Subject Information

Religious Education

Religious Education fires pupils’ curiosity to ask the ultimate questions regarding the meaning of life: What is our purpose? What is truth? What does it mean to be a Christian; a Muslim; an Atheist? Pupils will have opportunities to develop their intellectual competence in understanding their own faith and that of others. They will develop their conscience spiritually, morally, socially and culturally, so they become men and women for others who are compassionate, empathetic to others and sensitive to the world around us. We want pupils to be religiously literate, to be able to critically analyse sources and to be able to articulate their opinions and justify their points of view.


KS3 Curriculum

KS4 Curriculum

KS5 Curriculum

KS4: Students follow the  Eduqas syllabus (Route B Catholic Christianity and Judaism)

KS5: Students at A Level follow the Edexcel syllabus


'Creativity takes courage.' - Henri Matisse


The aim of the Art department is to develop in our students an adventurous and enquiring mind, where students are encouraged to develop their competence in a range of skills and knowledges which allow them to express (and justify their expression of) ideas, beliefs, passions and conclusions. They develop an understanding of the diverse heritage of art practice from diverse cultures, examining historical and contemporary examples to facilitate the production of personal responses embracing a range of ideas, including the power of art to affect both their conscience, and how they see the world. They experiment with a range of media and materials including printmaking, photography, collage, three-dimensional studies, model making, painting and drawing, and installation in order to help them develop confidence and understanding of their own work and that of others. Self-criticism and peer-engagement are techniques traditionally used to develop self-reflection in the training of artists. We believe this process of critique demands compassion for others as well as building resilience and self-knowledge as pupils learn discipline-specific language in which to discuss approaches to concepts which are often at once highly personal and socially engaged. 


KS3 Curriculum

KS4 Curriculum

KS4: Students in KS4 follow the Edexcel syllabus.

Computer Science

'Whether you want to uncover the secrets of the universe, or you want to pursue a career in the 21st century, basic computer programming is an essential skill to learn.' - Stephen Hawking


The aim of the Computing Department is to equip pupils to use computational thinking and creativity to understand and change the world. The core of computing is computer science, in which the pupils’ competence is developed in the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils’ conscience is developed through becoming digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology, and to exercise their knowledge and understanding with compassion, being aware of the power of social media to influence those around them for better or worse, and to be active, ethical participants in the digital world.


KS3 Curriculum

KS4 Curriculum

KS4: Students in KS4 follow the AQA syllabus for GCSE, or the OCR National Syllabus in ICT (Level 2).

KS5: Students in KS5 follow the AQA syllabus at A Level, or the Cambridge Technical Syllabus in ICT (Level 3).

Design and Technology

Through studying Design and Technology, students are encouraged to develop the skills to meet their needs and the needs of others in an ever changing and unpredictable world.  They will develop their competence in skills relating to innovation, creativity and problem-solving, learning to critically assess, and evaluate the ever-advancing technological world. We want our students to understand the impact of design on the world around them, developing their conscience of ethical and sustainability issues within the design and engineering industry. Students are encouraged to develop their understanding of and compassion towards those who interact with products and services. They will experiment with a range of tools, processes, and materials to develop confidence in their skills and understanding. Students will experience opportunities to work independently and collaboratively to develop their innovative problem solving. .



The department has one workshop, one computer room for CAD work, access to two 3D Printers, a Laser Cutter, and a CNC cutter for CAM machinery. .


KS3 Curriculum

KS4 Curriculum



Drama has the capacity to move people emotionally and challenge stereotypes and preconceptions. Students will be directed and facilitated to explore their own ideas, take risks, and develop a sense of responsibility to themselves and others around them, becoming independent learners and competent, confident performers. Through the Drama curriculum we aim to empower students to understand themselves and to exercise conscience in how they influence their world through exploring theory, theorists, roles, and situations. Drama is important to the growth of self-knowledge and self-worth, to the growth of respect for the self and compassion and empathy towards others.


KS3 Curriculum 

KS4 Curriculum

KS4: Students in Year 10 follow the AQA syllabus at GCSE.

Business and Economics



Our intention in Business Studies is to support students in developing competence.  To understand the nature of the workplace and be prepared for the future careers that await them.  Students will appreciate how businesses impact on our daily lives and develop an appreciation of how they operate. 

