The term ‘curriculum’ includes all activities undertaken by students and their teachers, both on and off the normal timetable. Our curriculum grows from the Mission Statement of the College and the Governor’s curriculum policy.

We aim to provide
  • A curriculum which is broad, balanced and relevant for each individual student,
  • Courses which students will enjoy and in which they will be successful.

The College is a Christian Community and it is our aim that Catholic principles and values should be present in the teaching of all subjects throughout the curriculum. In addition all students at the College follow an appropriate course in Religious Education.

The curriculum of a school is dynamic – it must never become static. Therefore it is continually reviewed and developed in the light of changes at national level and according to the needs of the individual students.


The English Baccalaureate (EBacc) was introduced in January 2011. It joins other government measures of GCSE success such as the percentage of students achieving 9-5 grades in any five GCSEs and the percentage achieving five GCSE grades  9-5 including English and Mathematics.  St Edmund’s College does very well on both of these more traditional measures with the vast majority of students achieving success.

The English Baccalaureate is achieved by gaining a  9-5 grade in English, Mathematics, Science, a language and a humanity (only History or Geography). There is no way of foreseeing how important achieving this qualification will be as it is a political construct designed to manipulate the curriculum but it is possible that it will become a requirement in some way in the future. Computer Science was added to the GCSE curriculum at St Edmund’s in September 2014, and is now an EBacc Science subject. Naturally, Independent schools do very well with this measure and their more academic curriculum means that the gap between state schools and independent schools has grown in this latest measure. The government’s failure to include Religious Education as a humanities subject is incomprehensible and representations continue to be made by the Catholic Education Service as well as all the various school associations such as HMC of which we are a member.

We have never insisted on all our students doing History and Geography because we knew that Religious Education was a balance to the curriculum. However, as a result of the non-inclusion of Religious Education if students wish to achieve the English Baccalaureate qualification then they will need to select either History or Geography as one of their options.