Our Business Studies curriculum opens a wealth of opportunities to develop skills that go beyond simply starting your own business. Our aim is to equip students with knowledge that will improve their employability. Through developing an understanding of the dynamic nature of business, the impact of technology and through our focus on ethics and the environment, our curriculum will enable students to apply their business knowledge to make decisions and solve problems by applying their understanding of cause and effect and their skills in quantitative analysis.  

As a knowledge-based curriculum, we believe that knowledge underpins and enables the application of skills, that both are entwined. Foundational knowledge is delivered and built upon using practical and real-world examples; using case studies, students develop a contextual understanding and lateral thinking through a carefully and logically sequenced curriculum.  

By the end of their education in Business Studies at Callington Community College, all students of Business Studies will:

• Understand the importance of enterprise and the nature of the business world.
• Think commercially and creatively to demonstrate business acumen.
• Appreciate a wide view of how business operates in a multicultural society.
• Develop analytical and judgement skills which will enable them to become reflective learners.
• Draw from, develop, and implement knowledge from a range of disciplines including maths, science, engineering, geography, and art.

In order to fully appreciate Business Studies and develop a deep schema, topics in Business Studies have been developed using the following rationale:

Foundational knowledge is introduced and is consolidated through the use of practical, real-world examples where students use case studies to develop their understanding at a local, national and international level.  Through a cycle of Knowledge, Application, Evaluation and Assessment students achieve mastery in their understanding as knowledge is recontextualised through the core knowledge strands which run through each topic: Marketing; Business Opportunity; Finance and Human Resources. As students progress through the course, explicit attention is given to how their knowledge links to previous learning, or how it will lead to new learning so they can develop a strong understanding.

The Business Studies Curriculum at Callington Community College has been influenced by:

• Local businesses which offer opportunities for case studies and contextualised learning.
• Online communities of Business Studies teachers and discussion boards which focus on curriculum sequencing.
• Collaboration with Business Studies departments within the trust.
• Books and audio books such as: Anyone Can Do it (Duncan Bannatyne); The Rise and Fall of Marks & Spencer... and How it Rose Again (Judi Bevan).
• Podcasts: The Role of Enterprise; The Role of Marketing; Distribution and e-commerce and others.

Our subject addresses disadvantage through:

• Sharing clear Learning Outcomes at the start of each lesson to direct and frame students’ thinking.
• Using our Get To Work Tasks to deliberately bring knowledge from the long term memory to the working memory to act as a mental Velcro for students’ thinking and learning.
• Resources developed to ensure students have a record of their knowledge which they can refer to an develop as they progress through the course.
• Lessons are designed to support student understanding through the regular use of low stakes quizzes and modelling key responses, phrases, and techniques.

We believe that Business Studies contributes to the personal development of all of our students through:

Instilling in each student the positive power of ‘why not?’ and ‘what if?’ - creative thinkers ask ‘why shouldn’t the world be different? We want our students to recognise that they can have original ideas and have the confidence to share their thoughts and ideas. We want to build their skills of effective communication so that they can make sure their voice is heard.

Opportunities to build an understanding of Social, Moral and Ethical issues are developed alongside links to the wider world, including careers through:

Where the opportunity arises, students are encouraged to explore issues relating to sexism, racism and discrimination in the workplace through discussion of employment law; students are always encouraged to express their own opinion and explore their feelings within a business context and as such develop empathy and compassion and consider the aims, beliefs, and values of others. We use opportunities such as our focus on ethics and environment to evaluate, comment and discuss moral issues relating to business practises; students will consider moral and ethical dilemmas and apply them to their own learning.

Our Health and Social Care Curriculum is built around the foundational understanding that human development and the way that we treat and care for one another sits at the core of modern society. Our ‘societal norms’ are ever changing, but the fundamental principles which enable us to understand and care for one another remain steadfast. Through our Health and Social Care curriculum we aim to enable students to explore areas that influence how we develop throughout life stages and, in turn, raise students’ expectations for how they can live happy, healthy, and successful lives now and in the future. Our curriculum aims to support students in developing academic and practical proficiency whilst encouraging and developing an ability to think beyond themselves and begin to challenge the way they perceive the world they live in. We understand that students will start their Health and Social Care studies with a wealth of knowledge from other disciplines such as Science, English, Maths, PE and Belief & Ethics; through our curriculum we provide opportunities for students to apply this knowledge across a range of contexts specific to Health and Social Care.