We will nurture students of conscience by helping them to understand that businesses are a key part of the world we live in from small local firms to the global corporations. Students will grow to appreciate how businesses work and how they make a difference to our world.  Students will be able to discuss the ethical nature of business and how you can work in businesses yet remain a person of conscience.

Through their studies students will appreciate that the world and the world of business is constantly evolving and that businesses can be compassionate in their operations.  Students will enter the workplace with a sense of compassion for people and the impact of their work and the work of businesses in general. 



Our intention in Economics is to support students in developing competence.  To understand the nature of the economy and be prepared for the real world with an understanding of important concepts such as inflation, unemployment and the nature of demand and supply..  Students will appreciate how the economy impacts on our daily lives and equally how we affect the economy. 

We will nurture students of conscience by helping them to understand the UK and global economy and develop an appreciation of why economic decisions are made and the impact they have on firms, people and the world.  Students will be develop ethical consciences in their discussions in Economics.

Through their studies students will appreciate that the world and the world is constantly evolving and that government can be compassionate in their economic decisions and management.  Students will have a sense of compassion for people and the impact of economies on people and firms.  In particular students will discuss concepts of poverty, unemployment and inequalities and consider solutions to society’s key problems.




KS4 Business Curriculum

KS4: Business students in Years 10 and 11 follow the Edexcel syllabus.

KS5: BTEC Level 3 National Diploma in Business follow the Pearson syllabus.

KS5: Economics A students follow the Edexcel syllabus.



Writing and reading decrease our sense of isolation. They deepen and widen and expand our sense of life: they feed the soul.' - Anne Lamott


Our primary intention in English is to assist students in developing competence: an assured style and sense of purpose in their written work. Students should be able to respond to a variety of writing opportunities in clear and precise prose which exhibits an individual voice and focus. The second goal is to foster men of conscience by exposing students to a body of canonical literature and the various ethical issues explored therein. Through their studies students will experience literature of lasting human value enabling them to conclude that humanity is of inestimable worth, that the world is constantly evolving and that we are called in all instances to be merciful, compassionate and just.



To support the curriculum, we organise trips and enrichment activities. In previous years, KS3 pupils attended Shakespeare workshops and performances, whilst KS5 pupils visited the Richmond Theatre to see ‘Oh, what a lovely war!’.



KS3 Curriculum

KS4 Curriculum

KS4: Students in Years 10 and 11 follow the AQA syllabus for English Language and English Literature

KS5: Students at A Level follow the AQA syllabus (Love through the ages/Text in Shared Context)


Geography enables pupils to develop a sense of deep curiosity about the world’s natural and human environments. Our young people will inherit a world that is rapidly changing and our curriculum will enable pupils to grow in competence and make reasoned judgements about the causes and impacts of change in the natural and human world. We will provide pupils with a broad geographical curriculum which reflects the complexity and diversity of the earth’s systems, both natural and human. Our balanced geographical curriculum will allow pupils to develop a range of skills, knowledge and understanding. The thematic links which run through KS3, for example, will also support the principles or cura personalis and laudato si. Geography supports our pupils in becoming young men of conscience as they learn to critically evaluate the best courses of action available to us to manage our environment in a more sustainable way. Our pupils will develop a deeper knowledge of the United Kingdom and the wider world and a more cosmopolitan and internationalist outlook. They will go out into the world as young men of compassion, who understand key geographical processes and the impact human activity is having on the natural world. They will have the confidence and knowledge to speak out against environmental damage and promote a more sustainable way of life.


The Key Stage 3 Geography curriculum covers a broad range of physical and human geography topics, as set out in the National Curriculum syllabus.  Each thematic unit is independently taught and assessed but there are threshold conceptsbig ideas that help students develop a deeper understanding of geography, that run through the scheme of work.  These are Place, Scale, Environment, Interconnection, Sustainability and Change. Students will explore these threshold concepts through Geographical enquiry with an enquiry question or task in each unit. The aim of these is to develop student’s independence and provide opportunities to practice geographical skills. 


KS3 Curriculum

KS4 Curriculum


KS5: Students at A Level follow the AQA A Level Specification

Year 1 Course outline Water and Carbon Cycles, Glacial systems, landscapes, Changing places, Residential field trip. (Last 2 years to the Lake District). 

