Our curriculum is underpinned by our ambition to develop successful, confident, ambitious students
We are committed to providing a curriculum with breadth that allows all of our students to be able to achieve the following:
Secure development and achievement…
- Provides opportunities for students’ personal development.
- Allows students to achieve their personal best.
Prepare students for “Life beyond SCA”…
- Challenges, motivates, inspires and leads to a lifelong interest in learning.
- Prepares students for further education whether academic or vocational and for the world of work.
Promote active community involvement…
- Ensures students are fully prepared for life in modern Britain.
- Offers a wide range of quality extra-curricular opportunities for personal development.
- Involves working with the community to promote local, national and global awareness.
Our transition programme enables us to develop strong relationships and personal knowledge of all our students. Being a small school allows us to quickly get to know individuals and create a supportive ethos. Members of the transition team visit all our primary schools to meet students. The SENCO visits each primary school to discuss the needs of identified students. Students identified as more vulnerable are given bespoke transition with individual/small group visits. Students attend for 3 transition days in the summer term. This gives students the opportunity to meet staff and experience their new learning environments along with learning about how we do things at SCA. Parents are invited to meet with key staff including SLT and tutors to both answer questions and alleviate any concerns to allow for smooth transition.
Through Targeted intervention
In all year groups we have provision that allows students to have additional support in Maths and English when deemed appropriate.
Through Teaching, Learning and Assessment
The teaching, learning and assessment experience for students at SCA is one where students are actively expanding their knowledge, engaged in their learning and challenged appropriately through differentiated lesson content. These experiences include:
- High level questioning.
- Opportunities for independent learning.
- Student role modelling the learning and teaching their peers.
- A mix of individual, paired and group activities within lessons.
- Challenging tasks which improve resilience and determination to succeed.
- Being given time to improve work through responding to teacher feedback.
- Specific training days where students learn new skills to use in their work e.g. revision days, No Pen day, Independence Day
The role of the teacher is vital is ensuring that our students experience an outstanding education. Teachers support this through:
- Planning high quality lessons which focus on ‘Quality First’ teaching, using DRICE as the basis of quality lessons. Please see Appendix I – DR ICE (Page – 6)
- Using consistent, regular and robust assessment procedures to give an accurate picture of student progress and their next steps.
- Considering the needs of all learners and planning activities which suit different learning styles.
- Using ‘Own It’ as a vehicle to develop independence, resilience and understanding of responsibility, helping to prepare students for life beyond SCA.
Teachers are supported in these aims through targeted and effective CPD opportunities which provide opportunity for sharing good practice and gaining new strategies to use in everyday teaching:
- INSET Days
- Twilight training sessions
- Briefing slots
- Quality of Education PD sessions
- Collaborative development through departmental co-operation or Lead Practitioner support.
Through the Curriculum Offer
We have maintained a three Year Key Stage 3. At Key Stage 3 students study a broad and balanced range of subjects. At Key Stage 4 the majority of students follow an Ebacc pathway. A strong core of compulsory academic subjects gives students the relevant skills and qualifications to successfully progress onto post 16. The traditional core of English, Maths, Science, Humanities and Languages is complimented by an extensive range of options including: the arts and design technology subjects and a range of vocational courses. The subjects that are in the curriculum each year are driven by student demand. Some students do one less option subject and have additional time dedicated to English or Maths.
Curriculum at Post 16 is again wide and varied. We offer both traditional academic subjects alongside more vocational subjects. Students often do a mixture of both. Again like key stage 4 the subjects that are in the curriculum are determined by student demand. In some sixth form courses year 12 and 13 are taught together. With such a small sixth form cohort this allows us to offer subjects which would otherwise not run due to low numbers
For a full curriculum plan year by year please see Appendix II – CURRICULUM 2019-20 (Page – 7)
We believe that learning outside the classroom is as essential to students’ development as learning within the classroom, and so ensure our students experience a wealth of extracurricular opportunities. Examples of some of the activities we offer are as follows
- Year 7 Camp
- Duke of Edinburgh Award
- A variety of sports clubs and teams including football, netball, basketball, trampoline, cheerleading
- Sports and Dance Leaders
- School production
- Shakespeare Festival
- Robotics club
- Residential for our most vulnerable students
- Residential to Spain
- Mock trial
- WE club
- Race for life
- Science Week
- Trip to the Thackery museum
Homework is a key part of the learning process. It is used to:
- Develop reading skills
- Recall and retrieve prior learning
- Repeat a skill independently to encourage mastery
- Consolidate learning
- Deepen and extend learning
- Feed forward to future learning
Through Personal Development
Our pastoral system is centred around high expectations for all.
Through a mixture a dedicated tutor programme, year meetings, news Friday, discreet PSHCE and Ethics & philosophy lessons alongside collapsed timetable days, run in collaboration with a number of external providers students study all aspects of SMSC and PSHCE. We have a full time careers advisor and have dedicated careers guidance in all year groups.
Examples of how these areas of the curriculum are implemented are as follows
- Spiritual – Having studied various religions in class students in Year 7 and 8 are taken to local places of worship including a mosque and synagogue
- Moral – In Maths during a drop down day students study and debate gambling
- Social – Students follow the PiXL LORIC curriculum as part of their character education
- Cultural – The school runs various trips throughout the year including theatre trips and trips to Spain and France. We also host a number of foreign exchange students
- Personal – Dedicated careers program delivered as part of PSHCE lessons and year meetings. Working towards the Gatsby bench marks
- Health – Students do units of work on healthy relationships that are appropriate to their age
- All year 10 students take part in a six week citizenship placement where they give back to the community one morning per week. They also do two weeks work experience which is tailored towards their future career aspirations
The impact of the school’s curriculum is measured through several means:
- Outcomes for students at GCSE in Year 11
- Progress and attainment data for current year groups
- Destinations data
- Attendance data
- Behaviour logs
- Engagement in enrichment activities
- Student voice
- Departmental quality assurance (including departmental reviews)
- Safeguarding data
- Progress towards the Gatsby benchmarks