Improving the educational experiences of young people
and preparing them to be full and active citizens of society

Curriculum Rationale and offer 

INTENT

Through a nurturing environment pupils will develop the skills to become:

  • Independent
  • Resilient
  • Effective communicators
  • Emotionally intelligent
  • Successful

 

IMPLEMENTATION- BREADTH OF OUR CURRICULUM

The school’s curriculum fully encompasses the 2014 national curriculum and the new 2019 OFSTED new framework. It provides for an expression of our own priorities such as the Arts, PE and outdoor provision.

 

  • Long Term Curriculum plans - outlines the themes apportioned to each year group and skills and knowledge to be gained at each stage. outlining key knowledge and vocabulary we want pupils to know and skills that should eb demonstrated
  • P scales broken down using SOLAR with key descriptors lined to knowledge, skills and understanding

 

BALANCE OF OUR CURRICULUM

We define balance within the curriculum as the attention given to each curriculum area.  Thought has been given to the frequency of subjects taught. The curriculum gives teachers sufficient time to teach and children sufficient time to learn.

For KS2, some subjects are grouped together as a theme or ‘topic’. These encompass history, geography, RE unless standalone, Careers, Design, Art and Technology. Usually, science runs alongside this theme so that cross curricular links strengthen learning. In year 7 and 8 a thematic approach is taken for geography and history. These are taught as stand alone subjects from year 9 and above.

In KS4 we use CoPE Modules to  embed and accredit learning including a range of short courses such as the Residential Short Course and Enterprise Short Course. 

Pupils have the opportunity to study for external qualifications such as GCSE, Entry Levels or Level 1/2 vocational qualifications including: Maths GCSE/ Entry Level, English GCSE/ Entry Level, Art GSCE/ Entry Level, Science L1/2 Award, PE L1/2 or Sports Leadership L1/2, IT Level 1.

 

PROGRESSION IN OUR CURRICULUM

A three-step continuous cycle is adhered to (plan, teach, assess).  Teachers plan lessons based on the assessed needs of the children.  Through whole school planning, subject leaders establish progressive and continuous curriculum long term plans in their subject. This is then translated into a whole school curriculum map.

At Adelaide Heath Academy, teachers’ medium term plans are written with clear learning outcomes and in-built progression in mind. Within each topic/theme, key knowledge is assessed frequently to ensure key knowledge is committed to pupils’ long term memory and skills are built upon.

English and maths are cornerstones of our curriculum. Without strong literacy skills children are unable to access other aspects of the curriculum. Reading is given a high priority and is woven through the curriculum, and in line with pupils’ EHCP’s, additional time may be dedicated to further work in English and Maths: this might include additional writing sessions each week, booster work with teachers and teaching assistants or whole school initiatives.   

All pupils have social, emotional and/or mental health needs. We therefore teach and embed British Values, social and life skills teaching and personal self-control strategies across the day. 

In KS3 we promote independence and embedding of key skills by delivering the curriculum through a ‘nurture’ approach. This is largely based on primary model with one key teacher and a main classroom. The pupils may move to specialist areas for some lessons such as DT and PE but this continuity of provision and personnel provides stability and allows teachers to challenge and support pupils both academically and socially. Where appropriate we support pupils to build up the confidence and skills to move around school to different classrooms and increase

At Adelaide Heath Academy, a creative and enriched curriculum is a fundamental part of school life.  We place great importance on the development of creative thought through PE, sports and outdoor education including Forest Schools.  Creative arts weeks, enrichment days and educational visits to arts venues play a major part in promoting this area of the curriculum. 

 

PSHE/ SRE/ PSD

At Adelaide Heath Academy SRE is currently taught via PHSE (PSD on reaching KS4).  Personal, Health, Social Education and Citizenship are also taught discretely and also permeate the whole of the curriculum.  Issues are addressed on a daily basis.  We aim to give pupils the knowledge, skills and understanding they need to lead confident, healthy independent lives and become informed, active, responsible citizens.  All pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of our school and communities. The school Pledge ensures that pupils gain cultural capital. We use the ASDAN CoPE Award at L1/2 to enhance and accredit pupils’ work in preparing for adult life. We are working toward the Gatesby benchmark in Careers and all pupils in KS4 have the opportunity to access a work experience placement.

 

IMPACT: ASSESSING AND REVIEWING OUR CURRICULUM

We adopt an assessment for learning approach to ensure key knowledge is embedded. Alongside this, SOLAR gives stepped scales to allow us to summarise attainment against pupil start points and feeds into GCSE/ other accreditations.