Mgr Marcus Stock
We fully support and uphold the curriculum vision outlined in Christ at the centre. This requires that social conditions allow all people to reach their full human potential and realise their human dignity. This means that Carmel College therefore:
“Provides a broad and balanced education which will help children and young people grow to their full human potential, and pay regard to the formation of the whole person, so that all may attain their eternal destiny and at the same time promote the common good of society.
Children and young persons are therefore to be cared for in such a way that their physical, moral and intellectual talents may develop in a harmonious manner, so that they may attain a greater sense of responsibility and a right use of freedom, and be formed to take an active part in social life”.
To achieve this aim we explicitly develop in our young people the personal virtues of confidence and resilience, academic virtues of self- regulation and ambition and social virtues of compassion and justice across all aspects of our curriculum.
“If I have seen further it is only by standing on the shoulders of giants”
The curriculum at Carmel is the sum of all the students’ experience. This encompasses all of the activities which take place in College, including the formal programme of educational provision, the informal programme of extra- curricular activities and those aspects of organisation and interpersonal relationships, which contribute to the development of the College ethos.
This model demonstrates the interconnectedness of the moral, emotional and affective aspects of learning at Carmel. Centered by our faith and mission, we aim to prepare pupils for fulfilling futures, with a great foundation of knowledge, learning habits, virtues and community actions. In doing so, pupils will have the personal resources to “live life to the full”.
Our broad and balanced curriculum is led by curriculum leaders who ensure –
• the best subject knowledge content is selected, paced and sequenced to match the development of our learners
• learning experiences are designed to motivate, challenge and engage learners, making the curriculum meaningful for all
• there is legitimate progression for our learners from one week, month, year and key stage to the next
We have designed a three year Key Stage 3 in which all pupils have the opportunity to gain a broad knowledge in both the academic and culturally enriching subjects. This provides a strong foundation of disciplinary knowledge and skills that are both distinctive to Key Stage 3 and also necessary for successful progression to Key Stage 4.
At Key Stage 4, we continue to provide a broad and balanced curriculum, ensuring that every student has the opportunity to experience success by noticing and nurturing their talents. Students are guided to make the best choices by subject teachers, form tutors, our Youth Direction Service and parental support.
As outlined in our curriculum model above, we believe that all students should have equal access to the curriculum. The structure of our Key Stage 4 options provides the opportunity for all students to achieve the English Baccalaureate (EBacc): a GCSE grade 5 or higher in one English, mathematics, two sciences, one humanities subject (geography or history) and a modern foreign language. It is also important that students have some freedom to choose subjects they have an aptitude for and enjoy.
Our Key Stage 5 curriculum is wide-ranging and includes traditional A’ Levels alongside vocational courses. We are able to offer over 30 courses at post -16. Sixth form students are supported through their option choices to ensure they follow an appropriate, personal programme of study to maximise their potential for success at the end of the two years. Students typically study three level 3 courses and combine this with the Extended Project, however there is the option to achieve four. Our students progress to the top universities as well as directly into apprenticeships or employment.
Additional information regarding our curriculum can be found in the prospectus.
Range of subjects across each key stage
|KS3 Subjects||KS4 Subjects||KS5 Subjects|
|KS3 Subjects||KS4 Subjects||KS5 Subjects|
|RE||RE||AS/A LEVEL COURSES|
|Art||Modern Foreign Languages||Chemistry|
|Geography||History||Design and Technology/Product Design|
|Modern Foreign Languages||Art and Design||English Literature|
|Physical Education||Children’s Play, Learning & Development||History|
|Electronics||Creative Digital Media||Mathematics (Further)|
|Food||Health & Social Care||Media Studies|
|Resistant Materials||I.C.T||Modern Foreign Languages|
|PHSE||Performing Arts||Religious Studies|
|Extra Literacy||Physical Education||Photography|
|Princes Trust||Physical Education|
|Food Preparation and Nutrition||Textiles|
|Textiles||BTEC & LEVEL 3 COURSES|
|PSHE||Children’s Play, Learning and Development|
|Health and Social Care|
|Applied Human Biology|
|CAMBRIDGE TECHNICALS LEVEL 3 COURSES|
|Information Technology (IT)|
Students at Carmel have one, fifty minute lesson each week of PSHE.
Our aim is that this lesson intrinsically links the pieces of Personal, Social and Health Education, emotional literacy, social skills and spiritual development into a clear programme of study. Our overarching intent for PSHE education is to provide students with accurate and relevant knowledge. Opportunities to turn that knowledge into personal understanding. The skills and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives.
Our PSHE topics include health, RSE, on-line safety, careers, finance and risk. These topics are introduced to students through Big Questions using the Jigsaw programme, with Carmel’s virtues interleaved throughout. Jigsaw is a spiral, progressive and effective scheme of work, designed as a whole-college approach, with year groups working on the same theme (Puzzle) at the same time.
Students cover six themes throughout the year, which are then revisited in the subsequent years in an age appropriate context. This progressive nature aims to prepare students for life, helping them really know and value who they truly are and understand how they relate to other people in this ever changing world.
The Jigsaw Programme is underpinned by a mindfulness philosophy which helps to support our young people’s mental health and learning.