Since its founding in 1546 Colyton Grammar School has enjoyed a long and distinguished history. The school has a tradition of high academic expectation nurtured by a culture which values achievement in all activities and supports fully the development of each student.

Headteacher: Mr. B.J.Sindall, M.Ed., F.R.S.A.
Chairman of Governors: Dr. C.J.Bastin
admin@colytongrammar.devon.sch.uk

The Handbook section provides existing and prospective parents with basic information about the school's policies and activities. It cannot answer all questions and the school welcomes informal contact with parents.

In recent years the School's facilities have improved rapidly. In no small part, this is due to the commitment of a very active Governing Body and the hard work of the Parents' Association.

The school seeks to provide an educationally stimulating environment, both through the quality of teaching and through a varied extra-curricular programme. To support these aims the Board of Governors, supported by the Parents' Association, constantly seeks to enhance facilities. A new teaching block opened in September 2001 along with two new netball courts.

Video conferencing facilities are widening the curriculum as well as supporting our Beacon School programme.

The grounds are a feature of the school and a major landscaping scheme in front of the new teaching accommodation has further enhanced the attractiveness of the site

B J Sindall MEd FRSA
Headteacher

(Approved by the Board of Governors, 2007)

1. The school is committed to a broad based curriculum incorporating its responsibility under regulations governing the National Curriculum.  In September 2003, the school was granted Specialist (Science with Mathematics and ICT) Status. 
   
2. During Key Stage 3, all pupils study English (including Drama), Mathematics, French,  History, Geography, Science, Music, Art, ICT, Technology, Religious Education and Physical Education.  Students also have the opportunity to study German and Latin.
   
3. Key Stage 4 (GCSE) core subjects studied by all pupils are:  English Language and Literature, Mathematics, French, Science (all students will take Biology, Chemistry and Physics at GCSE), Religious Education, Personal & Social Education, including Citizenship and Physical Education.  Additionally all pupils must study three other subjects from:  History, Geography, Art, Music, Drama, Business Studies, ICT, German, Latin and Technology.  At Key Stage 4, students can also commence extra-curricular provision in Japanese.
   
4. All pupils are entered for a minimum of 10 GCSE subjects.  The programme of work includes enhancement and extension work for able pupils.
   
5. Information Technology skills are developed and utilised across the curriculum.  At Key Stage 4, all students have access to a Level 2 ICT Key Skills qualification.
   
6. Sixth Formers usually follow a programme of at least four A2 Levels, one of which is General Studies.  Advanced Level courses are offered in: Art, Biology, Business Studies, Chemistry, Critical Thinking, English, French, Further Mathematics, Geography, German, History, Mathematics, Music, Physics, Psychology, Religious Education, Sports Science, Technology and Theatre Studies.
   
7. All students in Year 12 also study an additional subject to gain an AS qualification chosen from the above subjects.  It is possible to continue this to A2-Level.  Students in Year 12 also have the opportunity to take AS Critical Thinking, which is taught within the Core Studies programme.  The Core programme provides an opportunity for Year 11 students to gain a Level 3 Certificate in Personal Achievement.
   
8. All year groups have 24.5 hours teaching time, which meets the requirements laid down by the Secretary of State.

Students complete Key Stage 3 in two years and will have an extra year of Sixth Form study to provide greater depth and balance.  The arrangements provide well for future national changes.

Curriculum Principles

The aim of the curriculum is to provide breadth, balance, coherence, relevance, differentiation and progression.  Each strand can be defined as follows:

Breadth - To provide the opportunity for students to gain knowledge, understanding of concepts, and the development of skills and attitudes, through curriculum provision that embraces experience in the areas of the aesthetic, the creative, the human and social, linguistic and literary, mathematics, moral, physical, scientific and technological and the spiritual.

Balance - Each area will be given appropriate attention, both through timetabled provision and through extra-curricular activities.

Coherence - A curriculum planned as a whole, utilising, for example, opportunities to develop skills in areas such as literacy, decision making and ICT, across the curriculum.

Relevance - A curriculum that builds on prior learning and seeks to promote the skills of independent learning for each student.

Differentiation - Matching the curriculum to each student's ability, to ensure appropriate challenge as the foundation for effective learning.

Progression - Achieved through ensuring that learning is planned in order to focus on previous experience and with a clear focus on future learning needs.  Parents are informed of the progress that each student makes through the school's assessment and report procedures.