Curriculum

SAFE, HAPPY, SUCCESSFUL

Academy Curriculum

At Winterton Community Academy, the aim is to provide a curriculum that enables each pupil to become:

 

·        Safe, Happy and Successful

·        Aspirational and inquisitive learners, equipped with the appropriate skills, knowledge and to have a broad range of experiences to facilitate this

·        Confident and resilient in all that they do

·        Well-rounded and willing to have a positive contribution to the local and wider communities as respectful, hardworking, responsible and healthy citizens

 

To provide for this, the intent within the curriculum is to:

·      Deliver a broad and balanced curriculum that is challenging, as part of a knowledge-based progression model across the entire curriculum from transition to Key Stage 4, leading to pupils achieving a high level of success

·        Be fully inclusive, ensuring that disadvantaged and vulnerable pupils are given appropriate support to ensure they are not restricted by their context

·      Create a supportive environment in which to learn and work where each member of the school community is personally valued and where pupils are able to develop self-respect and self-control

·        Provide enrichment opportunities to support the curriculum and enhance pupil’s knowledge and understanding

·      Generate a curriculum which broadens our pupils’ emotional and multicultural awareness, values respect and tolerance and rewards success, balancing the need for hard work with a sense of enjoyments for school life as a whole

·      Equip students with the essential learning skills of literacy and numeracy, ensuring they do not become limiting factors to accessing the curriculum, with a focus on developing the range of complex vocabulary required for all

·   Build character, exhibiting attributes such as integrity, honesty, courage, fortitude, and other important virtues that promote good behaviour and habits, influencing the choices that the pupils will make in their lives

·        Help pupils acquire attitudes and skills relevant to their adult and working life especially those related to independent thinking, and be able to adapt confidently to a changing society.

 

Implementation

The timetabled week is 25 x 1 hour lessons, with tutorial for 20 minutes, where pupils are in vertical groups with pupils across the year groups. 

Prior to pupils beginning in Year 7, the transition phase prepares both the staff and pupils.

·         Staff in both Mathematics and English work with primary feeder schools to develop continuity in teaching and learning between Key Stages 2 and 3.

·         Pastoral staff visit the primary schools to facilitate the transfer process

·         Open Days / Evening and other transition days enable pupils to familiarise themselves with the working day at the school.  Additional visits for specific pupils are also encouraged to enhance the transition experience

 

Key Stage 3

The curriculum in Key Stage 3 (Years 7&8) is broad and balanced and provides exposure to the knowledge and skills required to enable progress. 

The Subject Leaders are responsible for the implementation of the curriculum within each subject.  Information on each can be accessed via the links below:

Year 7 Curriculum

Year 8 Curriculum

 Key Stage 4

The Key Stage 4 curriculum is studied in Years 9-11 (a 3 year curriculum) following guidance and support when pupils are in Year 8. 

At Winterton CA we are determined to ensure this guidance process is a well informed and positive experience in order for the right decisions to be made. The information booklet is one of a range of strategies we use in order to support this aim. Other strategies that are used to inform the guidance process include student voice activities, use of progress data and staff subject recommendations. All learners and parent/carers are also invited to a guidance presentation in the Spring term of Year 8. This supports the construction of students individual Year 9-11 timetables. These are reviewed based on learning and progress and may be adjusted during this period of study.

Whatever programme students eventually follow, staff, in partnership with students and their parent/carers, will encourage each individual young person to achieve his or her best personal growth and academic progress. Furthermore we will work together to nurture the development of engaged, happy and aspirational young adults who have the skills, character and qualities to progress with confidence into the wider adult world.

The Subject Leaders are responsible for the implementation of the curriculum within each subject.  Information on each can be accessed via the links below:

Year 9 Curriculum

Year 10 Curriculum

Year 11 Curriculum

Impact

The curriculum sets out what is being taught and must enable pupils to have a deepened understanding of the required knowledge and application of skills.  How the impact of that is assessed has a direct impact on the quality of provision moving forward and will be measured in a variety of ways, including:

·      Planned and scheduled half-termly assessments for each year group across the breadth of the curriculum with a particular focus linked to the appropriate curriculum content

·         Literacy assessments for pupils on entry to the Academy, acting as a baseline, prior to subsequent actions and secondary assessments to assess the impact of interventions given

·         Termly data collections to monitor pupil progress and identify the required subsequent actions

·         Student Voice activities

·         Pupil engagement in Extended Learning tasks

·         Monitoring of Teaching and Learning within lessons

·         Work scrutiny activities

·         Senior Leadership Meetings

·         Line Management Meetings

·         Departmental Meetings

These qualitative assurance methods are not definitive and others will be included.  However, they are essential in evaluating the impact of the curriculum, leading to subsequent actions.   

Homework

Homework is an important element of study and creating independence and resilience. It also enables each individual to further enhance their understanding of the subject. Tasks will vary depending on the subject and Key Stage, but may include reading, writing, research, revision and project work.

All pupils are given a journal at the beginning of the school year and are expected to record their homework clearly in the journal. This is also used to help the pupils with their own organisation and to facilitate communication between the school and home.

Further Information Contact

If you would like to find out more about our Curriculum, please contact the school and speak to Mr R Featherstone, Deputy Headteacher i/c of the curriculum

Further Information Documents