there is mixed ability grouping and considerable flexibility for pupils to move between groups.   GCSE courses currently on offer in Key Stage 4 are:

Flexibility is the cornerstone of our Post 16 curriculum provision.  This flexibility is achieved by offering a broad range of approximately twenty three academic subjects and twenty vocational subjects.  Consequently,the courses offered not only satisfy the needs of each individual student but also cater for the demands of the academic and businessworlds. There are three main courses:

1.         ‘A’ Level Course (AS/A2)

In this course a student may study up to four ‘A’ level subjects chosen from an extensive range of twenty three subjects.  Since the year 2000 students have been following AS/A2 specifications.  In addition, a student has the option to broaden her curriculum by selecting additional subjects from a variety of areas. ‘A’ Level subjects currently on offer are:

Special Education Needs provision

The fundamental philosophy which permeates special needs provision is the equal valuing and dignity of each pupil. This has always been expressed in an entitlement curriculum for all pupils irrespective of ability. 

The day to day operation of the college’s Special educational Needs Policy is shared by Vice Principals, Heads of Year, Counsellors, a Learning Support Team and Heads of Department.

The school has three rooms equipped for the delivery of a structured literacy programme as well as a Student Support Centre where pupils work in closely supervised, small group situations.

At Key Stage 3 there is additional literacy and numeracy provision for two Learning Support classes in Years 8, 9, and 10. This entails a corrective reading programme and a numeracy programme.The college has introduced a new Phonographix Literacy Programme which is proving to bevery effective. Additional resources have been provided by BELB including a classroom assistant for ten hours per week. The two Learning Support classes also receive an extra hour of English in Year 9 and one and a half hours in Year 10. They have detailed education plans in numeracy and literacy. 

There is also additional teacher support in literacy and numeracy for two other classes in Years 8, 9 and 10. Cross-curricular literacy targets are promoted by all subject specialists and delivered through differentiated resources that allow for a range of learning outcomes.At Key Stage 4 pupils with learning difficulties are currently set in smaller teaching groups. 

In addition to our own teaching staff, we can also call on a range of external support from Outreach teachers, educational psychologists and the Secondary Pupils Support Service.

Assessment Policy

The college has a Whole School Assessment for Learning Policy which recognises the importance of ongoing formative, diagnostic and summative assessment. In addition to the bi annual whole school examinations, pupils are regularly tested using short end of module orclass tests. Standardised assessment tasks are also used as an important part of the assessment process. The college has a very well developed system for reviewing pupil progress on a regular basis. A structured process operates where by concerns are referred to the Head of Department and/or the Head of Year. The Form Teacher also plays a critical role in ensuring that concerns are followed up immediately. The Principal and Vice Principals conduct progress reviews with every year group on at least two occasions.

The college has a Whole School Assessment for Learning Policy which recognises the importance of ongoing formative, diagnostic and summative assessment. In addition to the bi annual whole school examinations, pupils are regularly tested using short end of module or class tests. Standardised assessment tasks are also used as an important part of the assessment process. The college has a very well developed system for reviewing pupil progresson a regular basis. A structured process operates whereby concerns arereferred to the Head of Department and/or the Head of Year. The Form Teacher also plays a critical role in ensuring that concerns arefollowed up immediately. The Principal and Vice Principals conduct progress reviews with every year group on at least two occasions.