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Great Park Academy Governance

Our Curriculum

Intent

At Great Park Academy, we provide an environment where all pupils can thrive within a culture of high achievement for all, regardless of starting points or background. We strive to ensure all pupils are resilient, independent and curious to prepare them for the world of work and wider social responsibility.

We prioritise the personal development of our students and they are taught, and are expected to promote, understanding, acceptance and the idea that they are global citizens as well as members of their own local community. Our curriculum is underpinned by the importance of exceptional behaviour that ensures students are safe, happy and in an environment that allows them to achieve highly.

Our staff are committed to helping any student who requires additional support and this is extended into the local community where we ensure vital links with parents and carers are nurtured.

Implementation

Our curriculum equips pupils with essential knowledge and skills for future success. From Key Stage 2 to 4, pupils gain, not only academic knowledge, but also cultural capital that inspires a lifelong love of learning.

Learning outside the classroom, alongside extracurricular activities, supports social, emotional and cultural development. Our ‘Super Learning Days’ focus on key knowledge, skills and independent learning through research, discussion and debate.

Lessons are structured to allow pupils to take risks, identify misconceptions, learn from mistakes and experience success. Our Great Park Academy learning sequence builds and applies prior knowledge, preparing pupils to engage meaningfully with the world.

Our key drivers for the implementation of the curriculum are:

  • The development and application of literacy across all subject areas.
  • The development of oracy across the curriculum.
  • Frequent live feedback to assess understanding and inform teaching.
  • Sequencing lessons to build on prior knowledge in various contexts.
  • Embedding knowledge through interleaving and recall activities.
  • Given the opportunity to master substantive and disciplinary knowledge in every subject area.
  • Read aloud in lessons to promote reading fluency and are given opportunities to read challenging and extended texts.
  • Models of excellence are shared with students as a foundation stone for independent redrafts.
  • High quality questioning is used to embed and extend knowledge with a ‘no opt out’ culture.

 

Impact

Our curriculum enhances the cultural capital of our students and fosters a genuine curiosity. Pupils are adept at questioning in order to continuously develop their own learning and they can make connections from their academic education to the world of work and real-life experiences. They are supported to learn independently through scaffolding and modelling specifically using the ‘I, We, You’ approach. We equip our students with knowledge of how to stay safe and healthy and this promotes positive, supportive relationships among pupils and staff. Underpinned by personal development, the curriculum supports spiritual, moral, social and cultural growth, including British values such as democracy, individual liberty and tolerance.

 

 

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

 

Key Stage 3

The Key Stage 3 timetable is divided into 30 x 50 minute periods per week.

Subject

Periods per week

English

5

Maths

5

Science

4

PE

2

History

2

Geography

2

MFL

3

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 3 are used:

Emerging

Developing

Achieving

Exceeding

Excelling

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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