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Shotton Academy-69

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 students excellently for external examinations there is a strong emphasis through the various elements on developing:

  • a ‘love of learning’.
  • the soft-skills required to be a productive member of the workforce.
  • an understanding, through the careers programme, of the opportunities available to students once they leave school.
  • an understanding of ‘British Values’ and the implications for life in modern day Britain.
  • students 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 students to be able to solve complex problems.
  • students need to practice the knowledge and skills they have learnt in lessons so that they can use them when they need.
  • many opportunities are built into lessons to secure the need to recall and retrieve previous learning, so that it can be embedded. This enables students to apply knowledge with increasing confidence
  • the vast majority of students should be entered for the English Baccalaureate - as this provides an academically broad and balanced curriculum.
  • care is taken to ensure that students 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) and through the pastoral programme which develops the language and wider knowledge needed to then access more formal learning.
  • development of language is the remit of all subjects.
  • 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.

The curriculum is structured in the following way to facilitate these aims:

Subject (KS3)

Hours per fortnight in KS3

Subject (KS4)

Hours per fortnight in KS4

Notes

English

8

English Literature (Core)

9

All students study English Language and Literature.

English Language (Core)

Mathematics

8

Core

8

 

Science

9

Combined Science

9

All students except separates follow combined

Biology

5

Around 30 students study separate science

Chemistry

4

Physics

4

Geography

3

Option A

5

S band do French in this block. H band do geog/hist

History

3

Option B

 5

H band do French while S band do hist/geog

French

4

Option C

5

More of an open choice for students

 

 

Option D

4

Triple science lessons come through this option

Art

2

PP - (incorporating PE, P4L and dance)

5

 

Design Technology

3

 

 

 

IT

2

 

 

 

Performing arts mu/dr

2

 

 

 

PE 

3

 

 

 

Dance 1      
P4L 2      

In KS4 students study English, mathematics, separate sciences, and select four option choices. Students therefore study for ten GCSE qualifications. They must select geography or history as one option and a modern foreign language (Spanish or French).