At Hope Valley College we offer a wide and challenging curriculum to meet the learning needs of all our students.
We aim for our curriculum to provide the following:
- Rigorous academic challenge and interest
- Development of outstanding literacy, numeracy
- Development of work related learning and employability skills
- Opportunities to nurture and develop creativity, social skills, problem solving and resilience
- Experiences that broaden horizons and raise aspirations
We organise our curriculum into six main Faculties which include:
- English Faculty (teaching English literature and English language skills)
- Maths Faculty
- Science & Computing Faculty
- Global Studies Faculty (teaching history, geography, ethics and modern foreign languages)
- Design Faculty (teaching art, design, food, textiles, construction, engineering)
- Performance Faculty (teaching PE, drama, music and outdoor education)
For more information about what your child will learn in each of the subjects, when they will be assessed and how, please click on each of the curriculum links.
How does the curriculum change as my child goes through College?
Year 7 and Year 8
Students study a broad curriculum including English, mathematics, science, languages (either French, Spanish or German), computing, art, technology (a carousel of different specialisms including food, textiles, graphics and product design), humanities (which includes geography, history and ethics), music, drama (which includes personal social and health education) and PE.
Students are placed in ability sets in English, maths, science and languages. All other subjects are taught in mixed ability groups.
Students can apply for additional musical instrument instruction which takes place during normal lesson times. Although always on the same day, the instrument lesson will vary in times during the day to avoid repeatedly hitting the same lesson.
Students in Years 7 and 8 will have an English lesson which may be specifically focused on reading. All students take part in the Accelerated Reader challenge that guides students towards appropriate but challenging books to read. Once read, the student completes an online comprehension test to score points. The scheme accelerates a students’ vocabulary and reading ability which is vital for success in secondary school. Students identified as needing an additional boost to their reading are given a Year 11 reading buddy to read with every Friday tutor time. It is vital that parents support these children in particular in reading at home.
At the end of Year 8 students get two choices that narrows their curriculum but gives them more time to study fewer subjects in more detail in preparation for GCSE. Students get to choose a single technology subject to study all year (either food, textiles, graphics or product design). Students get to choose another option subject to focus on (either art, music, computing or drama).
Students in Year 9 will start their GCSE courses in English, maths and sciences.
Year 10 and Year 11
At the end of Year 9, students will be selected to complete either a 2 year triple science qualification (leading to separate physics, biology and chemistry GCSEs) or a double science GCSE qualification (core and additional). Students will continue to study English (leading to Language and Literature GCSEs), maths GCSE, PE and ethics. In addition, students study two additional GCSE option subjects over a two year period and another GCSE option over a one year period.
In Year 11, after successfully completing a one-year GCSE, students can choose another one-year GCSE course to help them broaden their curriculum and interest further.
GCSE option subjects include: geography, history, music, French, German, Spanish, art, textiles, product design, resistant materials, catering, engineering, PE, computing, photography and psychology.
BTEC options (GCSE equivalent) include: Performing Arts, Construction and Child Care.
Our Post-16 Pathways Provision is an area-wide offer comprising mainly foundation learning programmes (incorporating work experience and life skills) to students with specific learning difficulties or special educational needs. A key element of the provision is that it is based on a “student-centred” approach to learning, a consequence of which is that student programmes of study are bespoke.