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Prospectus 2012-2013


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Public Examination Results - 2011 (provisional) Key Stage 4 - GCSE Results 

5 or more A* - C Grades (inc. English and Maths)

50%

5 or more A* - C Grades

66%

Contents Prospectus | 2012-2013

Key Stage 5 - A Level Results A*/B Grades

36.1%

Welcome from the Chief Executive Principal and Academy Principal

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A* - C Grades

58.3%

Yate International Academy New Build

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Overall Points Score per student

647

Curriculum and Achievement

7

Participation and Partnership

9

Average Points Score per entry

203

Consultation and Community

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“The Academy is developing well and has a strong capacity to continue its improvement.”

Prospectus | Years 7-11 Aims 12 Expectations

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Curriculum Statement

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Academy Specialisms

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International Learning - the global dimension

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Organisation of Teaching Groups

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“Good work is being done to develop the quality of teaching.”

Year 7 Curriculum

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Global Citizenship

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Ofsted, July 2011

Support and Guidance

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Mentor Groups

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Hearing Impaired

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Special Educational Needs

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Ofsted, July 2011

Guilds 27

Careers Education Information, Advice and Guidance 31

“Students at the Yate International Academy will benefit from a unique educational experience with a clear focus of raising and sustaining standards. Students will leave the Academy qualified and well prepared to compete at the highest level.” Dr R S Gibson | Chief Executive Principal

Engaging Parents in Raising Achievement

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Dear Parents/Carers and Students Welcome to The Ridings’ Federation Yate International Academy. Choosing the next step in your child’s education is such an important decision, one that cannot be left to chance. It is important that you are able to gather as much information as possible in order to make the ‘Right choice’. I firmly believe that in choosing Yate International Academy you will be making the right choice, with the knowledge that we will ensure your child benefits from the very best quality learning experiences and opportunities that are available at our Academy. We are now in our third year as an Academy as part of The Ridings’ Federation of Academies. Alongside Winterbourne International Academy, our vision derives from wanting the very best for all the young people we serve, and we very much hope that you would want to become a key partner in that process. As our vision statement, “Achieving Success through Motivation, Knowledge and Skills” states, our focus is entirely on the development of the whole child. At Yate International Academy we believe that young people have a right to a safe, happy, varied and challenging learning experience. Within this context, integrity, responsibility and respect are some of the personal qualities which we value from all members of our Academy community. Also, our aspirations for all our students are of the highest order.

We aim to ensure that all students are given the opportunity to develop their individual talents and aptitudes, both within and beyond the classroom. The learning experience at Yate International Academy is not just about success in the classroom. The Academy is a vibrant community that equips students with the best possible preparation for their future lives. Much has improved in the Academy in recent years, especially standards of achievement. The challenge for all of us is to ensure that these improvements are built upon, and ensure that we truly transform the educational provision for our young people in the years ahead. This is an exciting time to be joining Yate International Academy, dedicated to investing in your child’s future. The most exciting development for September 2012 will be the opening of our new Academy building. The facilities this will provide will be state-of-the-art, befitting a 21st Century learning environment, and one where young people are enabled to flourish and grow academically and socially. We thank you for sharing an interest in our Academy and we look forward to welcoming you and your child into our community.

“The Chief Executive Principal and Academy Principal work closely together, and the Federation is playing a valuable role in the Academy’s improvement.” Ofsted, July 2011

Yours sincerely

Yours sincerely

Dr R S Gibson Chief Executive Principal

Mr R J Gilbert Academy Principal


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Yate International Academy New Build – September 2012 The redevelopment of Yate International Academy will not only raise the aspirations of its students and teachers – it will help engage the entire Yate community.

The three-storey building will feature zones for different subjects and a vocational centre with fully equipped hair and beauty salons, motor vehicle workshop and technology rooms.

The new Academy build has been designed with a view to create a sustainable and close-knit environment, through the use of start-of-the-art facilities and a generous open-plan layout.

Academy plans include a construction barn for outside use, a much improved dining area and a STEM (Science, Technology, Engineering and Maths) theatre seating 60 pupils for large classes and seminars. On the first floor will be a larger 240-seater auditorium and assembly hall. The first floor will also play host to a contemporary fitness suite and activity/dance studio

The Academy will revolve around its central “hub” – a spacious circular area featuring a large reception, learning resource centre and ICT rooms fitted with hi-tech plasma screens.

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The 18-month development is currently in full-flow and on schedule. Whilst these are undoubtedly exciting times for the Academy, the safety and well-being of our students remain our priority and primary focus throughout. Pupils joining Yate International Academy in September 2012 will be among the fortunate cohort to be the first to use the Academy’s brand new facilities. As an Academy, we are not only confident that these facilities will provide a safe and enjoyable environment for your child; but also an environment where learning is key. For further details and a digital fly-through of the Academy development, please take the time to view The Ridings’ Federation of Academies DVD (attached to prospectus folder).


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Curriculum and Achievement Yate International Academy has a number of excellent facilities, providing students of all abilities with a substantial range of educational opportunities. Our Science, Health and Sports Specialisms complements a broad and balanced programme for all students. Personalised Learning also plays a very important role in encouraging all our students to become accomplished independent learners. The positive achievements of all our students are enhanced by our Rewards System based on Guild points awarded for recognition of a number of achievements including outstanding work, participation, progress and effort. Individual and group success is celebrated in a number of ways including commendation, Academy Principal Certificates, letters home and the awarding of vouchers to students in all Year groups.

