Close
TWO00045-Hero

Our Curriculum

Our core aims:

  • Provide an environment in which pupils can flourish
  • Nurture a culture of high achievement
  • Develop resilient, independent, and curious young people
  • Prepare pupils for the world of work, social and financial responsibility
  • Promote understanding and acceptance of all people and be responsible global citizens

Curriculum Statement

Equipping our pupils with the knowledge and skills that they need to be successful individuals is at the core of our curriculum. As pupils move from Key Stage 2 through to 4 they will develop the necessary knowledge to not only be successful learners but a knowledge that is rich in cultural capital that will give them a love of learning and curiosity for life.

Opportunities for learning outside of the classroom will be carefully planned and a range of extracurricular activities will support our pupils in their social, emotional, and cultural development.

Half termly Super Learning Days in a range of curriculum areas will focus on key knowledge and skills whilst promoting pupil independence in taking a lead in their learning through research, discussion and debate.

The curriculum will be delivered in a way the pupils can take risks and learn from their failure with carefully planned opportunities for pupils to improve and experience success.

Our curriculum framework sequences topics and skills in order to build upon and apply previously learned knowledge. As a result, our students will have a solid knowledge base which they can apply to engage with the world in which they study and live.  

The key drivers in our curriculum are:

  • The development and application of literacy across all subject areas.
  • Frequent live feedback and AFL which enables teachers to ascertain pupils’ understanding and plan their response.
  • Carefully sequenced lessons and units of study that allow pupils to build on prior knowledge and apply it in a variety of contexts.
  • Frequent opportunities to embed knowledge through interleaving and recall activities.
  • Opportunities to develop oracy across a wide range of curriculum subjects.

In addition:

Our curriculum is rich in  opportunities  to build and enhance culture capital.

Delivery of our curriculum promotes curiosity and a desire to know more and deepen subject knowledge.

The development of questioning skills is fundamental to learning and teaching.

Our curriculum links to the world of work and the real life experiences of our students.

Scaffolding and modelling by teachers is used to promote achievement in learners of all aptitudes and abilities. Teachers take an 'I, we, you' approach to scaffold subject content and skill.

The curriculum is delivered in a positive, ambitious and supportive manner that fosters excellent relationships between students and students and students and staff.

Promote the spiritual, moral, social and cultural development of children, including fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs and for those without faith.

Promote knowledge and understanding of how children can keep themselves safe and healthy.

Key Stage 2

The Key Stage 2 timetable is divided into 30 x 50 minute periods per week.

Subject

Periods per week

English (Reading, writing, PAG)

9

Maths

6

Science

3

PE

2

History

1

Geography

1

MFL

1

Design and Technology

1

Art

1

Music

1

Computing

1

RE

1

Active Reading

1

PSHE/RSE

1

 

The following progress markers at Key Stage 2 are used:

Developing

Working towards the expected standard

Expected

Working at the expected standard

Higher

Working at greater depth within the expected standard

 

TWO01152

Legislation and guidance 

This policy reflects the requirements for academies to provide a broad and balanced curriculum as per the Academies Act 2010, and the National Curriculum programmes of study which the school has chosen to follow.  
 
It also reflects requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014 and Equality Act 2010, and refers to curriculum-related expectations of governing boards set out in the Department for Education’s Governance Handbook