Year 2 Course outline: Hazards, Geography fieldwork investigation (NEA) Contemporary Urban Environments Global systems and global governance.


'The more you know about the past, the better you are prepared for the future.' - Theodore Roosevelt


The aim of the History Department is to enable students to construct an understanding of the historical world in which they live and critically engage with it.  We aim to inspire a lifelong love of history and want to develop passionate historians and independent learners who seek further knowledge, value hard work and education and who have the competence in asking questions and understanding the impact and relevance of the past on the world and society today. As Ignatian students we aim to help them to develop their conscience - their moral compass and understanding of their own choices, as well as enhancing their compassion towards others as responsible members of a community and society.


KS3 Curriculum

KS4 Curriculum 

KS5: Students at A Level follow the Edexcel syllabus - We follow Route F- Paper 1, Option 1F: In search of the American Dream: the USA, c1917– 96 Paper 2, Option 2F.2: South Africa, 1948–94: from apartheid state to ‘rainbow nation’ Paper 3, Option 35.2: The British experience of warfare, c1790–1918


Our intention in Law is to support students in developing competence: a confident style and sense of purpose in their written work and speaking skills. Students should be able to respond to a variety of scenarios in clear and precise manner. The second objective is to nurture men of conscience by helping them to understand that Law governs every aspect of our lives from conception to exhumation.

The course encourages students to develop the skills necessary to analyse and solve problems by applying legal rules and to develop the ability to communicate legal arguments and conclusions clearly and succinctly.

Through their studies students will experience content of lasting human value enabling them to conclude that humanity is of invaluable worth, that the world is constantly evolving and that we are called in all instances to be merciful, compassionate and just.'

KS5 AQA Syllabus

In Year 1 students study: English Legal system, Nature of Law, Criminal Law, Tort Law

In Year 2 students study: English Legal System, Nature of Law, Contract Law


Pure mathematics is, in its way, the poetry of logical ideas.' - Albert Einstein


Mathematics is the Science that underpins all that the human race has achieved. Mathematics promotes pupils’ curiosity to following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language and by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, persevering in seeking solutions. Our students grow in their competence when handling Mathematical concepts, developing their fluency, reasoning and ability to solve increasingly sophisticated problems. With a wider understanding of the world, it’s problems, and how solutions to these problems can be reached, our students grow their compassion and empathy alongside one another through collaborative and individual study within lessons. We facilitate students in taking their Maths as far as they are able, be that GCSE, A Level or degree level. They are then encouraged to go off into the world and use their conscience and skills to help others less fortunate than themselves.


Talented mathematicians in years 7-13 are entered for National Maths Challenges that are run by the UK Mathematics Trust. Over 4000 schools participate in these tests. 


KS3 Curriculum

KS4 Foundation Curriculum

KS4 Higher Curriculum


KS4: Students in Years 9, 10 and 11 follow the Edexcel syllabus.

To access a collection of past papers and practice papers please click on the following links:

Higher Tier

Foundation Tier

KS5: A Level Maths and Further Maths students follow the Edexcel syllabus.The Pearson Edexcel A-level in Mathematics consists of three externally-examined papers. Students will complete all assessments in May/June in Year 13. Each paper is a 2-hour written examination and worth 100 marks (or 33.33% of the qualification). Calculators can be used in all of the assessments.

More information can be found here:

Media Studies

Media Studies is compatible with both Arts and Science based subjects. In addition to providing interesting and valid access to degree courses at university, a qualification in Media Studies also offers opportunities to students who are planning a future in broadcasting, publishing and the communication industry.

A-level  Media Studies engages students in the in depth study of media products in relation to the four areas of the theoretical framework:

  • media language
  • media representation
  • media industries
  • media audiences.

Students are required to study media products from all of the following media forms:

  • television
  • film
  • radio
  • newspapers
  • magazines
  • advertising and marketing
  • online, social and participatory media
  • video games
  • music video


No prior knowledge of the subject is required, though the course does build on (but not rely upon) knowledge, skills and understanding acquired at GCSE A* - C should have been achieved. 


You do coursework which involves filming for different media platforms. Which is a great experience. I learnt how to film, edit and market my Music Video. This really developed my knowledge of marketing and I learnt other new skills.

