Content Pending

Assessment Calendar

Attainment and Progress at Key Stage 3

At KS3, students will undertake summative assessments twice a year to measure their understanding in each subject. The second summative assessment that takes place towards the end of the academic year will cover all the work studied that year. Students will obtain a percentage test score for each subject after completing an assessment. After an assessment, a percentile rank is used to determine the position the student within the cohort and used to determine progress. A report on the progress and attainment of each student will be sent to parents electronically.

Attainment and Progress at Key Stage 4

At KS4, students will be assessed against GCSE criteria in two summative assessments per subject. The academy will report the progress of the student after each assessment. At the end of Year 10 and in Year 11, the Academy will also report a GCSE grade attained by the student. Progress will be measured by comparing their performance in recent assessments with their target grade. A report on the progress and attainment of each student will be sent to parents elecxtronically.

Parent/Teacher Consultation Evenings

Reports Sent To Parents — Year 7–11

Rationale

At Kirton Academy School we highly value the creative arts and the opportunities and career prospects it opens to our students. Our teachers are passionate about their subject specialisms and it is our ambition to pass on this enthusiasm to our students. In KS3 Art, Design and Technology (ADT) are taught via rotation throughout years 7, 8 and 9. Students have 2 hours of ADT a week in the areas of Art, Art Textiles, Food Technology and Resistant Materials. Each separate subject area is broken down into sequenced programs of study designed to prepare students for later life. The lessons are structured to give the students the best preparation to go on to study the optional subjects GCSE Art, GCSE Art Textiles, GCSE Design and Technology and Hospitality and Catering Level 1 or Level 2.

Students work practically in a wide range of materials and mediums to expose them to new experiences and concepts. In Art, we focus on developing students understanding of how other artists and designers work expressing ideas and emotions, using other people's work as a springboard to inspire their ideas. Students work in mediums such as paint, ink, clay, and textiles, with projects increasing in complexity through years 7, 8 &9. In Resistant Materials students work in a wide range of materials including plastics and wood, employing both hand tools, larger machinery and computer aided design. Students work through a design process from idea conception to product development, with an increasing focus on the environmental impact of materials and technology. In Food Technology students learn about how different food groups are needed by the body, how we consume and enjoy foods from around the world as well as the different food choices people can and have to make. Alongside this they learn increasingly complex food preparation skills enabling them to grow in confidence and be more independent in their own self-care.

Through all our subject areas we aim to give students an insight into the career routes they could take and the wide range of industries they could aspire to work in.

Aims

Art and Textiles

• Opportunities.
• Rural neighbuorhoods tend to have a strong community identity and this is evident in Kirton in Lindsey and its surrounding catchment area. There is an increased sense of pride in the school and this will be further built upon by an increased connection with the local community. We aim for local communities to regard the school as a place where students can realize their ambitions and learn skills to prepare them for employment. As a faculty we aim to be involved in more community projects and events. We are also aiming to create a strong connection with local feeder primary schools who use the schools Art, Design and Technology facilities.
• Local Universities such as Lincoln and Hull have seen great successes and led to huge developments and investments in both cities. There has also been the recent arrival of University Campus North Lincolnshire opening up local higher education paths to students. We aim to build partnerships with higher education providers and expose students to a range of careers paths and opportunities.
• The Humber bank connected to 25% of the UK's energy generation has a major role to play in reaching net zero and big economic opportunities around decarbonisation. Significant levels of investment in the area are anticipated over the coming years making the Humber a major hub for renewables in the UK. Northern Lincolnshire is uniquely positioned to be at the centre of growth in offshore wind and green energy. Our aim is to build partnerships with local employers and ensure our students are prepared with the skills and expertise employers are looking for.

Resistant Materials

• Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
• Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes.
• Use research and exploration, such as the study of different cultures, to identify and understand user needs.
• Identify and solve their own design problems and understand how to reformulate problems given to them.
• Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools.
• Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture.
• Investigate new and emerging technologies.