“The quality of teaching is rising.� Ofsted, July 2011


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Participation and Partnership Yate International Academy offers all students the opportunity to participate in the life of the Academy. The Academy is committed to excellence in sport, encompassing all traditional team and individual activities. The life and work of the Academy is also wonderfully supported by our parents/carers through ‘EPRA’ (Engaging Parents and Raising Achievement). Their work enhances the quality of educational opportunity for all our students.

“We had our fingers crossed that we would do well at the World Acrobatic Gymnastics Championships because we had trained hard and gone to Poland in a confident mood; however, to win Gold was something special. We are the only club in Great Britain to have won the ‘Worlds’ three times in a row.” Nikki Thorne Acro-Gymnastics Coach

Jake Underdown (current Y8 – Griffin) with his World Championship Gold Medal he won at the 2010 World Acro-Gymnastics championships in the 11-16 years Pairs Competition.


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Consultation and Community At Yate International Academy we believe that a partnership between home and Academy, in which all work together, is in the best interests of all our students. Early communication and involvement of parents/carers are viewed as essential features of a successful partnership. All our students join a mixed ability mentor group upon entry to the Academy, based on primary school recommendations and parental requests. There is a fixed mentor team for Year 7. At the end of Year 7 students will become part of the vertical mentoring system, with a new mentor in Years 8 and 9, and Years 10 and 11.

“One of my favourite things is when I get to help pupils at junior schools with their PE.� Sam Cope, 9RHE


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Aims Staff, Trustees, Local Governing Body Members and Parents/Carers in partnership will seek: to enable all students to realise their individual talents to the full by: • encouraging curiosity, the desire to learn and the development of skills for independent study; • developing the qualities of self-reliance and initiative; • improving language, numeracy, life and social skills, including the ability to communicate effectively and confidently; • promoting clear thinking, problem-solving and making rational decisions and judgements; • creating opportunities for high achievement in all areas of the curriculum; • raising expectations and self esteem.

to prepare all students for the changing demands of future adult life by: • e  ncouraging an awareness of both the problems that face the world today, and the responsibilities associated with being a member of that society; • contributing to spiritual development by a heightened awareness of others; • developing reliability, trustworthiness, unselfishness and a willingness to co-operate with others; • recognising the importance of international citizenship; • increasing aesthetic appreciation by respect and responsible action in relation to the environment in which we live; • promoting a responsible attitude towards a healthy lifestyle.

to encourage a view of education as an enjoyable, lifelong process by: • developing the ability to use leisure time in a valuable and enjoyable way; • recognising the importance of education and training beyond the age of compulsory education; • promoting an insight into industry and commerce, an understanding of the structure of society and the environment.

“Classrooms are purposeful and orderly.” Ofsted, July 2011


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“The Academy Principal is providing clear and effective leadership and a strong drive for improvement.” Ofsted, July 2011

Expectations Parents/carers are expected to accept responsibility: • to ensure that their children attend punctually and regularly, in conformity with the rules on appearance/Academy uniform, and prepared for work; • to show, by example, their support of the Academy and its staff; • to take an active interest in the progress of their children; • to uphold the authority of the Academy, thus enabling their children to achieve maturity and self discipline; • to control their children’s use of leisure time.

The Academy staff accepts responsibility: • to care for each individual student; • to foster every student’s potential and talents; • to help each student prepare for adult life; • to promote regular communication between home and Academy; • to teach effectively and to establish high standards in behaviour and work.

Students, too, are required to accept responsibility: • to aim for the highest standards in every aspect of Academy life; • to attend the Academy punctually and regularly and to participate in its varied activities; • to care for the books, buildings, equipment, furniture, grounds and surrounds of the Academy; • to co-operate with staff and to accept the authority and rules of the Academy; • to share in the projection of a good Academy image, including dress and appearance.

Summary Our expectations are threefold: • to enable students to realise their individual talents to the full, providing, within the framework of the National Curriculum, broad, balanced, differentiated and relevant teaching, which includes academic, aesthetic, athletic, practical, personal as well as moral and spiritual development; • to encourage all students to develop a view of education as an enjoyable, lifelong process which will be enhanced by their ability to form and maintain well balanced relationships with others, and by their contribution to the life of the community; • to prepare all students for the rapidly changing demands of future adult life, both in work and in leisure, by fostering a flexible attitude and a positive approach, so as to obtain the greatest benefit from every situation.


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Curriculum Statement Present Position We believe that all students of 11-16 are entitled to a broad, balanced, relevant and differentiated curriculum which leads to a range of creditable accredited qualifications. The Academy operates a ten-day timetable of 50 lessons per cycle. The curriculum is constantly under review and may be subject to some change prior to September 2012.

