Our Curriculum

CURRICULUM

Our Curriculum

Within the academy we strive to create a learning environment, curriculum, experiences and relationships in which all individuals can find expression, be nourished and developed.

The academy commits itself to creating an environment for everyone that is characterised by our core values of Truth, Justice, Forgiveness, Generosity and Respect. These values have been used to determine this policy.

Introduction

Current curriculum reflects and intake of students across the full ability range. Relatively few students have high scores at KS2 and many have basic skills of literacy and numeracy that are significantly below the national average. Generally, reading ages are below their chronological age and average KS2 scores are well below national expectations. The number of students on the special educational needs register is likely to be above average and a significant minority are likely to have emotional and behavioural difficulties. Furthermore, the academy has been the school of choice for the children of migrant workers and asylum seekers, which reside in the area. This has resulted in groups of students joining various year groups with particular needs including English literacy. The curriculum content and organisation will address the needs of the intake in order that the students have the opportunity to enjoy their learning, access the curriculum opportunities and, achieve beyond the expectations that are associated with low levels of prior attainment. This expectation will be, that every student can achieve grades higher than what is expected of them in all the subjects they take.

Curriculum Principles

  • The curriculum will provide planned opportunities for spiritual development;
  • The basic skills of literacy, oracy, numeracy and ICT will be coordinated across all subject areas to ensure that students are able improve their skills beyond National expectations, and to enable them to access the curriculum effectively;
  • Students who have reading ages that are more than 12 months below their chronological age will follow a reading recovery and literacy intervention programme to enable them to be fluent readers;
  • Enterprise, digital media, ICT and computer coding skills will be taught to all students in KS3;
  • Personal and social competencies will be taught through a cross-curricular PSHEE programme and through the Behaviour for Learning policy that will permeate the academy;
  • Lesson planning and schemes of work will follow best practice to ensure that lessons are accessible to all academy students;
  • Students with a special educational need will receive the support that is necessary for them to realise their potential and to enjoy their education;
  • Students will be offered and guided to, relevant pathways for learning throughout their careers, enabling them to make choices about their learning;
  • ICT systems will support the staff in providing up-to-date data, which will enable them to tailor learning programmes to meet students needs. This, together with staff expertise, will promote the academy’s approach to assessment for learning linking targets, mentoring and progress to raise achievement.

 

Balance and Depth of Curriculum

English, Maths, Languages and Humanities are all priority subjects which alongside Science and Sport form the core of the academy curriculum. These subjects will play a major role in raising standards in the academy and promoting lifelong learning in the community and enable all academy students to be successful by:

  • providing a wide range of curricular experiences that will facilitate spiritual development;
  • raising standards of literacy and numeracy by integrating their development into their schemes of work and lesson planning as well as supporting other departments in their planning, learning and teaching;
  • providing leadership for all aspects of the healthy living agenda through their curriculum and coordinating the input of other subject areas both for staff and students;
  • achieving GCSE and non-GCSE results in physical education and science that compare favourably with other specialist schools and academies through outstanding learning and teaching experiences;
  • enabling students to participate in local and national events and competitions;
  • providing a range of extra-curricular and enrichment activities to enable students to broaden their experience and achieve exceptional standards in their chosen activities;
  • raising the expectations of academy colleagues and the local community through students achieving outstanding levels of attainment and exemplary standards of personal development;
  • providing training and development for colleagues on classroom pedagogy, the use of assessment for learning and behaviour management;
  • providing leadership training for colleagues with regard to team leadership and performance management;
  • forming links with the local community that will extend the curriculum and provide continuity and progression for students into college courses and work based learning;
  • training teachers through the various teacher training routes available and linking with other local providers of teacher training to share good practice. The academy will consider applying for training school status as it develops capacity in delivering the programme;
  • providing a programme of continuous professional development for specialist staff to ensure that their knowledge, skills and understanding of their subject and their role in the academy is of the highest standard;
  • planning monitoring and evaluating their contribution to the academy and taking action whenever performance is less than outstanding.