By the end of their education in Health & Social Care at Callington Community College, all students of Health & Social Care will:

• Demonstrate specialist skills and qualities which are needed to promote excellent care for a range of people
• Be aware of the job roles and responsibilities undertaken by a range of professionals
• Aim to pursue a healthy lifestyle and make positive choices
• Hold the knowledge required to access the next stage of Health & Social Care education (to promote opportunities and choices)
• Understand how human relationships, physical environments and socioeconomic status can influence the way people develop
• Explain and interpret data to discuss and draw conclusions about illness, public health and changes within society.
• Understand the latest industry requirements and demonstrate work-ready skills

Our subject addresses disadvantage through:

• Sharing clear Learning Outcomes at the start of each lesson to direct and frame students’ thinking
• Using our Get To Work Tasks to deliberately bring knowledge from the long term memory to the working memory to act as a mental velcro for students’ thinking and learning
• Resources developed to ensure students have a record of their knowledge which they can refer to an develop as they progress through the course

The overarching aim of the PE Curriculum is to instil in ALL of our students a lifelong love of being physically active and an understanding of the physical, social and emotional benefits that this will provide for them. Physical literacy has been defined as ‘the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life’ and this is the foundation that our curriculum has been built upon.

The curriculum is designed to provide experiences, opportunities, knowledge and skills that enrich and challenge our students. We understand that the curriculum is crucial to determining the life chances and choices for our students and therefore we will not compromise on ensuring the very best provision possible.

A powerful, knowledge-rich curriculum incorporates both declarative knowledge (facts; knowing that something is the case) and procedural knowledge (skills and processes; knowing how to do something). We weave different strands through our curriculum to incorporate the knowledge of the skills/abilities, the knowledge of PE theory, the knowledge of structures and knowledge of the 5 Abilities, in order to develop the whole child.

By the end of their education in Physical Education at Callington Community College, all students of Physical Education will:

• Understand the physical, social and emotional benefits that physical activity provides.
• Have developed the confidence and interest to get involved in exercise, sports and activities outside of school and in later life.
• Demonstrate confidence and competence in their techniques and apply them across different sports and physical activities. 
• Develop evaluative skills which will enable them to become reflective learners and undertake effective performance analysis.

In order to fully appreciate Physical Education and develop a deep schema, topics in Physical Education have been developed using the following rationale:

PE is a knowledge-rich subject and students require a defined body of knowledge to be truly physically educated. This includes aspects such as sport, physiology, psychology, sociology and biomechanics. The theory of PE is largely declarative knowledge, while the physical skills and abilities are almost entirely procedural. This has implications for curriculum design; the development of these strands has been informed by these differences and components of progression planned and mapped accordingly. We employ the spiral curriculum model in order to carefully sequence learning from simple to complex in terms of vertical progression from year to year. We have ambitious end points and cover content that is carefully selected to honour the community that we serve. Delivering Units of work based on the 5 Abilities allows us to shift the primary focus away from purely the physical performance element of the subject, and ensure that our students know and understand the Social, Creative, Cognitive and Personal Abilities that are fundamental to being a physically educated individual. 

The Physical Education Curriculum at Callington Community College has been influenced by:

• Student voice and consideration of our students' needs.
• Involvement in Sport England-funded programmes that focus on curriculum innovation.
• Membership of PE specific organisations including AfPE and YST.
• Online communities of Physical Education teachers and discussion boards which focus on curriculum.
• CPD opportunities undertaken by the teachers within the team to broaden our expertise.
• Collaboration with Physical Education departments within the trust.
• OfSted’s PE Research Review (2022).

Our subject addresses disadvantage through:

• Sharing clear Learning Outcomes at the start of each lesson to direct and frame students’ thinking.
• Mixed gender and mixed ability classes to promote a level playing field that reinforces the notion of PE being accessible to ALL.
• Provision of spare kit should students have issues with bringing their own. This ensures that there is no lost learning for any student regardless of background and availability of appropriate clothing/equipment. We also link with the PP lead for more permanent provision and support. 

We believe that Physical Education contributes to the personal development of all of our students through:

A constant consideration of the emotional learning taking place. We encourage students to show a willingness to consistently make changes. We teach students the importance of commiting to self-reflection and self-improvement. Students learn to maintain performance under pressure, to take risks and to seek opportunities to work on weaknesses. Our curriculum promotes independent learning, provides copious opportunities for leadership and the development of effective communication skills, and promotes resilience and self-belief.

Opportunities to build an understanding of Social, Moral and Ethical issues are developed alongside links to the wider world, including careers through:

Where the opportunity arises, students are encouraged to explore issues relating to sexism, racism and discrimination through discussion of sport on a local, national and international stage; students are always encouraged to express their own opinions and explore their feelings within a sporting context, developing empathy and compassion and considering the beliefs, and values of others.  We use opportunities such as the football or rugby World Cup or the Olympics to evaluate, comment on and discuss moral issues relating to sport; students will consider moral and ethical dilemmas and apply them to their own learning.