Food

• Understand and apply the principles of nutrition and health.
• Cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet.
• Become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes].
• Demonstrate an awareness of the dietary needs and choices of different groups such as religious needs, medical needs, health, ethical and moral choices.
• Understand the source, seasonality and characteristics of a broad range of ingredients.
• Have an understanding about sustainability and environmental impact of our food choices.

The Rationale for Sequencing (Scope and Rigour)

When students come to secondary school their experience of Art, Design and Technology at primary school varies vastly and is most often underdeveloped. As students begin in Y7 they are introduced to basic equipment, materials and processes to ensure they have solid foundations for the rest of KS3. By Year 8 and 9 students are able to undertake more complex projects, using an increasingly complex range of tools and equipment. Projects allow for more independent choices and students are encouraged to take creative risks with their choices. Throughout KS3 students increasingly are made aware of how their learning leads into KS4 choices.

Why?

Students often are ill exposed to career progression and opportunities within the Arts, Design and Technology (including food related careers). Students' understanding of the opportunities they can aspire to helps underpin their intrinsic motivation. Students who are aware of progression routes tend to be more invested in their own learning.

Frequently literacy, numeracy and science are linked into our lessons, to encourage deeper understanding and application of core principles of learning. By incorporating historical, geographical and cultural subject matter, students can make connections between disciplines, fostering critical thinking and allowing students to draw deeper connections within their learning.

Research informing the Sequencing decisions

Both Rosenshine's Principles of Instruction and Cognitive Load Theory have informed our curriculum sequencing and implementation. Both recognise the importance of memory in building schemas required to develop mastery and retention. Our schemes of work are sequenced so that students revisit skills and build upon prior learning over time, chunking more complex concepts into smaller parts. By limiting the amount of new information students are exposed to at one time, we can check understanding before moving the learning on. A scaffolded approach, combined with modelling and step by step success criteria means students are exposed to new skills and concepts gradually, building strong foundations and links across texts and skills.

Key Themes KS3

How we Have Researched the Curriculum

To help us develop this curriculum we have:

• Sequenced the curriculum to best prepare our students for the requirements of the GCSE’s we offer at Kirton Academy.
• Registered all members of the department with the Design and Technology Association.
• Sourced our schemes of work from national subject experts.
• Joined online subject specialist groups.

Intent

• To foster enthusiasm for the discipline and subsequently prepare student for careers in related fields in Child Care, Health & Social Care, Psychology, Sociology & Biology.
• To enable students to gain a real insight into all of the challenges, excitement, considerations & responsibility surrounding children's development and the number of agencies & people involved in caring for that development.
• To support learners' understanding of the developmental norms from birth to 5 years and the stages and development of play.
• To encourage multiple approaches to learning, such as practical opportunities and real-life scenarios, which will support students to develop their applied knowledge.

Key Themes

How we have researched the Curriculum

To help us develop this curriculum we have:

• Used guidance from Pearson BTEC on the course content and sequencing.

Rationale

The study of English provides students with the skills required to engage with and influence the world around them; it enables pupils to communicate their thoughts and feelings effectively both through the written and spoken word. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually so that they are well read and well prepared for life after Kirton Academy. We aim to ensure that all our students develop a love for a strong literary heritage that celebrates a vast wealth of great writers.

Aims

During their time at Kirton Academy, students will:

• Have narrowed the gap between KS2 starting points and national average age expectations. Pupils typically come in below the national average in English and maths.
• Be able to use ambitious and precise vocabulary to communicate meanings and ideas.
• Pupils will be able to express their ideas, views and opinions about a wide range of topics in a clear and thoughtful way.
• Pupils will be able to write fluently and accurately and develop detailed ideas, adapting language to suit audience and purpose.
• Pupils will be able to confidently read a range of texts and explore meanings, ideas and methods used in a detailed and developed way.
• Pupils will be able to develop mastery and retention of key skills.
• Pupils will develop cultural awareness in order for them to succeed academically and engage in wider society.

