Curriculum 2018/9 policy
Fulwood Academy is a learning environment at the heart of its community. We promote our values of Trust, Excellence, Ambition & Manners throughout the Academy and expect high standards in all aspects of Academy life.
The educational vision and curriculum design for Fulwood Academy recognises that:
- The future will be very different to the world of today
- The pace of change is increasing, hence the importance for flexibility.
- Young people have, and will have increasingly, greater access to information and learning material independently of school.
- Adulthood entails economic participation but more.
- 18+ year olds will still be at an early stage of learning.
- The current curriculum defined purely in subject terms is not always well suited to equipping every young person with the knowledge, skills and understanding they will need for a fulfilling adult life.
- Curriculum provision should be defined in its wider context, recognising that you are preparing children for adulthood.
Fulwood Academy's curriculum policy is based on the following aims, to:
- Have pupils at its heart, putting their interests above those of the institution.
- Have a curriculum that is fit for purpose, offering differentiation and personalisation.
- Be a centre of excellence in learning and teaching.
- Prepare all pupils for a successful adult and working life in a 21st century global society.
- First achieve and then exceed national standards in achievement, attainment and progression.
- Be committed to excellence and continuous improvement.
- Value vocational and academic routes equally.
- Nurture the talents of all and celebrate success.
- Work with Primary Schools to ease transition.
- Involve the community.
- Involve parents/carers.
- Be in a learning environment that is above all else inspiring.
1. Curriculum aims
The curriculum should inspire and challenge all learners and prepare them for the future. The Academy’s aim is to develop a broad, balanced, innovative and coherent curriculum that builds on young people’s experiences in the primary phase. It should prepare pupils for the future, and help all young people to become successful learners, confident individuals and responsible citizens; enabling all learners to achieve the best they can through the development of curiosity, innovation, enjoyment and a thirst for learning.
Specifically, the curriculum should help young people to:
- achieve high standards and make good/excellent progress.
- enable those not achieving age-related expectations to diminish differences and catch up with their peers.
- have and be able to use high quality personal, learning and thinking skills and become independent learners.
- have and be able to use high quality functional skills, including key literacy, numeracy and ICT skills.
- be challenged and stretched to achieve their potential.
- enjoy and be committed to learning, to 19 and beyond.
- value their learning outside of the curriculum and relate to the taught curriculum.
2. The curriculum outcomes
Fulwood Academy's curriculum will:
- lead to qualifications that are of worth for employers and for entry to higher education.
- fulfil statutory requirements.
- enable pupils to fulfil their potential.
- meet the needs of young people of all abilities at the academy
- provide equal access for all pupils to a full range of learning experiences beyond statutory guidelines.
- prepare pupils to make informed and appropriate choices at the end of KS3, KS4, and beyond.
- help pupils develop lively, enquiring minds, an ability to question and argue rationally and an ability to apply themselves to tasks and physical skills.
- include the following characteristics: breadth, balance, relevance, differentiation,
progression, continuity and coherence.
- ensure continuity and progression within the academy and between phases of education, increasing pupils¡¦ choice during their academy career.
- foster teaching styles which will offer and encourage a variety of relevant learning opportunities.
- help pupils to use language and number effectively.
- help pupils develop personal moral values, respect for religious values and tolerance of other races¡¦ beliefs and ways of life.
- help pupils understand the world in which they live.
- develop a specific curriculum (Springboard) for key stage 3 (years 7 and 8) which will focus on the core skills of numeracy and literacy and develop the personal, learning and thinking skills of all pupils.
- design a key stage 3 curriculum which meets the needs of pupils, parents and prepares pupils for key stage 4.
- design a key stage 4 curriculum which meets the needs of pupils, parents and wider society.
- design a post-16 curriculum which ensures all pupils have the appropriate progression routes to further education or wider world.
- benefit other secondary and primary schools in the area.
- Ensure that pupils are happy and enjoy their educational experiences.
3. Roles and responsibilities
The principal will ensure that:
- all statutory elements of the curriculum, and those subjects which the Academy chooses to offer, have aims and objectives which reflect the aims of the Academy and indicate how the needs of individual pupils will be met. This will include how the subject will be taught and assessed.
- the amount of time provided for teaching the curriculum is adequate and is reviewed by the governors¡¦ annually.
- where appropriate, the individual needs of some pupils are met by permanent or temporary disapplication from the national curriculum.
- the procedures for assessment meet all legal requirements and pupils and their parents/carers receive information to show how much progress the pupils are making and what is required to help them improve.
- the governing body is fully involved in decision making processes that relate to the breadth and balance of the curriculum.
- the governing body is advised on statutory targets in order to make informed decisions.
The governing body will ensure that:
- it considers the advice of the principal when approving this curriculum policy and when setting statutory and non-statutory targets.
- progress towards annual statutory targets is monitored.
- it contributes to decision making about the curriculum.
The Senior Leader(s) responsible for the Curriculum will ensure that:
- they have an oversight of curriculum structure and delivery
- detailed and up-to-date schemes of learning are in place for the delivery of courses within their key stage.
- schemes of learning are monitored and reviewed on a regular basis.
- levels of attainment and rates of progression are discussed with DOFs on a regular basis and that actions are taken where necessary to improve these.
The Directors of Faculty will ensure that:
- long term planning is in place for all courses. Such schemes of learning will be designed using the Academy pro-forma and will contain curriculum detail on: context, expectations, key skills, learning objectives, learning outcomes, learning activities, differentiation and resources.
