Curriculum Rationale

Vision Our vision is to create a distinctively Christian and values driven environment that provides the best start to the 70 or more great years our students should enjoy when they leave our school.

Our students should have the opportunity to live life in all its fullness and be good citizens wherever they may be.

All our students will therefore have the opportunity to discover and develop their own talents, passions and abilities. Our key Christian Value of Vocation (discovering our God given talents through self-discovery, education and adventure) is vital to our picture of the curriculum. Our mantra is ‘Find the Child’ and our classroom-based curriculum (supported heavily by learning outside the curriculum) is a key mechanism for achieving this. To this end we need to ensure that students experience a truly broad range of subjects before they make their GCSE choices and that we effectively balance this with enabling them to obtain the characteristics and qualifications that employers and further and high education establishments will be expecting them to have.

Process Although we have always prided ourselves on offering a broad curriculum and a wide range of qualifications for older students, a new and clearer curriculum plan will be in place from September 2019 as a result of recent changes to leadership at the academy and a re-focus on the original vision and ethos of the academy sponsors. This approach will involve the following changes:    

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Removal of three-year qualification courses and choosing qualification options in year 8; More experience of non-core and non-Ebacc subjects at key stage 3, particularly in years 8 and 9 after key skills are consolidated in year 7; Closer work with our 5 linked primary schools to minimise lost learning time at key stage 3 wherever possible and particularly in maths and English; Cross department collaboration to ensure the curriculum is coherent and key concepts are taught in a way that promotes consolidation of learning and development of wisdom as well as knowledge (use of drop-down curriculum days to enable cross-curricular teaching of key topics); PSHE being taught through Religious Studies and drop-down days An increase in amount of core Science time in year 11

The curriculum model moving forward therefore is: Y11 En Sc OpA OpB OpX

4 Ma 5 PRS 3 3 3

En Sc OpA OpB OpX

4 Ma 4 PRS 3 3 3

En Hi Sc Ar Pa Te Pe

3 2 3 1 2 2 2

Ma Gg CS MFL

En Hi Sc Ar Pa Te Pe

3 2 3 1 3 1 2

Ma Gg Cs MFL

En Hi Sc Ar Pa Te Pe

4 Ma 2 Gg 4 1 MFL 1 1 1

4 2 Pe

1

25 Y10 4 2 Pe

2

25 Y9 3 2 PRS 1 2

2

25 Y8 3 2 PRS 1 2

2

25 Y7 4 2 PRS

2

2 It

1

25

GCSE Subject Choices The process begins with a Year 9 parent and student Information Evening in February and initial choices are requested from students shortly afterwards. This helps with curriculum planning and recruitment and at that point decisions are made by the executive team about which non-core subjects are likely to run. All group sizes need to indicate financial viability, except for where there is a special case, in line with our vision for the curriculum, for operating a smaller class as a ‘lost leader’. All students study our core subjects which are:      

English Language English Literature Maths Core and Additional Science OR Triple Science RS Core PE

Prior to student choosing their subjects there is a team leader analysis exercise of student’s ability to access full English Baccalaureate (Ebacc) provision. No students are forced to access the full Ebacc, however personalised intervention will take place if a ‘Will’ student (see below) has not selected it. Students are categorised into three groups: 

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Will (study the full Ebacc) – students choose a language, a humanities subject and one other free choice. Designed to secure the full Ebacc qualification for our more academic students.

Should (study the full Ebacc) - students choose one from either French, Spanish, History, Geography or Computer Science plus two other free choices. Designed to ensure a good range of subject choices and skill development.

May (study the full Ebacc) - students choose one from either French, Spanish, History, Geography or Computer Science plus two other free choices. Designed to ensure a good range of subject choices and skill development for students. Often choices for these students will come from our vocational subject offer. Some students will study an inhouse designed Life Skills course (instead of an Ebacc subject) plus two guided choices predominately from our vocational subjects but tailored to the skills and interests of the students.

The current offer of optional subjects for our Year 9 students includes:             

Animal Care Art Business Studies Computer Science Construction Dance Drama Enterprise Film Studies Food and Nutrition French Geography Hairdressing

          

Health & Social Care History IMedia Media Studies Music PE Sports Science Spanish Technology (Systems) Technology (Timber) Technology (Paper)

The first process of information gathering in February is then followed by a prolonged period of consultation and guidance of students utilising the knowledge and skills of a range of stakeholders (Careers Inc our IAG provider, the SENDCO and the Student Support team, the relevant learning manager, the Student Experience team, tutors, subject leaders and parents).

The choices are then communicated home for final confirmation and checking in May ready for the new Year 10 courses to start in July.

Outcomes From this curriculum we expect the following outcomes:     

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Well-rounded students who have had a broad experience of possible option subjects before specialising in year 10 to help them find their talents and interests.

Key Stage 3 students who have had an extended opportunity to consolidate their wisdom, knowledge and skills across the curriculum.

An emphasis on quality first teaching in every year group rather than on intervention prior to exams.

Students to understand basic IT skills as well as Computer Science before choosing their options.

Students to have continuous, regular and tailored high-quality delivery of PSHE related topics in order to ensure they develop into healthy individuals who know how to look after their own wellbeing.

At least expected progress examination outcomes for year 11 students supported through a balanced focus on core, option and wellbeing subjects, through collaboration between subject areas and with our linked primary schools.

Outcomes of the curriculum will be measures through the following methods:         

Termly data cycle analysis Yearly outcome analysis Weekly RAG meetings Line management meetings Continuous evaluation of the academy improvement plan Lesson observations Work scrutinies Student voice feedback Parental feedback from key curriculum events.