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Curriculum

Curriculum

At Havant Academy our curriculum is designed to support the school’s vision of #happylife.  Staff are firmly committed to the principle of providing a broad, balanced and progressive curriculum that supports inclusion and is tailored to the wide range of needs, aspirations and interests of all our pupils by providing the highest quality of learning and teaching.

Intent

The aim of the curriculum is to develop the knowledge, understanding, skills, attributes and attitudes that are necessary for each pupil’s self-fulfilment and development as a successful lifelong learner. The curriculum prepares our pupils for further study, employment and adult life by enabling them to become:

  • successful learners who enjoy learning, make progress and achieve success;
  • self-motivated and disciplined in their approach to learning;
  • confident individuals who are able to live safe, healthy and fulfilling lives, and
  • Responsible citizens who will be able to make a positive contribution to society.

 

To this end, the school sets out to achieve well-educated pupils by:

  • recognising the individual needs and talents of each pupil and facilitating development of their intellectual, moral, social, physical, spiritual and creative capacities;
  • ensuring that the curriculum incorporates statutory requirements, yet is flexible and relevant to pupil needs;
  • Preparing pupils for the world of work.

 

Implementation:

The curriculum has been designed to meet the individual needs and aspirations of our pupils and the community in ways that:

  • challenge all pupils to achieve by offering a variety of appropriate teaching and learning methods;
  • raise aspirations and sets appropriate challenges;
  • involve pupils in the learning process by discussing work, giving regular feedback through assessment and marking, negotiating targets and encouraging pupils to evaluate their own achievements;
  • develop a sense of enquiry, an ability to question, solve problems and argue rationally;
  • allow personalisation, including one-to-one tuition and individual interventions, when needed;
  • encourage pupils to be independent learners, sound decision-makers and adaptable to change;
  • make sense to pupils so that they can make the connections between different subjects, skills and qualifications;
  • develop self-esteem, self-worth and self-confidence;
  • ensure the planned learning experience has a clear sense of purpose relating to and building on pupils’ knowledge and experiences of the world in which they live;
  • foster good learning relationships between teachers and pupils and between pupils and their peers, so encouraging tolerance and challenges to stereotypes;
  • provide opportunities for pupils to learn on their own, in a team, or in large or small groups, encouraging a sense of responsibility and self-discipline;
  • encourage reward and values both achievement and effort through praise in the learning environment;
  • include global, national and local dimensions;
  • ensure pupils develop the skills and abilities needed for success in life that can be applied in a range of contexts;
  • prepare pupils for the responsibilities and opportunities they may face in adult life;
  • provide opportunities for pupils to work at their own pace
  • reflect and makes use of current technology;
  • Keep parents regularly informed about progress, achievements and effort.

Each unit of work in every subject is planned so the knowledge is built into the long term memory of pupils.  The knowledge and skills that are selected in the curriculum is powerful, it should capture the imagination and stay with the pupils. The knowledge and skills are transferable between subjects and is carefully sequenced to build upon prior knowledge and to stretch and extend each individual pupil. The key knowledge and skills are re-visited frequently and assessed by knowledge tests, quizzes and past paper questions.

 

Inclusivity

Staff will take every opportunity to ensure all pupils, whatever their ability, make the best possible progress and achieve the highest standards in subjects and qualifications.  Pupils will be encouraged to discover their own strengths as staff recognise that equal opportunity does not mean identical provision for all. Pupils identified as being academically gifted will be encouraged to achieve exceptionally high standards.  Such pupils will be given extra support, guidance and appropriate opportunities to develop and will receive a challenging experience across the curriculum.

Pupils with Special Educational Needs will be supported, both within and outside the curriculum. Much of the support will be undertaken in class through ensuring that “quality first teaching” takes place.  Additional support in class will be provided by Keyworkers working closely with class teachers. Further support will occasionally be offered by small group work and on an individual basis through withdrawal sessions. The aim is to encourage mature, confident pupils who are proud of themselves and who can experience success.

 

Impact

Students are assessed regularly using a variety of methods to ensure that the learning has been effective and any gaps in knowledge can be addressed.

The methods to assess pupils include:

  • Knowledge tests
  • Big Assessments (End of term tests)
  • End of year exams
  • Verbally in lessons
  • Using AfL Techniques
  • Mini Quizzes (Whiteboards)
  • Any other creative techniques teachers feel are effective in their subjects.

Pupils are monitored and tracked by each curriculum leader, who report to either the Raising Standard Leader for KS3 or KS4 who oversee progress across the school.

RSL KS3 – Matt Norgate, Assistant Head Teacher

RSL KS4 – Natasha Pinwill, Assistant Head Teacher

 

Key Stage Three (KS3)

The curriculum in Years 7 to 9 meets the statutory requirements of the national curriculum and is enhanced by the provision of specialist ICT lessons. All pupils follow a core curriculum that provides a balance of academic, practical and creative experiences that provide a strong foundation for the future.

This includes the core subjects of:

  • English, Mathematics and Science, and

The non-core subjects of:

  • Modern Foreign Languages, Geography, History, Ethics and Morals, Design Technology, Catering, Art, Drama; Music, Computing and Physical Education.

 

  • In all three years there is also a Personal, Social, Careers and Health Education programme that is taught mostly by form tutors based on the PiXL initiative “Them and Us”

In Key Stage 3 pupils will be taught in carefully constructed mixed ability classes in order to assist the pastoral progression from primary education.

KS3 is timetabled on a weekly basis. The periods for each subject for a fortnight are shown in the grid below. Each period lasts for 50 minutes and there are 30 periods each week.

 

Subject

Lessons

English

5

Math

5

Science

4

History

2

Geography

2

MFL

3

Computing

1

Ethics and Morals

1

Art

1

Music

1

Drama

1

PE

2

Design and Technology

2

Total

30

 

 

Key Stage Four (KS4)

At KS4 there is a core of English, Mathematics, Science, Physical Education and a Personal, Social, Careers and Health Education programme that includes Citizenship, Careers, Sex and Relationships Education, Drugs, Alcohol and Tobacco Education and Work-Related Learning. Pupils then select three other subjects or combine a reduced number of subjects at school with an external course provided by a local college or employer.

The allocation of lessons is listed below:

 

Subject

Lessons

English

5

Math

5

Science

5

History or Geography

4

Option 2

4

Option 3

4

PE

2

Citizenship

1

Total

30

 

 

Examination Entry

It is the school’s policy to enter all pupils for public examinations in the courses they have been following.  In exceptional circumstances, such as a prolonged absence due to medical reasons, the school may withdraw a pupil’s entry for one or more examinations, following discussion with the pupil and their parents or carers.

 

Should you have any questions regarding the overall curriculum at the academy, please contact enquiries@havantacademy.co.uk