Year 7 English7

Maths6

Science7

PE4

**ICT6

**Design Technology6

*Art6

*Drama6

*Music6

Dance6

#PSHEE & C2

***Humanities7

MFL5

English7

Maths6

Science7

PE4

**ICT2

#PSHEE & C2

History3

Geography3

REP2

MFL4

Dance6

**Design Technology6

*Music6

*Art6

*Drama6

Year 8 and 9

*Art, Music, Dance and Drama are taught in blocks of 3 lessons per week in Years 7 - 9 on a carousel basis. ** Design Technology and ICT are taught in blocks of 3 lessons per week in Years 7 - 9 on a carousel basis. *** Humanities including Religious Education and Philosophy (REP), Geography and History #PSHEE & C = Personal, Social, Health and Economic Education and Citizenship (taught by a specialist team) MFL = Modern Foreign Languages include both French and Spanish

How We Group From Year 8 some subjects are set (grouped by ability). Mathematics is set from the first Term of Year 7. By Year 9, all of the core subjects are taught in sets. Students are grouped in sets in order to: • ensure that students of all levels of ability are motivated and enthusiastic about their studies; • provide work which is appropriate and challenging for each student’s ability; • allow for movement between groups; • target support where it is most needed.


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“We’re the only Academy around here so we are special!” Georgia Dewar, 9MG

Year 10 and 11 Students in Year 10 study the following curriculum with a core and 3 option subject choices. English8

Maths7

Science10

Core PE5

#PSHEE & C2

Religious Studies3

Option Subjects5

Option Subjects5

Option Subjects5

All curriculum areas expand in the Federation Sixth Form to give a greater range of subject choices at Level 2 and 3 (see Sixth Form Prospectus). #PSHEE & C = Personal, Social, Health and Economic Education and Citizenship (taught by a specialist team)

Religious Education Religious Education at Yate International Academy is taught in accordance with The Locally Agreed Syllabus and, as required by law, reflects the fact that the religious traditions in Great Britain are in the main Christian whilst taking account of the other principal religions (Education Reform Act 1988). We do not seek to impose on students any particular religion but rather encourage them to learn about religious and moral issues in order to broaden their own perspectives and to appreciate and respect the lifestyles of others. Religious Education is taken by all students through Key Stage 3 and 4 – In Year 9 all students begin GCSE Religious Education, which they are examined on in Year 10. On successful achievement of ‘Short Course’ RE they then sit full course GCSE in Year 11. Throughout the Academy there are links with other subjects and with the Personal and Social Education and Citizenship programmes. Parents/carers have the legal right to withdraw their child from Religious Education and should contact the Academy if they wish to do so. However, we would certainly regret such action since the subject is such an important one for the students in preparing them for the multi-cultural community in which we live.

Faculties: English and Communications:

Includes: English and Modern Foreign Languages

Mathematics:

Includes Mathematics

Science:

Includes: Biology, Chemistry, Physics, Core Science, Additional, BTEC Science and BTEC Forensic Science

Physical Education:

Includes: Core PE (non exam), GCSE PE and BTEC Sport

Technology and The Arts:

Includes: Electronics, Graphics, Food, Resistant Materials, Textiles, Art, Drama and Music

Business, Vocational and ICT:

Includes: Business BTEC, Business Studies GCSE, ICT, Beauty Therapy, Construction, Engineering, Hair, Motor Vehicle Engineering

Humanities:

Includes: Religious Education, Philosophy and Ethics (Full Course GCSE), Geography and History

Other Learning Areas: Personal, Social, Health and Economic Includes: Relationship, Sex and Drugs Education, Personal Development, Identity, Education and Citizenship: Diversity and Culture, Globalism and Careers Education


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Academy Specialisms At Yate International Academy the specialisms of Science and Health & Sport are fundamental to supporting raising standards.

Through the Science Specialism we aim to:

Through Sport we aim to:

• D  evelop successful learners, e.g. Science supports literacy skills through discussion and the use of scientific vocabulary and terminology; numeracy through obtaining, recording and analysing data; ICT skills through data logging, research and communication.

• D  evelop a sporting programme (curricular and extra curricular) that provides opportunities to:

• C  ontinue to ensure that all students reach at least their full potential, thus increasing their self-confidence as learners and develop this aspect further by motivating students to apply the skills developed in Science to other curriculum areas. • S  trengthen cross-curricular links and provide opportunities to increase student awareness of not only local and national culture but also cultural diversity. • Inspire students to question the world around them, in turn increasing their engagement and leading to the study of Science at Post-16. • R  elate Science to everyday activities students participate in and encourage students to consider the positive and negative effects of inventions and discoveries on society. • E  xtend student learning into the community e.g. by working with younger children in primary schools. This will increase the self-esteem of Yate International Academy students and allow them to further develop leadership and teamworking skills. • M  ake links with employers and Institutes of Higher Education to raise the aspirations of our students and increase their awareness of the wide range of Science-related jobs available to them. • Increase student awareness of STEM (Science Technology Engineering Maths) and the significance of this to employers today. • Develop student awareness of the international basis of Science.

-- raise attainment and achievement; -- increase attendance and improve behaviour; -- engage students in regular physical activity; -- impact on students’ self esteem and attitudes across other subjects. • Promote and celebrate a culture of positive young people leading by example. • D  evelop independence and leadership skills through effective learning and teaching strategies and provide students with opportunities to use their skills in different contexts. • W  ork with Yate International Academy Sports Partnership to extend leadership activities outside of the Academy through an in-house apprentice scheme. • Develop teenage leaders as role models for ALL children. • D  evelop positive relationships of students through vertical mentor grouping using Guild activities/competitions/ enrichment activity and impact days. • D  evelop the provision for Gifted and Talented students which provides a challenging education programme. • C  ommit to working with the local community to forge and sustain links that raise achievement and aspirations and to respond to particular needs. • L  ead activities across the Academy that promote themes, such as communication and independent learning. • L  ink to institutes of Higher Education to increase the number of students in the area going on to university courses. • D  evelop international links to challenge students into experiencing new ideas, activities and aspirations.