The rationale for Sequencing (Scope and Rigour)

At Kirton Academy School we develop a love of reading and writing through a curriculum that is inclusive, engaging and challenging. Throughout their time here, students are exposed to challenging, ambitious texts and materials from a range of rich and varied literary heritage. We have developed a rigorous spiral curriculum so that all students are challenged and develop a secure understanding of the skills needed to succeed at GCSE and life after Kirton Academy. The spiral nature of the curriculum is designed to build upon prior learning so that students are able to know more and remember more. The curriculum sequence develops mastery so that students are encouraged to start making links between texts and apply skills more confidently and independently as they move through the curriculum.

Why?

At Kirton Academy we have developed a KS3 curriculum in English that we feel enables our students to develop and master a wide range of skills through a range of fiction and non-fiction texts which complements the KS4 curriculum. The spiral curriculum structure ensures students build upon their understanding of these skills across the three years so that there is an increased complexity and challenge as student's progress towards KS4. To facilitate this approach, the curriculum is structured into thematic topics which include opportunities for students to revisit and develop skills through a range of modern and classic fiction, a wide range of poetry and plays. In addition, we have developed several thematic topics where students engage with non-fiction texts critically.

At KS4, all students study English Language and English Literature at GCSE. We offer the AQA syllabuses for English Language and English Literature. In English Language, students will develop an ability to read critically and to respond to unseen literary extracts and non-fiction texts. They will learn to write for an audience and purpose and will develop their creative and discursive writing skills. In Literature, students will study one pre-twentieth century text, one modern text, a whole Shakespeare play and a collection of themed poetry. Students will also develop the ability to respond to poems that they have never seen before. All students study the same literature texts which allows for intervention sessions, collaborative.

Research Informing the Sequencing Decisions

Both Rosenshine's Principles of Instruction and Cognitive Load Theory have informed our curriculum sequencing and implementation. Both recognise the importance of memory in building schemas required to develop mastery and retention. Our schemes of work are sequenced so that students revisit skills and build upon prior learning over time, chunking more complex concepts into smaller parts. A scaffolded approach, combined with modelling and step by step success criteria means students are exposed to new skills and concepts gradually, building strong foundations and links across texts and skills.

English Skills:

The curriculum is sequenced with clear outcomes for each scheme of work, each year and each key stage. Through the study of a wide range of fiction and non-fiction texts, students develop their ability to identify and interpret themes and ideas, draw on inferences and justify these with evidence. Pupils apply the knowledge gained from the study of other writers to produce a range of texts, written effectively for different purposes and audiences; they are taught to select vocabulary, grammar, form, and structural features to reflect audience, purpose and context and use language imaginatively and creatively.

Key Themes

Key Themes

How we have researched the Curriculum

To help us develop this curriculum we have:

• Sequenced the curriculum to best prepare our students for the requirements of the GCSEs we offer at Kirton Academy.
• Registered all members of the department with the Design and Technology Association.
• Sourced our schemes of work from national subject experts.
• Joined online subject specialist groups.

Rationale

The study of Geography provides students with the skills and knowledge required to engage with the world around them at a local, national and global level. Through the study of both physical and human geography they develop an understanding of natural phenomena, human development and the impact that humans can have on the physical world around them.

Aims

The overarching intent of the geography curriculum is to ensure students develop an in-depth understanding of the world around them. By the end of their time at Key Stage 3, students will have developed the skills and knowledge necessary to proceed onto GCSE Geography. GCSE students will then be equipped with the skills and knowledge to access A Level studies. Regardless of routes, all students at Kirton Academy will develop their capacity to understand relevant global issues which may come to impact on their lives and will develop an appreciation of how interconnected the world is now. At the same time, they will develop key employability skills such as problem solving, critical thinking, communication and teamwork.

The rationale for Sequencing (Scope and Rigour)

The department ensures students are globally aware through its subjects by ensuring students understand the world around them at local, national and international levels. The Geography curriculum builds location knowledge through Map and Atlas work along with studies of individual countries and environments. Geography also focuses on key current global issues to develop student understanding.