- schemes of learning encourage progression at least in line with national standards.
- there is consistency in terms of curriculum delivery. Schemes of learning should be in place and be used by all staff delivering a particular course.
- appropriate awarding bodies and courses are selected so that they best meet the learning needs of our pupils. This should take account of the curriculum set by the academy.
- where necessary an appropriate combination of qualifications or alternative qualifications can be offered which best suit the needs of learners
- assessment is appropriate to the course and the pupils following particular courses.
There should be consistency of approach towards assessment.
- they keep the Senior Leadership Team informed of proposed changes to curriculum delivery.
- all relevant information/data is shared with the SIMS team. This includes meeting deadlines related to exam entries etc.
- pupil performance data is reviewed on a regular basis to ensure that any necessary changes in terms of curriculum delivery are planned and carried out in a timely fashion.
- they share best practice with other colleagues in terms of curriculum design and delivery.
- oversee CPD needs with regard to curriculum planning and delivery within their area of responsibility.
Teaching staff and learning support staff will:
- ensure that the Academy curriculum is implemented in accordance with this policy.
- keep up to date with developments in their subjects.
- have access to, and be able to interpret, data on each pupil to inform the provision within the curriculum to meet the needs of each group of pupils.
- share and exchange information about best practice through external networks, in order to improve the quality of provision
- participate in high quality professional development, working with other teachers to develop their skills in understanding the learning needs of their pupils and how best to address those needs and engage them.
- work in partnership with other agencies to provide an appropriate range of curriculum opportunities.
- be treated as partners in their learning, contributing to the design of the curriculum.
- have their individual needs addressed, both within the Academy and extending beyond the classroom into the family and community through a curriculum which offers breadth, support and challenge.
- be given additional support if they start to fall behind in their learning, helping them get back on track quickly.
- be provided with ample opportunities to harness their skill and talent and realise their potential
- receive co-ordinated support to enable them to make the appropriate curriculum choices at key stages 4 and beyond.
Parents and carers will:
- be consulted about their children¡¦s learning and in planning their future education.
- be confident that their child is receiving a high-quality education that is designed to meet their learning needs and which will equip them with the skills they need to thrive throughout their lives.
- be informed about the curriculum on offer and understand the rationale behind it.
- be informed about how the curriculum will be assessed so that they understand whether their child is making progress which is in line, behind, or exceeding expectations.
4. Monitoring, evaluation and review
The governing body will receive regular reports from the principal on:
- the standards reached in each subject compared with national and local benchmarks.
- the standards achieved at the end of each key stage taking into account any important variations between groups of pupils, subjects, courses and trends over time, compared with national and local benchmarks.
- the number of pupils for whom the curriculum was disapplied and the arrangements which were made.
- Annually to review the NEET figures compared with national and local benchmarks and agree the next steps
The governing body will review this policy at least once a year and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the Academy.
Teaching groups, class sizes and grouping by ability
The academy will use information from KS2, baseline testing and formative assessments to determine the best organisation of groups in the different subject areas
In years 7-11 class sizes vary according to the subject area, but will in no case exceed 32 pupils.
Monday - Thursday
The Academic day starts at 9.00 am and ends at 3.10 pm and consists of five 60 minute lessons split by two breaks one at 11.15 am (15 mins) and one at 1.30 pm (40 mins).
The Academic day starts at 9.00 am and ends at 2.20 pm and consists of five 50 minute lessons split by two breaks one at 10.55 am (15 mins) and one at 12.50 pm (40 mins).
Monday - Friday
Breakfast clubs and a range of after school clubs compliments the academic curriculum.
Key Stage 3
At KS3, pupils study a broad and balanced curriculum, comprised of a range of traditional subjects. Every pupil has a personalised curriculum based on prior attainment data, pupil aspirations and challenging targets, and pupils are offered the level of learning appropriate to their needs. Our KS3 curriculum is designed to support success at KS4 and the newly introduce specifications.
For a predefined group; in their first year of Academy life our ‘Springboard’ pupils learn in a distinct area (the Springboard area) “a school within the academy”. This helps staff to develop the pupils’ skills at an appropriate pace and level. A dedicated team of teachers and specialist staff continue the best practice of the primary phase of education in a “familiar” environment whilst introducing pupils to the breadth of the secondary curriculum. The idea behind the KS3 curriculum is to develop the fundamental skills of numeracy and communication, including literacy and ICT skills. Pupils will spend the majority of their curriculum time in the KS3 area, but will leave this area to access specialist facilities.
Currently years 7 and 8 pupils have the following number of periods per subject per week:
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|Social Sciences (including RE/PSHE/CEIAG)||1|
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Key Stage 4
KS4 is a two-year key stage beginning in year 10. Pupils will follow a set of core courses all leading to a potential qualification. This core will be supported by a range of optional courses. Within the combination of subjects available the vast majority of pupils will have the chance to study for the EBACC qualification if they choose.
To allow for maximum flexibility and personalisation the Academy has created pathways to support learning of all its pupils. At KS4 pupils on Blue Pathway have additional literacy and numeracy to support their learning and progress as well as access to an ASDAN qualification and college placements where appropriate.
A small proportion of pupils are also provided with the opportunity to study vocational subjects using off-site provision.
|Social Sciences (incl. RE/PSHE/CEIAG)||1|
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