“My favourite subject is Science – I love doing experiments and learning about the universe.” Hannah Bradley, 9KK


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International Learning - The Global Dimension There are 3 main strands to International Learning Knowledge and understanding relating to the world around us: • Explore and make sense of the big global issues; • Develop self awareness and a positive attitude to difference; • Think critically about controversial issues.

Developing skills of enquiry and communication: • Argue a case on behalf of themselves and others; • Research issues and events and consider them from a range of perspectives; • Communicate with people from a range of countries and cultures.

Developing skills of participation and responsible action and creativity: • Reflect on the consequences of their own actions now and in the future; • Learn to take responsible action; • Participate in society as active and responsible global citizens.

Within the context of International education, across a variety of curriculum areas, we are developing an extensive programme for all Years. The Global Dimension addresses social, political, environmental and economic issues that are of concern to young people. Considering how they can affect these issues helps learners understand that both action and inaction have consequences. This can help develop positive attitudes to the wider world and its challenges, and equips young people to make informed judgements and act with integrity. A 21st century curriculum needs to prepare learners to live and work in this fast moving, interdependent, global society. It should enable all young people to become successful learners, confident individuals and responsible citizens, and should contribute to the achievement of the five outcomes for children identified in Every Child Matters. To achieve these outcomes, all curriculum subjects have a significant part to play in providing rich opportunities for global learning. At Yate International Academy, a cross-curricular approach has been adopted in order to develop sustainable, interlinked and meaningful international learning opportunities for our students. At a curriculum level, students’ global learning will be enriched through international impact days and projects. At Yate International Academy, we have formed a growing number of partnerships with international schools and agencies to enhance the global experience of our learners. Making links with schools in North America, Africa, Asia and the EU, as well as working closely in conjunction with the British Council, provides exciting and first-hand learning opportunities for all our students across the Key Stages. Through the pastoral programme, each Guild Group will have specific links to an international charity organisation. There is also a dynamic opportunity for successful fundraisers to have the opportunity to visit countries, such as Kenya, through our work with the Creditation Foundation.

“The Academy provides an extensive range of international events and has links with a very wide range of countries.” Ofsted, July 2011


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Organisation of Teaching Groups

Year 7 Curriculum

Mixed-ability groups, banding and setting are used to teach the curriculum. ‘Setting’ is a precise method of grouping students in individual classes strictly according to ability within each subject area. This organisation varies according to Years and subject areas. Group sizes vary.

Year 7 students at Yate International Academy will experience an exciting and dynamic cross-curricular skills-based curriculum. Students will learn to recognise, develop and apply the following 5 competency areas:-

• In Year 7, students are often taught in mixed ability groups, with support groups for literacy and numeracy. Mathematics will be set according to prior attainment and Cognitive Ability Test results (sat in early September).

• Teamwork

• In Year 8, students are set for Mathematics, Science and French. For other subjects students are taught in mixed ability groups.

• Personal effectiveness

• In Year 9, students continue on the same basis as Year 8, with English also being grouped by ability. • In Years 10 and 11, students are taught in mixed-ability groups in their option subjects. The core subjects are set in Year 10. Science will be set according to whether students take ‘triple’ or ‘double’ award GCSE – or Level 1 or 2 BTEC. • L  earning Support groups operate in Years 7 to 9 in literacy and numeracy and are designed to meet the particular special educational needs of a smaller number of students. Students in these groups have full access to the National Curriculum. In Years 10 and 11, students with special educational needs are integrated as much as possible within the setting arrangements.

“We learn things in fun and interesting ways, which helps me to remember!” Laura Johnson, 8DW

• Communication • Using Data • Evaluation The model has been designed and developed in consultation with teachers, employers, students and parents/carers so that every student at Yate International Academy is competent in skills which are not only essential for exam success, but which are highly sought after by employers. Students in Year 7 are likely to encounter skills from several competencies in one learning experience; however, to ensure understanding and student capability, one competency will be lead and taught in-depth per term. As shown below, these 5 competency areas are sub-divided into key skills which are then delivered by Faculties. The main reason behind the cross-curricular mode of delivery is the desire to maximise transfer of learning and to help students develop and use their thinking skills in all subjects. Through this model, students will experience a personalised curriculum that promotes independence, flexibility and creativity. Competency

Key Skills involved

Department delivering

Communication

1.1 Planning

Textiles, Art, Science

1.2 Point, Evidence, Explain (PEE)

English, Humanities

1.3 Presenting

Mathematics, French, PE, Music, Citizenship, ICT


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Global Citizenship At Yate International Academy we deliver Global Citizenship and a Personal Development curriculum through a dedicated team. There are three main strands to Global Citizenship education: • Knowledge and understanding about becoming informed citizens;

Reception, students conduct ‘guided tours’ for prospective students and their parents/carers, they participate in fundraising and charity events. The lists of opportunities are endless and promote a responsibility to become active citizens in the future.

