KS3 Curriculum

KS3 Curriculum (Year 7 & Year 8)

During KS3, students will be provided with a balanced curriculum that aims to best meet their individual needs. Students’ needs will be assessed and they will be provided with additional Maths, English and Science lessons where necessary to enable them to make the best possible progress.

The academy KS3 curriculum is designed to ensure that students maintain their progress through transition, to build their confidence through personal and spiritual development and to equip students with the skills to make them successful lifelong learners.

Continuity and progression during transition will be achieved through the strategies that are described in the section ‘Working with others and the wider community’. As a result of these strategies the students will join Year 7 knowing the academy staff, they will be familiar with the academy site and confident that their parents understand the ambition that the academy has for their progress and development. The relationships between the Primary staff and the academy staff will mean that student prior attainment, including strengths and weaknesses, will be understood and can be built into personal learning and lesson plans. The transition units will give academy staff first-hand experience of the standards students are achieving and, give them confidence in setting ambitious targets for progress.

Students are allocated a pathway. The decision over which pathway is most appropriate for each student is based on a student’s combined academic ability in English, Maths and Science. This combined academic ability is determined by students performance in lessons and in the standardised, externally marked, Progress Tests for English, Maths and Science, that the students are entered for in September and May (Year 7) and February (Year 8).

Students are placed in sets. Setting is separate for English and Maths; other subjects are set together in blocks, e.g. Humanities and RE; Science and Computer Science. Technology subjects work on a rotation basis so that students experience each subject during the year.

Students who enter the academy with low levels of numeracy and or literacy are given extra lessons of intervention in these areas as part of the 26 hours of curriculum time. This involves them having a reduced number of hours of languages and humanities.