Within geography, the curriculum allows students to develop a range of skills which are relevant to the work environment. Within Geography students are developing the ability to evaluate, analyse and justify. Both written work and class discussions consistently challenge students to develop and expand their ideas and use a range of information and evidence to reach clear conclusions. This in turn helps build students sense of empathy tolerance which are important skills needed when dealing with scenarios within the world of work. The subject regularly identifies careers and job roles which specific topics link to. For example, when looking at Rivers and Flooding, students are made aware of roles within the Environment Agency which link to studying flooding.

Research Informing the Sequencing Decisions

Both Rosenshine's Principles of Instruction and Cognitive Load Theory have informed our curriculum sequencing and implementation. Both recognise the importance of memory in building schemas required to develop mastery and retention. Our schemes of work are sequenced so that students revisit skills and build upon prior learning over time, chunking more complex concepts into smaller parts. By limiting the amount of new information students are exposed to at one time, we can check understanding before moving the learning on. A scaffolded approach, combined with modelling and step by step success criteria means students are exposed to new skills and concepts gradually, building strong foundations and links across texts and skills.

Key Themes

Rationale

We believe that students deserve a broad and ambitious History curriculum, rich in skills and knowledge, which immerses students in a range of cultures and engenders an enquiring and critical outlook on the world. Our History curriculum will give students the opportunity to study issues at a local, national and international level in Ancient, Medieval, Early Modern and Modern time periods. We will exploit opportunities to enrich our curriculum by providing on and off-site subject or topic related experiences, encouraging students to contribute to the life of the school and the community, including remembrance activities. Our curriculum will build on their understanding of the importance of British values, including democracy, the rule of law, individual liberty and tolerance and respect whilst improving their spiritual, social, moral and cultural understanding.

The rationale for Sequencing (Scope and Rigour)

Our History curriculum is taught to students using with a coherent chronological framework because it allows key concepts and themes to be interwoven and we promote the ability to see the evolution of concepts. Each topic provides the opportunity to measure pace, extent and trends in change and continuity over time, allowing students to make relevant links between historical episodes. Students will be given the opportunity to develop a rich depth of knowledge whist considering the theories of cognitive load.

The curriculum is designed with opportunities to develop an understand Britain's influence on the wider world, challenge traditional ideas and consider whether the British influence was always positive. We study the history and influence of different peoples and places across time, and assess the impact of events on individual and communities. During their History course students will be exposed to a high level of historical and conceptual vocabulary and use this to learn to interpret a broad range of sources including visual sources and propaganda. We will consider different peoples' perspectives on issues and events in order to challenge received wisdom about historical figures and issues. Whilst covering content we will develop an understanding of how to apply and write about historical concepts such as causation, continuity and change, significance, consequence, diversity.

Why?

The curriculum has been designed to ensure that students gain an appreciation of divergent perspectives, rather than sticking to established historical norms. For example, in studying the Second World War, students are challenged to see the impact of the war on other countries that were attached to Britain through the Empire. They then seek to question the motives of Churchill's decisions to divert resources to Britain and the impact that had on Bengal. Furthermore, we introduce students to characters and groups who have traditionally been ignored such as LGBT+ and Native Americans. This ensures that students receive a rounded education in History and is essential in teaching attitudes of tolerance. In History lessons, students will regularly apply new knowledge to conceptual questions. Each topic is framed around a challenging historical question which is linked to a second order concept. Lessons mirror this, with key questions forming the basis for each lesson enquiry. This will ensure students access and apply high level vocabulary with increasing rigour over their time in history classrooms. With plenty of opportunities to perform extended writing, we are confident that history in Kirton Acadmey is a highly rigorous and incredibly purposeful part of our curriculum.

Research Informing the Sequencing Decisions

Both Rosenshine's Principles of Instruction and Cognitive Load Theory have informed our curriculum sequencing and implementation. Both recognise the importance of memory in building schemas required to develop mastery and retention. Our schemes of work are sequenced so that students revisit skills and build upon prior learning over time, chunking more complex concepts into smaller parts. By limiting the amount of new information students are exposed to at one time, we can check understanding before moving the learning on. A scaffolded approach, combined with modelling and step by step success criteria means students are exposed to new skills and concepts gradually, building strong foundations and links across texts and skills.

