Our curriculum is in three layers so the pupils have a wide range of opportunities to develop in to life-long learners, able to be active citizens in an ever-changing world.
Oracy is key to our work in our academy as pupils develop effective communication skills with increasing skill and confidence.
The Academic Layer
This layer covers the breadth of the national curriculum. We focus on making sure pupils can read fluently, confidently and with enjoyment as quickly as possible. In the Early Years and key stage 1, pupils access daily phonics using Read Write Inc. Pupils access phonically decodable books so they can practise both at home and at school.
All pupils take part in a whole class daily reading lesson using a wide range of high quality texts. The pupils practise fluency and improve their comprehension skills.
We want pupils to have a love of reading. This means they have access to many different books, have daily story sessions, visits from authors and access to a well-stocked library.
Teachers carefully plan the other subjects within this layer so pupils build on their existing knowledge in order that they know more and remember more.
Some foundation subjects are delivered in blocks so children can develop mastery by immersing pupils in their learning. Over the course of the term, pupils will have covered the relevant curriculum content in all subjects. PE, computing, MFL (in KS2) and PSHE are taught weekly.
There is a strong emphasis on ensuring that pupils master basic skills in reading, writing and maths to the highest standard. In order to embed these basic skills, we repeatedly utilise opportunities to further develop them across the curriculum. As a result, pupils achieve outcomes well above the national average by the end of the final key stage.
The Personal Development Layer
Our curriculum is designed to extend beyond the academic; it is designed for our community and wider society. We encourage tolerance, empathy and environmental awareness. We want our Pupils to communicate confidently in our ever-changing world. We focus on developing pupils’ moral, spiritual, social and cultural understanding so that they are well-prepared for life in modern Britain. We carefully plan the essential knowledge that pupils need to become educated citizens in an ever-changing world. We aim to introduce them to the best that has been thought and said and intend to stimulate an appreciation of human creativity and achievement.
Our PSHE and RSE curriculum helps pupils to understand how to keep themselves safe. Pupils can explore and debate issues which affect our local community and wider society. These include internet safety, CSE, radicalisation and knife crime. We want pupils to be aspirational and make good choices. We want them to understand what they need to do to reach and succeed in the careers to which they aspire.
Pupils know more and more about how to keep physically and mentally healthy, eat healthily and maintain an active lifestyle. We help our pupils to be active by providing many different opportunities during and after school.
Our academy provides an inclusive environment where all learners enjoy their education. We planned our curriculum and learning opportunities so all pupils have access to a broad and balanced curriculum.
The Enrichment Layer
We understand that pupils arrive at school with varied experiences. Through this layer of the curriculum, we provide pupils with a wide variety of experiences to develop their interests. Pupils choose from many different activities. These are designed to deepen their understanding of healthy lifestyles and cultural experiences.
Each term, all pupils work towards a celebration event involving the whole academy. These events include creating an art gallery and planning a community tea dance. The aim of this was so pupils could appreciate how they can contribute to the advancement of the local community and wider society. Pupils are taught the importance of charity and inclusion. This is done by participating in many events involving various members of our community. Pupils’ opinions and contributions are valued; this is evident in school council, art council, science council and eco-school council