Curriculum Intent
“The curriculum is a framework for setting out the aims of a programme of education, including the knowledge, understanding and skills to be gained at each stage (intent); for translating that framework over time into a structure and narrative, within an institutional context (implementation) and for evaluating what knowledge and skills pupils have gained against expectations (impact/achievement).” Ofsted 2018
Curriculum intent | Our Academy curriculum has been designed to meet the needs and abilities of children and families whom we serve. Our central aim is to meet their needs and aspirations, allowing our pupils to flourish socially and academically, during and beyond their time at Manshead CE Academy.
We see the curriculum as the broad mix of all the experiences gained by our students, including pastoral time, collective worship, assembly, citizenship, daily lessons, trips and visits and other extracurricular experiences. Broadly speaking our curriculum intent encompasses the Academies and the Church of England vision of education and includes the following: • Knowledge and Wisdom • Skills acquisition which leads to critical and deep thinking • A Moral purpose; Dignity and Respect • Develops and imbeds the values of Community and Living Well together, Aspiration and Hope, Faith and Compassion, Responsibility • Tailor-made experiences (right for the individual, flexible, responsive, progressive) • Enrichment (extra-curricular, cultural capital, current affairs) • Young people living in the modern world and preparing for their futures (mental health, social media, PSHE, current affairs, careers, life in modern Britain) |
Key Stage 3 Intent:
• Aspiration for all • Stretch and challenge for all • Mastery of skills, knowledge and understanding – depth over breadth • Literacy and numeracy acceleration • Instilling our core values – dignity and respect, community and living well together, hope and aspiration, faith and compassion, responsibility. • Broad academic experience and wide range of subjects – preparing students for GCSE • A development of learning strategies to aid the long term retention of knowledge • All students study Ethics and Philosophy allowing a development of understanding in the Church of England and other Christian denominations and world religions • An individualised curriculum that has strong support for the ‘creative curriculum’ through the Arts, Design and Technology, Enterprise, Media and Sport • High importance given to our ‘PDE curriculum’ through weekly lessons or targeted curriculum days • Contemporary issues – social media, mental health, healthy lifestyles, life in modern Britain • Preparing students for their next steps – careers, enterprise and education advice • Cultural capital through our extra-curricular offer such as trips and visits, school teams, clubs, Duke of Edinburgh Bronze Award |
Key Stage 4 Intent:
• Aspiration for all • Stretch and challenge for all • Wide range of academic and vocational opportunities (three GCSE options) • An individualised programme of study to enable students to progress on to the right 16-19 programme of study or apprenticeship • Reaffirming our core values • All students study for a GCSE in Religious Education • Continued focus on importance of Maths, English and Science. • Strong support for the ‘creative curriculum’ including Food, Technology and the Arts • High importance given to our ‘PDE curriculum’ through targeted curriculum days • Contemporary issues – social media, mental health, healthy lifestyles, life in modern Britain • Focus on strategies for successful learning – memory, practice, revision, habitual behaviour, revision and retention of knowledge • Enrichment through our extra-curricular such as trips and visits, school teams, clubs, arts and drama opportunities, Duke of Edinburgh Bronze Award • Opportunities to develop employability skills through work experiences, PDE curriculum and volunteering within school through the ‘heroes scheme’ • Preparing students for their next steps – careers, education advice, work with external 16-19 programme providers and apprenticeships
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Key Stage 5 Intent:
• Aspiration for all • Wide ranging offer to include academic, creative and vocational qualifications to enable students to pursue their interests and achieve their future aspirations (facilitating subjects/the Arts/Finance) • Programmes of study/pathways which meet the needs of students across the ability spectrum and enable all to thrive • Stretch and challenge for all including the more able (facilitating subjects, Oxbridge activities) • Targeted support for disadvantaged students (16-19 Bursary, mentoring/one-to-one support) • Opportunities which enable students to make informed decisions about their futures, be those at university, on a degree/higher apprenticeship or through employment (assemblies, PDE, university visit, external speakers, workshops, one-to-one support) • Timetabled enrichment activities (EPQ, D of E, Sports Leadership Award, Certificate of Finance)) • Focus on independence through timetabled independent study periods • Linear approach to A levels, allowing flexibility and additional time, to tailor the curriculum to students’ needs • Opportunities to develop employability skills through work experience, volunteering, careers lessons • Contemporary issues – politics, justice, safety, health & well-being through PDE and Recreation • Resit GCSE English and Maths |
