Padworth aims to provide a well-balanced and broad based curriculum with a strong academic core. We provide a range of full-time academic courses for students aged 13-19 appropriate for their age and aptitude. Whilst the College embraces much of the National Curriculum, our independent status enables us to tailor the teaching and learning to the needs of the students and thereby significantly enrich the learning experience.
Our curriculum aims:
- To contribute effectively to the intellectual, physical and personal development of our students, according to their age and ability range
- To prepare students for the next stage of education, training or employment and to provide the skills needed for life-long learning
- To provide continuity and progression
- To provide equality of access and opportunity for all students
- To meet the needs of those students for whom English is an additional language
- To support students with an effective PSHE (Personal, Social, Health and Economic) programme
- To prepare students for the world of work through effective Careers Advice
Full written reports are emailed home at the end of each term, commenting on students’ current progress and levels and, more importantly, guidance on how and where to improve.
Effort and achievement grades are also emailed home at half term in the Autumn and Spring terms and students receive certificates in assembly if their effort grades fall into one of three categories – bronze, silver and gold.
Subject teachers regularly assess students’ work and progress, using a variety of different methods, including formative, summative, afl (Assessment for Learning), peer and self-assessment, with the focus always being on progress.
Students are encouraged to talk to their teachers about their current levels and ask for guidance on how to improve further.
Parents, guardians and educational agents are most welcome to contact the College at any time with questions if they wish to discuss a student’s progress – there is no need to wait for specific reporting or Parents’ evening slots. Parents’ evenings are organised on a formal and informal basis in the Autumn and Spring terms. The College understands that it is not always possible for parents who live at a distance to attend these and is happy to arrange individual meetings if they are in the UK throughout the year.
Regular feedback and updates are emailed home by teachers, form tutors, boarding staff and members of the Senior Leadership Team. We are also happy to facilitate communication via Skype.
The Higher Education and Careers Advisor keeps in close touch with students throughout their time at Padworth and is always willing to help advise students on subject choices and pathways to further education.
Further questions about the assessment and reporting process may be addressed to the Deputy Principal (firstname.lastname@example.org) at any time.
GCSE and IGCSE Courses
All students study the compulsory core subjects of English, Mathematics and Core Science with supporting courses and activities. Within this framework, students may choose up to five additional subjects from the following: Art & Design, Information and Communications Technology (ICT), Physics, Chemistry, Biology, Geography, History and Music.
AS and A Level Courses
The following subjects are currently on offer: Accountancy, Art (Fine Art, Graphic Design and Textiles), Biology, Business Studies, Chemistry, Economics, English Language & Literature, Geography, History, Mathematics (Pure Mathematics, Mechanics and Statistics), Further Mathematics, Physics, Psychology and Sociology.
Prospective students and parents may specifically request subjects that do not form part of our standard GCSE or A Level curriculum. While it will not always be possible to meet such requests, it may be possible to offer other subjects subject to demand. Additional fees may be charged if a subject is set up on this basis.
Business Foundation Course
A one year course for students aged 17+ who wish to study business related subjects at university. This course is accepted by a number of partner universities who accept it as an alternative entry qualification to A Levels. The course content is tailored to the students’ needs and offers elements such as GCSE Mathematics, IELTS Preparation, IT and study skills in addition to Business, Law, Marketing and Finance.
Pre A Level courses for International Students
Our Pre A Level courses are designed to help international students who need to improve their level of spoken and written English before starting an A Level or Business Foundation course. The Pre A level course offers three options depending on age and level of English. For full details of the programme options, please click here. Students are prepared for Cambridge English for Speakers of Other Languages (ESOL) IELTS examinations and IGCSE in English as a Second Language (for non native speakers). Subject to their level of English, International Students are then accepted directly onto A Level and Business Foundation courses.
PSHE Education as a supporting course
PSHE education (Personal, Social, Health and Economic) is a planned, developmental programme of learning designed to help students to develop the knowledge, understanding and skills they need to manage their lives, now and in their future. It deals with real life issues which affect young people, their families and their communities, and engages with the social and economic realities of their lives, experiences and attitudes as well as fostering respect for other people, with particular regard to the protected characteristics under the Equality Act 2010.
At Padworth, the PSHE programme incorporates contributions from the College Nurse, Higher Education Adviser, outside speakers, teaching staff and the students themselves and is delivered during the weekly College assembly and in Tutor group time. Each term, the programme covers a number of topics and places a strong emphasis on traditional British values and an understanding of how society works in the UK.
My first impression of the college was, ‘this is a place where I can excel and reach my full potential’; Both the teaching staff and students made it easy and comfortable to settle in quickly and so I steadily began the journey of what were the two most interesting years of my academic life so far.