• Developing skills of enquiry and communication; • Developing skills of participation and responsible action.

Modular Delivery: Year 7 to Year 11:

These components are embedded into a series of modules delivered by specialists within the team.

Personal Development; Relationships, Sex and Drug Education; Democracy; Careers; Globalism; Identity, Diversity and Culture. This programme is delivered by a team of teaching specialists who have benefitted from professional development in areas of their own interest.

Active Citizenship: will also be promoted within the Guilds system. Every student and member of Academy staff will belong to a Guild and will participate in three projects that will have an effect on the local community; link to a national project or initiative and a third will have a global perspective, linking Yate International Academy with schools around the world. Enrichment: there are wide-ranging opportunities for students to host outside speakers, involve themselves in Impact Days and field trips. Students have the opportunity to watch themed performances by theatre groups and we have welcomed features such as Last Orders and The Price. We are the Fair Trade flagship Academy for Yate. Citizenship is also an integral part of the wider educational experience and includes vocational projects through the Prince’s Trust Group, Work Experience, Junior Sports Leaders Award in local primary schools, and involvement in EPRA events (see page 33). Yate International Academy students get numerous opportunities to make positive contributions in our own community: acting as Guides on Open Evening, Year 8 undertake duties on Academy Year 7

Secondary SEAL underpins these units and highlights the social and emotional skills that charge effective learning, positive behaviour, good attendance and which promote the emotional health and well-being of all who learn and work in the Academy. Citizenship Education is based on active learning and engagement with issues which affect students’ lives. It provides important opportunities for students to develop an understanding of their world and gain confidence in skills such as learning to think and discuss. It endorses an appreciation of and respect for their own and other cultures, raising awareness of their role in global citizenship. Students at Yate International Academy are assessed five times a year in Citizenship. Assessments take a variety of forms including, debates, elections, project work, tests and display work. The assessments are designed to encompass students’ multiple intelligences, skills base as well as testing their knowledge and understanding.

Module

Major Elements of the Programme

1

Personal Development

‘Grange Enders’- S.E.A.L, Road Safety

2

Relationships, Sex and Drug Education

Hygiene; Smoking; Puberty; Relationships with Families/Peers.

3

Democracy

A Good Community; Components of a Town; Local Government; Schools in the Community; Planning Application Project.

4

Careers

Job Explorer; Qualifications; Your Career Starts Here.

5

Globalism

Litter and Recycling Project; Fair Trade; British Food

6

Identity, Diversity and Culture

Citizenship; Being British; Ethnicity; Differences; Discrimination.


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Year 8

Module

Major Elements of the Programme

1

Personal Development

Healthy Lifestyles; Teen Mags.; Body Image; Personal Finance; Budgets.

2

Relationships, Sex and Drug Education

Drugs and Police Visit; Drugs and Your Body; Alcohol; Relationships with Families/Peers; Contraception / STIs; Pregnancy and Nurse’s visit.

3

Democracy

Influences of the Media; Advertising; Free Speech; Personal Values.

4

Careers

Which Job? Which Family?; Employment; KUDOS; When I Leave School.

5

Globalism

Trading and Consumerism; Fair Trade; Food Miles.

6

Identity, Diversity and Culture

Countries and Cultures; Rights and Responsibilities; Human Rights.

Module

Major Elements of the Programme

1

Personal Development

Life Choices / Options; Role of Women; Personal Safety; E-safety; Fashion and Global Economy; Manufacturing; Financial Planning.

2

Relationships, Sex and Drug Education

Relationships with Families/Peers; Illegal Drugs; Contraception; STIs; HIV

3

Democracy

Different Governments; Parliament; Parliamentary Parties; Socio-Economic Groups; Parliamentary Campaign with Students.

4

Careers

Decision Making; Work Matters; Which Way Now?

5

Globalism

Global Warming; Carbon Footprints; Design your own environmental T-shirt

6

Identity, Diversity and Culture

Stereotypes eg.‘Hoodie’; Asylum Seekers; Discrimination; Royal Family; ‘Kite Runner’ Project

Year 9

Year 10 Module

Major Elements of the Programme

1

Personal Development

Financial Planning; a Consumer; Credit Companies; Rights/Responsibilities of Parents; Eating Disorders; Moral Dilemmas; Internet Bullying; Alcohol Awareness; Road Safety

2

Relationships, Sex and Drug Education

Parenting; Teenage Pregnancy; Abortion; STIs: including Chlamydia Game; Safe Sex (Beer Goggles)

3

Democracy

Tax; Benefits; British Justice System and the Law; Courts; Human Rights; Refugees; Slavery.

4

Careers

Work Experience; Job Markets; Careerscape; Plan-It.

5

Globalism

Film Study - “Blood Diamond”, consumerism, how we affect others

6

Identity, Diversity and Culture

Diversity; Stereotypes within Society.

Year 11 Module

Major Elements of the Programme

1

Personal Development

Money talks; Road wise and On the Road Issues; Movie Maker Project.

2

Relationships, Sex and Drug Education

Review of STIs; Alcohol, Drugs and Risky Behaviours (Peppermint Cream Game/Beer Goggles)

3

Democracy

Political, Human and Legal Rights; Anti-Social Behaviour; Knife Crime; Death Penalty.

4

Careers

CV Writing; Applications; Employability; Interviews.