“Media studies allows you to broaden your horizons on different technology and programmes helping you write blogs and expand your media vocabulary. I’ve now decided to take a Media Studies/ Combined Degree  as a result of taking this course.”


KS5: Media Studies students follow the AQA


'One language sets you in a corridor for life. Two languages open every door along the way.' - Frank Smith

The MFL Department aims to instil a love of languages to all students, regardless of their ability. Our aim is to secure a coherent and consistent progression of learning from students’ differing starting points at the beginning of KS3 through to KS4 and KS5. All language students will leave their MFL education with a learning competence in French, Spanish or Mandarin for conversational and informative purposes. In addition to this, we ensure that students are immersed in the culture of the target language countries with the offer of trips and enrichment activities. We firmly believe that learning a modern foreign language is a 21st Century invaluable skill, both for the world of work and for the education of well-rounded and compassionate  individuals. Learning a modern foreign language is a key cornerstone to a globalised world, to tolerance amongst cultures and it is also an essential ingredient to an open, well developed conscience. 



KS3 Curriculum (French)

KS4 Curriculum (French)



KS3 Curriculum (Spanish)

KS4 Curriculum (Spanish)


KS4: Students in Years 10 and 11 follow the Edexcel syllabus for  FrenchSpanish



KS3 Curriculum (Mandarin)



'Where words fail, music speaks' - Hans Christian Anderson


Music is a culturally-situated practice that embodies what it means to be human. Through engaging and inspiring pupils to develop a love of music they will develop their competence musically, becoming people of conscience by increasing their self-confidence, creativity and sense of achievement. As pupils progress, they will develop a critical engagement with music, allowing them to compose and listen with discrimination, showing compassion in giving constructive feedback to and working with their peers. 



KS3 Curriculum

KS4 Curriculum

KS4: Students in Years 10 and 11 follow the Eduqas syllabus.



Instrumental lessons are offered on a large variety of instruments. Many of those learning an instrument also take part in extra-curricular music activities at the school. All instrumental lessons are run by the Enfield Music Service. If you wish to apply for instrumental lessons, please visit the Enfield Music Service website and complete the online application:

Enfield Music Store


Enfield Music Service

Springfield Rd

Arnos Grove


N11 1SP

Telephone: 020 8807 8881



St Ignatius College has a thriving extra-curricular programme which all students are encouraged to get involved in. Ensembles include the College Choir, College Orchestra, Jazz Band, Guitar Ensemble, Drumming and Close Harmony Group. Regular trips both in the UK and Overseas are organised for pupils to gain valuable experience in performing and listening to a broad range of music in different settings.


A timetable of activities for 2023-2024 can be viewed here.

Physical Education

The Physical Education department challenges pupils to acquire a variety of core physical and intellectual skills to promote competence across a broad range of activities. Our aim is to embed an enduring love of physical activity and to provide a foundation for a healthy, productive and fulfilling lifePupils will understand the importance of fair play, sportsmanship, and resilience displaying conscience in their commitment to each other. We are a department who encourage self-reflection and recognise the importance of positive sporting values and engagement with the wider community. Students are enjoined to show compassion, foster positive relationships and promote strong moral values in a contemporary sporting environment.


KS3 Curriculum

KS4 Curriculum (Sports Science)

KS4: Students in Years 10 and 11 follow the AQA syllabus

KS5: Students follow the AQA syllabus at A Level. 


Political power is either seized or freely given, it is either unfettered or checked, it is either accountable or unaccountable, it is either used for good or for ill. Politics is about understanding the nature of political power, and how it can transform lives and societies. Like reading and writing, political knowledge empowers individuals and groups. It allows us to understand the power of those who govern us, to appreciate the power we ourselves have, and to realise the extent to which we can use our power to effect change. All this requires citizens to not only ask questions, but to ask the right questions using their conscience. The Politics Department will support students in academic success, but will also help students to develop a broad and deep schema which allows them to view politics through a wider prism. Students will increase their competence in questioning, their compassion for others who are less powerful than themselves, and their ability to use their power to make the right choices for themselves and for those around them. 