implementation Curriculum Experiences: • Daily lessons • Collective Worship – embedding our core values and successfully enriching our students morally, personally, spiritually and academically • Registration and pastoral tutor time • PDE – Personal Development Education which explores issues of citizenship, healthy lifestyles, British values, careers education • Successful Learning and Tutorial sessions – allowing us to enhance agency, growth mind-set and study skills (along with ethos and values) • Extra-curricular offer – with weekly opportunities at lunch and after school and additional opportunities outside school (trips and events) • The LINC – allows students to have personal needs catered for to ensure all students can flourish Policy into Practice: • Quality First Teaching: strategies used across all curriculum areas to add stretch and challenge in all Key Stages • Behaviour for Learning policy: helps us instil excellent standards of behaviour and agency across the curriculum. Promotes the conditions for successful curriculum delivery as every teacher can teach and every child has the opportunity to learn • Assessment and Feedback policy: (whole school and department) – supporting successful assessment of curriculum delivery and feedback to students • Assessment practices: including formal assessment check points (PPE and assessment weeks) to inform early intervention and the closing of gaps • Teaching and Learning policy: encouraging pedagogical practices that allow for deep learning, deep thinking, memory/retention, application and practice • Curriculum maps, curriculum knowledge statements and schemes of work: allowing teachers to know the core knowledge and skills to be taught and to follow a common assessment routine • KS3 Personal Learning Profiles – allowing students to progress through the challenging Key Stage 3 curriculum • Literacy and numeracy statement: documenting strategies used to accelerate learning for students below 100 in Year 7, encouraging accelerated access to the curriculum • Department meetings and Teaching & Learning Communities: focus on curriculum and pedagogy • Pupil Premium strategy: documenting the actions we take to encourage curriculum access for all of our disadvantaged students • Local SEND offer: improving curriculum access for SEN students • Weekly data breakfasts which will highlight students requiring additional support and challenge to improve their curriculum access • Curriculum Review: updated every year to ensure coverage of relevant, contemporary issues • Communication of whole school focuses: boys, Pupil Premium and more-able – ensuring curriculum delivery is sharp and tailored in these areas • Year 9 options: students are guided towards informed choices so that they access the right elements of the curriculum • Year 11 options and transition: students are guided towards informed choices so that they access the right elements of the curriculum and the right 16-19 study programme, whether it be at Manshead CE Academy or elsewhere • Fortnightly subject leader meetings with SLT, to retain sharp focus on broad (whole school) and department specific curriculum intentions • Student outcomes • Disadvantaged tracking • SEN tracking • Learning walks and Lesson monitoring • Work scrutiny (including student voice) • Student engagement in the curriculum (attitude to learning and behaviour tracking) • Report data • Meeting minutes (Department and Year Team) and line management meetings with subject leaders • Uptake at KS4 and 5 (including KS5 retention) • Extra-curricular attendance Evidence shows impact to be strong, with: • Excellent outcomes at GCSE and A level • Pathways evidence post 16 and 18 • Excellent behaviour for learning evident across the curriculum • Flourishing in the creative subjects – uptake and outcomes (Technology and the Arts) • Acceleration of numeracy and literacy in Year 7 • Young people who understand their value and the value of others • Minor evidence of bullying across school, picked up efficiently and dealt with Continued areas of focus: • Embedding a knowledge based curriculum • Improving outcomes for all students • Ensuring the curriculum is accessible and engaging for our disadvantaged students and SEND • Pathways – ensuring we have the right offer at KS4 and 5, including Ebacc uptake • Embedding stretch and challenge across the curriculum • Continual and ongoing CPD for staff on Pedagogy and Quality First Teaching • Develop the uptake of Ebaac subjects at Key stage 4
Curriculum
Our curriculum intent is successfully translated into practice through:
Curriculum impact
Curriculum impact is assessed in the following ways: