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Easington Academy classroom

Curriculum overview

A carefully planned and structured curriculum is the foundation upon which excellent learning and development is built. At the Academy we believe our curriculum has the attributes to deliver this. The curriculum is broad and balanced, and carefully planned to ensure that content is thoroughly revisited so that learning ‘sticks’.

Whilst it undoubtedly prepares pupils well for external examinations there is a strong emphasis through the various elements on: 

  • Building secure knowledge that leads to an accumulation of knowledge, that leads to long term changes 
  • a ‘love of learning’. 
  • the soft-skills required to be a productive member of the work force. 
  • an understanding, through the careers programme, of the opportunities available to pupils once they leave school. 
  • an understanding of ‘British Values’ and the implications for life in modern day Britain. 
  • pupil’s spiritual, moral, social and cultural learning. 

Our curriculum is constructed on the following principles to support the above; namely that: 

  • acquiring subject specific knowledge is key for pupils to be able to solve complex problems. 
  • pupils need to practice the knowledge and skills they have learnt in lessons so that they can use them when they need them. 
  • a recognition that students need to be secure in the components before they can progress to the more complex composite tasks 
  • many opportunities are built into lessons to secure recall and retrieve previous learning, so that it can be embedded. This enables pupils to apply knowledge with increasing confidence and fluency 
  • the majority of pupils should be entered for the English Baccalaureate - as this provides an academically broad and balanced curriculum.  
  • care is taken to ensure that pupils encounter the prior knowledge needed to access the curriculum before it is needed in class. This is achieved through careful curriculum planning (for example, ensure mathematical skills needed in science are taught in maths before they are applied in science)  
  • development of language is the remit of all subjects and all subjects are expected to promote the use of ‘expert’ and ambitious vocabulary which students are actively supported to learn and remember 
  • all students should experience a careers education based on the Gatsby benchmarks that underpin a world class careers education. 
  • the British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates. 
  • SMSC is embedded into pastoral and curriculum programmes. 
  • a three-year key stage 4 is a deliberate action to enable students to really enjoy their subject and learn to a depth and breadth that is beyond the published specification. There is time to study and follow students’ interests which would be more limited if a two-year programme was followed. This also allows for the continuation of 4 option choices, ensuring breadth and balance. 
We will provide learning curricular that have suitable breadth, depth and relevance so that they meet any relevant statutory requirements, as well as the needs and interests of children, learners and employers, nationally and in the local community.

The breadth of the curriculum includes what is taught within each key stage  

The balance of the curriculum includes how the provision is tailored to meet the needs of individual learners. 

The delivery of the curriculum is the pedagogy and philosophy that underpins the way we work with students. 

The ‘hidden’ curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school. It is the emphasis on ‘cultural capital’ which will provide opportunities and expose students to experiences beyond the taught curriculum. While the “formal” curriculum consists of the courses, lessons, and learning activities students participate in, as well as the knowledge and skills educators intentionally teach to students, the hidden curriculum consists of the unspoken or implicit academic, social, and cultural messages that are communicated to students while they are in school. These are the expectations and beliefs that drive us forward and permeate all that we do. Whilst this an area that evolves and grows, it is something that we also plan, develop and evaluate to ensure that we equip students with the knowledge, skills and attributes to move successfully forward, ensuring they have the widest choices possible when they leave us. We believe our curriculum is ‘broad and balanced’ in every sense.  

We will successfully plan, manage and deliver learning programmes, the curriculum and careers advice so that all children and learners can make an excellent start to their secondary education and are very well prepared for the next stage in their education, training or employment.

Subject (KS3)

Hours per week in KS3

Subject (KS4)

Hours per week in KS4

Notes

English

4

English Literature (Core)

 

 

4/5 dependant on year of course

All students study English Language and Literature.

English Language (Core)

Mathematics

4

Core

4

 

Science

4

Combined Science

Y9 - 4

Y10 – 6

Y11 - 5

All students except separates follow combined

Triple Science

12

Around 30 students study separate science

Geography

2

Option A

Average of 5 hours per week over the course

 

History

2

Option B

Average of 5 hours per week over the course

 

French

2

Option C

Average of 5 hours per week over the course

 

Art

1

Option D

Average of 5 hours per week over the course

 

Design Technology/Food

2

 Core PE

½ dependant on year of course

 

IT

1

 

 

 

Music

1

 

 

 

 

In KS4 students study English, mathematics, sciences and select four option choices and do core PE.  All students have the opportunity to achieve 9 or 10 GCSEs depending on the science qualification they are entered for.