KS5: Students follow the Edexcel syllabus 

Paper 1: UK Politics  

Paper 2: UK Government 

Paper 3: US Politics 


Psychology at St Ignatius College will instil deep knowledge of the research process to develop academic mastery through handling different types of data, conducting research, comparing and contrasting evidence and interpreting findings through the use of divergent psychological lenses. Ensuring students become have competence in analytical thinking, problem solving and critical reasoning. Furthermore, students will develop an awareness of issues surrounding human condition across an array of topics highlighting the diversity of human experience. Our student's conscience is developed through the ethical consideration that underpins all psychological research, approaches and treatments. Through investigations, Psychology will raise awareness of the moral scope that research findings have on our world. All students will be guided into becoming men and women for others by instilling compassion towards those whose behaviour and experience may deviate from the social norm, offering their service to the wider world. 


You will learn about conformity, social norms, how the mind remembers and forgets and how children form attachments. You will develop your analytical thinking, problem solving and critical reasoning skills. You will learn how to plan and conduct scientific investigations and how to analyse and interpret data.

The topics studied in year 1 and at the start of year 2 are: Social influence, Memory, Attachment, Approaches in psychology, Biopsychology, Psychopathology, Research methods


In year 2 you will build on the topics studied in year 1 and study the following additional topics:

Issues and debates in Psychology: learn about the fascinating tendencies of human behaviour, with options looking into gender differences and the criminal mind.  

Relationships, Gender or Cognition and development (Option 1)

Schizophrenia, Eating behaviour or Stress (Option 2)

Aggression, Forensic psychology or Addiction (Option 3)


KS5 AQA Syllabus



'The science of today is the technology of tomorrow.'- Edward Teller


Science at St Ignatius college intends to provide students with the tools to appreciate and understand the wonder and awe of all creation.  We do this by creating a firm foundation based on the ten big ideas of our universe.  Each year we will build and expand upon these ideas allowing them to grow in competence.  We focus on ensuring all students have the experience of utilising the scientific method continuously.  With this they will leave us able to analyse their world, build upon existing ideas and in turn form new ideas regarding its working.  They will develop their conscience in their consideration of how scientific knowledge is underpinned by an ethical dimension, and will show compassion to others when considering how we should utilise their scientific knowledge to further our role as stewards of our planet.


KS3 Curriculum



KS4 Core Science Curriculum

KS4 Triple Science Curriculum: Biology  Chemistry  Physics


Specification links:

AQA Combined Science Trilogy

AQA Biology    AQA Chemistry    AQA Physics



KS5 Curriculum:  

Biology        AQA Biology

Chemistry   AQA Chemistry

Physics       AQA Physics



Sociology is the scientific study of human life, social groups, whole societies and the human world as such. Its subject-matter is our own behaviour as social beings, which makes it a dazzling and compelling enterprise. Students will develop competence in a number of skills, including the use of evidence to support arguments, how to investigate facts, and critical thinking. Sociology teaches that behaviours that are regarded as natural, inevitable, good or true may not always be so, and that the structures in society that are taken for granted are in fact strongly influenced by past and present social processes. As they learn to critically evaluate these structures, they will do so in a spirit of conscience. Sociology will develop students’ compassion, as they learn to take a much broader view of their own lives in order to explain why people act as they do. Ever wondered how we developed into the society we are today?


How the way you see yourself determines the way people identify you? Whether men or women are more likely to commit a crime?

A-level Sociology will help you to make sense of the society we live in and understand the cultural and identity issues which affect us all.
You will learn a number of skills including the use of evidence to support your arguments, how to investigate facts, and critical thinking. It is relevant to the society you live in so you are bound to enjoy learning about topics that are relevant to everyday life; plus it opens the door to a fantastic range of interesting careers
Sociology is the scientific study of human life, social groups, whole societies and the human world as such. Its subject-matter is our own behaviour as social beings, which makes it a dazzling and compelling enterprise.

Sociology teaches us to take a much broader view of our own lives in order to explain why we act as we do. It teaches us that what we regard as natural, inevitable, good or true may not be so, and that things we take for granted are strongly influenced by the past and social processes.

To be a good sociologist you need to acquire more than just knowledge. You need to develop your ‘sociological imagination’ which means thinking of yourself away from the familiar routines of our daily lives in order to look at them from a new and often different perspective. Learning to become a sociologist will never be dull or tedious. Sociology has major practical implications for people’s lives; this alone will provide you with self-enlightment.


KS4 Curriculum

KS4: Students follow the AQA syllabus
KS5: Students follow the AQA syllabus