5

Global warming

Environmental citizenship; practical experiments to show effects of acid rain, greenhouse effect, plastics, alternative energies.

6

Identity, Diversity and Culture

Film Study “Slum Dog Millionaire”; webguests; oral presentations; comparing British life to Mumbai.


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Personal, Social, Health and Economic Education (PSHEE) Personal, Social, Health and Economic Education (PSHEE) gives students the opportunity to acquire the knowledge; skills and understanding they need to make the most of their abilities and become well-adjusted adults. It enables our young people to reflect on and assess their strengths in relation to personality, work and leisure whilst promoting the adoption of a healthy, safer lifestyle. As part of the PSHEE programme it is a requirement for schools/Academies to deliver Relationships and Sex Education and Drug Education. Relationships and Sex Education is about developing the physical, emotional and moral awareness of students. It aims to promote the understanding of marriage, family life, and stable, loving relationships. It educates students on the topics of sex, sexuality and sexual health. It is not about the promotion of sexual orientation or activity but about the promotion of knowledge, skills and attitudes to enable students to make informed choices. It does include sensitive and sometimes controversial topics. Within our Academy context we wish to make Relationships and Sex Education implicit with a focus of raising self esteem, of how to cope with feelings and life’s experiences, friendships and relationships and ultimately, how to act responsibly. Respect for oneself and others is firmly endorsed and there is an emphasis on self knowledge, caring and sharing. It is taught in a balanced manner and is appropriate to the age and development of the young people. Parents/Careers have a statutory right (1993 Education Act) to withdraw their children from all or part of sex education other than that provided in the National Curriculum programme of study.

Key Stage 5: Years 12 and 13 (The Ridings’ Federation Sixth Form) In Years 12 and 13 the aim of the General Studies/Citizenship programme is to encourage self-reliance, flexibility and breadth. It is designed to complement other studies and is concerned with a large variety of skills, including analysing, communicating, debating, investigating, organising, time management, working in a team and studying. The content seeks to prepare the student for life beyond the classroom, providing for some of the real needs of young people in the wider world (see Federation Sixth Form Prospectus). The nature of the General Studies Periods vary but includes: Outside speakers

Lead assemblies

Panels of speakers

Empathy exercises

Debates

Seminars

Demonstrations

Inter-mentor group activities

Role play activities

Videos/Citizenship

Careers Events covering: Options at 18+

Preparation of UCAS applications

Finance

Higher Education and Employment opportunities

Mock Interviews

Seminars


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“The best thing about

being part of the Lion Guild is that I am with all my friends and guild points encourage us to wear our uniform correctly.” Lily Cocking, 9MG

“In Griffin, we all work together to get Guild points and rewards” Zak Pritchard, 8AH

“I like being part of the Phoenix guild as we have good competition scores and all very supportive of each other.” Laura Johnson, 8DW

“I’m part of Pegasus and love the reward trips we have – meeting the RAF was a real treat!” Sam Cope, 9RHE


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Guilds Lion Guild

Azure/blue

Phoenix Guild

Orr/gold

Griffin Guild Pegasus Guild

Gules/red Argent/silver

GUILDS - Medieval Quality Assurance - only craftsmen who produced goods to an excellent standard could join a Guild. They took on apprentices and trained them to the highest standards. The members looked after each other, they had collective goals, constantly checked that high standards were maintained and as such they had respected reputations that must be upheld or expelled. Students in the Guilds will experience the reinvigoration of a spirit of community, collaboration and competitiveness, engendered by such a system installed within the Academy. They will thrive in the supportive environment of the Guild community and enjoy a strong and distinctive sense of ‘guild spirit’ and pride . The Heads of Guild will ensure the strength of the Guild is charged and driven by the Every Child Matters agenda. It is anticipated that the Guild system will contribute to making a substantial impact on academic standards and the greater awareness of safeguarding of students within each Guild . There will be opportunities for student leadership and a strong student voice within the Guild. Citizenship will be endorsed as each Guild becomes involved in links with the local, national and global community and a sense of mutual responsibility and caring will be promoted by each Guild adopting a charity. A wide range of Guild activities will encourage student involvement in extra curricular activities and competitive events with other Guilds in the Academy. Inter-Guild project collaboration will encourage positive interaction with other Guilds and will foster a spirit of respect, consideration and courtesy, all of which will enrich, broaden and consolidate the learning experiences of Yate International Academy students.

Guilds – Core Values It is an exciting prospect that we will watch each Guild determine and evolve their own ‘identity’ over the future years of Yate International Academy. Each Guild, however, does have a common set of core values to endorse. These are held in the eight conditions researched by GISA (Guaglia Institute for Student Aspirations) that affect student aspiration. • Belonging • Heroes • Sense of Accomplishment • Fun and Excitement • Spirit of Adventure • Leadership and Responsibility • Confidence to take Action • Curiosity and Creativity

“Students respond positively to the Guild system, with its rewards and competition; its introduction has had a positive impact on behaviour and attendance.” Ofsted, July 2011


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Support and Guidance

Mentor Groups

Yate International Academy is committed to the principle of inclusion, and seeks to provide a high quality education for all students, whatever their needs, in line with the Every Child Matters agenda. The Academy seeks to provide, through an inclusive curriculum, equal opportunities for all learners irrespective of age, gender, ethnicity, impairment, educational attainment and background.

