Methodist College Belfast Curriculum Policy

Curriculum Policy 1 METHODIST COLLEGE BELFAST Policy Responsibility: Vice Principal Curriculum Date Ratified: June 2026

Ratified by: Board of Governors

Next Reviewed Date: October 2026

Contents Introduction ......................................................................................................................................... 3 Content of the Curriculum ................................................................................................................. 4 Curriculum Outline ........................................................................................................................... 4 Key Stage 4 (Forms 4- 5)..................................................................................................................... 4 Optional Subjects ............................................................................................................................. 5 Religious Education........................................................................................................................... 5 Study Support ................................................................................................................................... 5 The Sixth Form Curriculum (L6th/U6th)............................................................................................... 6 The following CCEA modular A Levels are offered (AS levels completed at the end of L6th) ................... 6 Entitlement Framework ..................................................................................................................... 7 Homework ........................................................................................................................................ 7

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Introduction The College recognises that pupils are entitled to a curriculum which not only meets the requirements of the Educational Reform Order and ensures progression, but is also characterised by breadth, balance, coherence, relevance and differentiation. These terms are defined as follows: Breadth: a broad curriculum which brings pupils into contact with the elements of learning (knowledge, concepts, skills and attitudes) and the areas of learning experience (aesthetic, creative, linguistic, literary, mathematical, moral, physical, scientific, social, spiritual and technological).

Balance: a balanced curriculum which ensures that each area of learning and experience is given appropriate attention in relation to the others and to the curriculum as a whole.

Coherence: a coherent curriculum which is planned as a whole and embraces the different areas of learning and experience, so that these do not appear as discrete and unconnected but as contributing to overall progress and achievement. Central to the concept of coherence is the idea of progression, that the curriculum builds upon previous knowledge and pupils are taught concepts in a manner that is consistent with previous learning and future learning objectives.

Relevance: a relevant curriculum which takes account of the previous learning of pupils, their readiness for new experience and the demands of the worlds of work and study after compulsory education.

Differentiation: a curriculum which has to satisfy two seemingly contradictory requirements. On the one hand, it has to reflect the broad aims of education which will hold good for all children, whatever their capabilities. On the other hand, it has to allow for differences between pupils of the same age and often within the same class. Differentiation involves matching tasks to pupils and balancing challenge with likelihood of success for each pupil. It implies a need for variation in teaching approaches and in classroom organisation.

The College promotes the view that the experience of learning should be enjoyable, challenging, stimulating, rewarding and confidence-building. It is the policy of the College to provide an enriched curriculum to all pupils offering, not only optional subjects as appropriate, but also a wide range of extra-curricular activities. Valuable learning experiences can take place outside the classroom and educational trips and visits which support and enhance pupils’ learning are encouraged in accordance with the Educational Trips and Visits policy.

The College is committed to meeting the needs of all learners as effectively as possible so that they can achieve their full potential.

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CONTENT OF THE CURRICULUM Key Stage 3 (Forms 1-3) Pupils in Forms 1-3 follow the Northern Ireland Curriculum incorporating Assessment for Learning, Thinking Skills and Personal Capabilities and the Cross Curricular Skills across the Areas of Learning.

Curriculum Outline The following table shows the number of periods per subject taught over a two-week timetable.

SUBJECT ENGLISH MATHS RE GEOG HISTORY SCIENCE ART FOOD AND NUTRITION GAMES TECHNOLOGY LANGUAGE 1 LANUGAGE 2 PE MUSIC DRAMA IT LLW TOTAL

FORM 1 7 7 3 4 4 6 3 3

FORM 2 7 7 3 4 4 6 3 3

FORM 3 6 6 3 4 4 9 3 3

4 3 4 2 2 2 2 2 2 60

4 3 4 4 2 2 1 1 2 60

4 3 4 4 2 1 1 2 1 60

Form 1 pupils are taught French for 4 periods over 2 weeks and Latin for 2 periods over 2 weeks. Pupils in Form 1 choose two languages for continuation in Forms 2 and 3. The language options are any two of French, German, Latin and Spanish.

Key Stage 4 (Forms 4- 5) Pupils will follow the Northern Ireland Curriculum and with the exception of RE/English Literature all GCSE subjects are allocated 6 periods per fortnight. GCSE RE/English Literature are delivered in 3 periods per fortnight. Detailed descriptions of all GCSE courses can be found in the GCSE Courses Information Booklet.

