The ‘why’ of our curriculum
The overarching purpose of our academy is the exploration of life. This purpose is enacted in line with our guiding values: Integritas (owning our mistakes and doing what is right even when it is difficult); Ambition (for ourselves and for others); Resilience (persevering when it may be challenging), and Duty (elevating our goals towards those which serve a greater purpose). Our knowledge rich curriculum prepares students to leave school as successful members of society able to understand and embody these values. Our curriculum is inclusive by design; careful sequencing of knowledge and concepts support all students to master Academic disciplines, securing the foundations upon which future learning is built.
The ‘what’ of our curriculum
COLA-S has a broad and balanced curriculum. Knowledge is carefully selected and curated and our Knowledge Organisers capture the core and essential knowledge that students need to master to engage meaningfully in this exploration of life. Except for only a handful of students, all students will leave COLA-S with at least 9 GCSE-level qualifications. The enrichment curriculum places a premium on student advocacy and oracy, alongside an investment in the performing arts, careers, sports and student leadership.
The ‘how’ of our curriculum
According to Willingham “Memory is the residue of thought”. At COLA-S our domain specific curriculums are designed to get students to think deeply about the subject and, over time, engage with progressively more complex material. Our curriculums are designed as spirals such that they revisit past areas of knowledge and each time increase in complexity. The sequencing of our curriculums is carefully planned to ensure that students grasp foundational knowledge before moving on to more complex or synoptic areas of learning.
The Journey of our curriculum
All students in Key Stage 3 follow a broad curriculum. In Year 9 students will study one humanities/ social sciences subject for an early entry GCSE; students also have the option of Latin as an early entry subject. From Year 10, students will study the Core subjects of English Maths and Science and will then select four additional subjects, with most students selecting a language and a Humanities Subject. At Key Stage 5 students either select the A Level pathway or the BTEC vocational pathway, studying a BTEC in either Sport or Health and Social Care.
To see what curriculum we are following in every subject, please take a look at our curriculum maps in more detail here.
If you would like any further information about our curriculum, please contact City of London Academy (Southwark) on 0207 394 5100 or email info@cityacademy.co.uk
Key Stage 3 – Year 7 – 9
| Subject | Allocated Periods per week |
| English | 5 |
| Maths | 5 |
| Science | 5 |
| History | 2 |
| Geography | 1/2 |
| MFL (French/Spanish) | 2 |
| SEB (Society, Ethics and Beliefs) | 1/2 |
| PE | 2 |
| Food/Drama/Textiles Carousel | 2 |
| Computer Science | 1 |
| Music | 1/2 |
| Art | 1/2 |
| Option A (year 9) | 3 |
Key Stage 4 – Year 10 & 11
| Subject | Allocated Periods per week |
| English | 6 |
| Maths | 5/6 |
| Science | 6 |
| MFL | 3/4 |
| Sport | 2 |
| Humanities | 3/4 |
| Option A | 3/4 |
| Option B | 3/4 |
Key Stage 5 – Year 12 & 13
| Subject | Allocated Periods per week |
| Option A | 6 |
| Option B | 6 |
| Option C | 6 |
| Option D | 6 |
RSHE Offer
The academy follows the new RSHE statutory guidance updated in July 2025. This is facilitated through character education sessions run during pastoral assemblies and event assemblies. The programme is age appropriate and adapted to meet the needs of the CoLA students.
Withdrawal from RE
Religious Education is provided for all student from Y7-13, and is inclusive, respectful and broad-minded. Parents/Carers do have the right to withdraw students from Religious Education: if you wish to do this please make an appointment with the Principal or Mr Baxter. The Academy does not support selective withdrawal from Religious Education.