Year 7 students will be in four communities; each will have a Mentor from a dedicated Year 7 Team and each will belong to a Guild. The new students will benefit from an innovative, skills based curriculum and have fewer teachers to enable a successful transition to the Academy.

The Federation’s Inclusion Policy and Accessibility Plan addresses issues relating to the Special Educational Needs and Disability Act (SENDA) which seeks to reduce and eliminate any barriers of access to the curriculum, enabling full participation in the Academy community for students, and prospective students, with a disability. The Plan covers four key areas: • Education and related activities; • The physical environment; • Provision of information; • Commercial influences.

Middle Years 8 and 9 will be mixed in Mentor Groups of only fifteen/sixteen students. There will be three such groups in each Guild. Senior Years 10 and 11 will be in mixed Mentor Groups of only twelve students. There will be four such groups in each Guild. This structure provides every student with the opportunity to benefit from ‘belonging’ in a caring and supportive environment. Each student will become a well-known and valued member of a small ‘mentoring unit’ within a larger ‘Guild family’, within the Academy. Mentors are charged with ensuring the five outcomes of the Every Child Matters agenda impact on all their mentees. Every student will have regular one-to-one and small group mentoring sessions and every student will benefit from this personalised system. Every student’s individualised needs, prowess and talents will be known, acknowledged, encouraged and provided for. Mentors will generate the effective inclusion and positive self esteem of every student in the mentoring group and ensure all students within the group have aspirational targets which motivate them to work towards achieving their best, both for themselves and the pride of the Guild.

“Students are well cared for and supported.” Ofsted, July 2011


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“Safeguarding and child protection procedures are very effective.” Ofsted, July 2011

Hearing Impaired Support

Deaf Awareness

Students are fully integrated and receive access to the full curriculum. The type and level of support varies according to the need of the individual. Support may include:

Training is given to mainstream staff so that they may support the deaf students of our Academy.

• 1:1 support in the Resource Base • Group withdrawal to the Resource Base • In-class support Hearing Impaired Resource Base (HIRB) staff work closely with the mainstream staff to provide differentiated material to maximise support.

Communication We work within a framework of a natural aural/oral philosophy. Our aim is to develop the listening and spoken language skills of Hearing Impaired Students. This is done by: • Promoting the good use of hearing aids and radio aids; • Focusing on broadening vocabulary; • Providing the opportunity for natural interaction between peers and adults. All staff in the Hearing Impaired Resource Base (HIRB) are fluent, or are receiving training, in British Sign Language (BSL) in order to increase our ability to provide support for a wide range of hearing impaired students. All students attached to the Hearing Impaired Resource Base (HIRB) have a full statement of Special Educational Need. Individual Education Plans are issued for each student and show targets that each student is working towards.

Every effort is made to introduce students to deaf adults. The Hearing Impaired Resource Base (HIRB) has close links with the Family Centre for the Deaf, the Sensory Support Service and the Hearing Assessment Centre. We also have contact with the Psychology service, Speech and Language Therapy, Connexions and Inclusion Support. We have contact with a specialist, who is herself deaf and who encourages deaf students to develop their deaf identity. She is an important link with all Sixth Form provision and aids the students’ transfer from Key Stage 4 (Years 10 and 11) to the Federation Sixth Form, Further Education or the workplace.

Hearing Impaired Resource Base Yate International Academy provides specialist provision for hearing impaired students in South Gloucestershire. Within the Hearing Impaired Resource Base students receive appropriate individual support. Although the students are fully integrated, the quiet, carpeted area provides an ideal acoustic environment for audiological checks, specific language support and pre or post tutoring. Students are supported by a teacher of the deaf and specialist teaching assistants. The staff work very closely to provide a continuum across all key stages. Regular visits are made to the primary Hearing Impaired Resource Base to facilitate this.

“I enjoy being a student at Yate International Academy because all the teachers have been very kind and supportive – I am learning and enjoying myself all the time!” Josh Luton, 8JM


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Special Educational Needs

Careers Education, Information, Advice and Guidance

The Learning Support Department provides support and advice for all students at the Yate International Academy. The Department consists of an experienced group of professionals who are dedicated to ensuring that all students achieve more than they thought possible.

Careers Education and Guidance is an important element of the Personal, Social, Health and Economic Education and Citizenship programme which provides students with information and skills to enable them to make realistic and informed decisions about their future.

Yate International Academy is fully inclusive and ensures that each student is entitled to have access to the whole curriculum and the right to participate fully in the life of the Academy. Students with additional educational needs are fully integrated into the mainstream classroom. There are occasions where some students benefit from smaller classes and can be withdrawn for small group work sessions.

In Years 7 to 9, students consider work roles in the community and the local area. They also consider the effect of work on lifestyle, through activities such as ‘Real Game’. Self assessment and decision making exercises through the on-line programme PLANIT, which can also be accessed by students at home, help prepare them for their Year 10 and 11 subject choices.

The Department monitors student progress and provides strategies and interventions to ensure they are able to both meet and exceed expectations.

In Years 10 and 11, students are made aware of the various routes possible in Sixth Form and undertake activities such as Enterprise Days and Mock Interviews, which promote an understanding of the importance of the key skills employers are expecting.