Before the end of Form 3, pupils will choose 9 or 10 subjects which will form their GCSE teaching timetable in Forms 4 and 5.

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All pupils will study: • • • • • •

English Language English Literature Mathematics Religious Studies One, Two or Three Science subjects from Biology, Chemistry and Physics⁺ At least one from French, German, Spanish or Latin*

⁺A small number of pupils will be offered GCSE Single Award Science as an alternative *A small number of pupils will take GCSE LLW instead of the language option.

Optional Subjects Art and Design Biology Business Studies Chemistry Digital Technology (Multimedia or Programming) Drama

French Further Mathematics Geography German Government and Politics

Economics Food and Nutrition

Latin Moving Image Arts

Music PE Physics Spanish Technology

History

Other Examinations Chinese, Arabic, Polish and Islamic Studies are offered for examination but are not taught.

In addition to GCSE subjects all pupils take non-GCSE PE and Games every week.

Non-GCSE Learning for Life and Work is delivered via a programme of workshops, events and seminars for all pupils, as well as one period every two weeks.

Religious Education All pupils in Forms 1-5 study Religious Education. Parents who wish to withdraw their child(ren),L from attendance at Religious Education classes or at collective worship should contact the school or fill out this digital form, sent out annually. The parent will then be contacted by Senior Staff to confirm the withdrawal. The school now follows guidance outlined by Circular 2026/09. It can be found here.

Study Support The College has a fully staffed Learning Support Department, located in E Block, so that pupils who are disapplied from subjects in Form 4 and/or Form 5 have a structured learning programme to support their progress in the subjects that remain on their timetable.

The Sixth Form Curriculum (L6th/U6th) The curriculum in the Sixth Form comprises 2 elements: • the AS/A2 level course • the non-examination package (Games, tutorial period, supervised study and enrichment) • Lower Sixth pupils normally spend one week on Work Shadowing placement. The Lower Sixth course will normally consist of three distinct subjects taken to A2 level.

Some pupils may take 4 AS subjects. The majority of pupils will continue to study three of these subjects at A2 level, although some may opt to continue with four.

The following CCEA modular A Levels are offered (AS levels completed at the end of L6th) Art and Design

English Literature

Nutrition and Food Science Physics

Business Studies

Environmental Technology French

Government and Politics Health and Social Care History

Biology

Chemistry

Further Mathematics

Mathematics

Spanish

Digital Technology

Geography

Moving Image Arts

Technology and Design

Economics

German

Music

Religious Studies

The following Linear A Levels are offered (no AS level, all examinations completed in U6th) Classical Civilisation Computer Science Drama and Theatre Studies Latin Psychology Russian

The College also offers BTEC qualifications in Travel and Tourism and Sport.

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Detailed descriptions of all AS/A2 courses offered and any specific entry requirements can be found in the “Sixth Form Courses Information Booklet” available on our website.

Entitlement Framework If a pupil wishes to study a subject not offered by the College, then the Entitlement Framework Coordinator will try to facilitate this in another school in the South Belfast Area Learning Community.

Entry requirements to Sixth Form are set out within the College Admissions Policy and Sixth Form Courses Information Booklet both of which are available on our website.

While the College aims to offer pupils the widest possible choice of subjects, there may, on occasions, have to be some restriction. The financial viability of a course will be considered when deciding whether or not to offer it in a particular year. If a course has low numbers, it may be offered on a reduced timetable. If a particular course is oversubscribed the College reserves the right to allocate the available places based on an assessment of the pupil’s proven aptitude for the subject or area of study.

Homework The College considers homework to be a valuable part of the learning experience, helping pupils to embed learning, consolidate work done in class, develop skills of self-management and become increasingly independent learners. The duration of time spent completing homework is dependent upon the Key Stage and the time of the year. Key Stage 3 pupils will receive up to one homework per week, except for English, Mathematics and Science. Key Stage 4 should receive approximately 10 hours of homework across a week, including the possibility of weekend homework. Key Stage 5 will receive approximately 10-12 hours of homework per week, including time spent doing weekend homework. Homework will take a variety of forms such as reading, writing, learning, planning, researching. Heads of Department formulate the departmental homework requirements and ensure that homework is productive, structured and relevant to the course of study. More specific information relating to Homework can be found in the school’s homework policy.

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