In addition, our Gifted and Talented Programme will identify a cohort of students on entry, using a range of student data together with teacher recommendations. These students will be encouraged to achieve their full potential through a programme of extension/enrichment activities in all curriculum areas together with access to a variety of extra-curricular activities. The Learning Support Department is both well staffed and resourced to cater for all mainstream Additional Education Needs. We promote regular communication with parents/ carers and encourage a positive home/Academy partnership.

In Sixth Form, the General Studies Programme has elements of Careers Education and Guidance built into the programme. To support Careers Education and Guidance, the use of resources such as a Young Person’s Information Point (YPIP) and computer based information and guidance programmes such as JED, KUDOS, Careerscape and Higherideas is encouraged. Work Experience is available to students in Year 10. Each student is briefed and debriefed and they are given the opportunity to reflect on their placement through the Work Experience Diary. In addition to being able to obtain information from staff at the Academy, students from Years 9 to 13 and their parents/carers, have the opportunity to meet with a Personal Adviser from Connexions West of England to discuss their plans.

“I enjoy being part of a Federation because it means I get to go to Winterbourne for days like, Maths workshops and to watch drama productions.” Georgia Dewar, 9MG


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Engaging Parents in Raising Achievement (EPRA) At Yate International Academy we have a thriving body of parents who have become ‘Parents as Partners 4 Learning’ and they have been working with us since November 2007 to support the Raising of Achievement Agenda. Linking parental engagement to learning is the key to securing improved student achievement. Parental involvement in children’s activities and parental beliefs and aspirations have been identified as having a significant effect on children’s levels of academic achievement. Events involving our parents/carers have been innumerable in the last 4 years both academically and socially. We have now moved to the enviable position of ‘parent leadership’ at Yate International Academy, and STREETWISE 2011 has most recently evolved.

• equip and support parents/carers to help their children to learn most effectively; • p  rovide relevant, accurate, timely communications to parents/carers regarding their child’s progress; • p  rovide relevant, accurate, timely communications to parents/carers with regard to important transition stages in their child’s development; • c  ollaborate with parents/carers to nurture aspirations, reinforce expectations and raise achievement; • e  mbrace the spirit of partnership with parents/carers, to promote effective personalised learning programmes and the development of the ‘whole’ child.

• ensure parents/carers are fully aware of their rights and responsibilities;

It is harnessing a wind turbine - it is a natural energy source, a free energy source that will never run out, it is sustainable and it has proved to be powerful. A source of energy that can reach ‘remote areas’, be used on the main energy grid or stand alone. Harnessed well, it has been used to our advantage and has proved to be a very interesting feature of our landscape.

• c  reate an environment which welcomes, encourages and values parent/carer involvement;

We would welcome all parents/carers to join us. Please contact Mrs S. Rigby, Assistant Principal.

• increase parent/carer participation/consultation in decision-making;

Further information can be found at www.trfyia.org.uk.

At Yate International Academy, we endeavour to: • ensure parents/carers are central to the ‘vision’ for the Academy;

• p  romote parent/carer participation in a diversity of roles, to include them in Academy life;

“Yate International Academy has established excellent partnerships with parents. There are a wide range of opportunities for parents to engage with the Academy, with many parents taking advantage of these.” Specialist Schools and Academies Trust


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Learntoday represents the way Lifelong Learning for all will be offered in the future.

Learntoday

Learntoday still offers some of the more popular “evening classes” and now offers additional courses at Yate International Academy.

A clean sail ahead of the rest! A range of RYA courses are available with Learntoday© at progressive levels from absolute beginner to expert. You can join any of our training schemes at the level which is most appropriate to your experience and ability. We extend a warm

For professional theatre, music and dance events contact Martyn Grogan Telephone 07976 632682 or 01454 252034 (and leave a message)

Learntoday Lifelong Learning Programmes includes the Cisco Networking Academy. We are one of only 40 regional academies in the UK. As an education establishment we are bound by Cisco to provide courses at affordable costs.

Still lots to offer, incorporating Arts and Crafts, Modern Foreign Languages, Health and Fitness, Maritime Courses and more. Ring for our latest prospectus or telephone FREE 0800 953 0056 www.trfa.org.uk

welcome to beginners and understand that you may be apprehensive about your first steps afloat. We conform to high standards for quality of instruction. Telephone FREE 0800 953 0056

For what’s on visit our website www.ridingsartscentre.co.uk Email info@ridingsartscentre.co.uk

We offer courses for interested students at very competitive prices. Book your course now by contacting us FREE on 0800 953 0056 Email philip.wightman@trfwia.org.uk


Dr R S Gibson Chief Executive Principal Federation House 17 High Street Winterbourne Bristol BS36 1JJ Telephone 01454 252041 Email federation@trfa.org.uk

www.trfa.org.uk

Sundridge Park Yate South Gloucestershire BS37 4DX Telephone 01454 862626 Fax 01454 862627 Email office@trfyia.org.uk

www.trfyia.org.uk

INTERNATIONAL SCHOOL STATUS

The Ridings’ Federation of Academies Trust A limited company registered in England with company number: 6802948 Registered Office: The Ridings’ Federation of Academies Trust, High Street, Winterbourne, Bristol BS36 1JL.

“Achieving Success through Motivation, Knowledge and Skills”


Yate International Academy Prospectus 2012-13