Each topic is planned with a structure to provide students an opportunity to 'enquire' about topics in History and investigate using sources. This allows students the opportunity to develop historical skills whilst engaging with content.

Key Themes

Rationale

Currently technology is becoming a centre point of our day to day lives. Studying Computing at Kirton Academy helps our students develop skills that are required in both current and future jobs in the modern, digital world that we are currently living in.

Aims

Computing isn't all about computers, it takes a broader approach and focuses on the way in which digital information is communicated. Sure, computers still play a big part, but Computing also looks at how devices like telephones or audio/visual networks can be used alongside computers.

We aim to:

• To enhance children's quality of learning through the effective delivery of the ICT/Computer Science curriculum.
• To raise attainment by creating a target-orientated highly driven culture based on the enhancement of ICT skills and creative use of them in coursework.
• To have consistently high expectations and match these with high quality resources and learning strategies.
• To provide a range of educational experiences appropriate to the age, ability and needs of our students utilising all the ICT resources to hand.
• To challenge our highest ability students with a Computer Science course that fulfils the needs and requirements of recent National changes and industry guidelines.
• To manage and create resources to ensure maximum benefit ensuring all resources are of outstanding quality and are accessible as easily as possible.
• To adopt a philosophy of continuous improvement in all aspects of the delivery of all subjects within the Faculty.
• To be promoters of lifelong learning by continually training and developing new skills using the latest technology.
• To challenge our students with a Computer Science course that fulfils the needs and requirements of recent National changes and industry guidelines.

The rationale for Sequencing (Scope and Rigour)

Why?

The curriculum has been designed to build up skills throughout KS3 and then students have the option to continue onto Business and Enterprise at KS4. As well as this, topics are sequenced so that they are revisited in more depth as pupils get older. Computing focuses on using specialist software to prepare students for most, if not all, future careers. It also develops general ICT based skills such as: Awareness of Target Audience and Purpose, Digital Literacy, Research skills, E-Safety awareness, Graphic creation and editing, Creating animations, Creating and editing videos.

Research Informing the Sequencing Decisions

Both Rosenshine's Principles of Instruction and Cognitive Load Theory have informed our curriculum sequencing and implementation. Both recognise the importance of memory in building schemas required to develop mastery and retention. Our schemes of work are sequenced so that students revisit skills and build upon prior learning over time, chunking more complex concepts into smaller parts. A scaffolded approach, combined with modelling and step by step success criteria means students are exposed to new skills and concepts gradually, building strong foundations and links across texts and skills.

Broader Themes

• Awareness of Target Audience and Purpose
• Digital Literacy
• Research Skills
• E-Safety Awareness

Rationale

PSHE (personal, social, health, and economic) education became statutory for schools in September 2020, under the Children and Social Work Act. It has great importance for the well-being of young people. The Department for Education calls PSHE "an important and necessary part of all pupils' education," and that "all schools should teach PSHE, drawing on good practice."

Aims

At Huntcliff PSHE education gives pupils opportunities to foster skills in teamwork, leadership, communication, and collaboration, whilst helping to develop their character and learn about important information they will need to thrive and contribute positively to society. The schemes of work cover physical health, emotional well-being, relationship skills, British values, and employability skills, as well as educating young people on the risks they may face.

Across Y7-11 there are 60 minutes of PSHE learning a week. Our PSHE curriculum is carefully tailored to pupils so that they are not only age-appropriate but also stimulating and engaging. PSHE also is addressed during form time and across our assembly programme and extra curricula activities that are planned throughout the year.

The Rationale for Sequencing (Scope and Rigour)

PSHE can not only improve the physical and psychological well-being of pupils, but it can also allow young people to develop skills that will enable them to become well-rounded members of society. The PSHE Association states "PSHE is more valuable than ever for young people for all opportunities, challenges, skills, knowledge, life decisions and the responsibilities they will face. It helps them deal with critical issues they face such as friendships, emotional wellbeing and change and gives them a solid foundation for whatever challenging opportunities lie ahead.

Research Informing the Sequencing Decisions

The curriculum has been designed to layer key themes throughout KS3 and KS4 to ensure that students build their knowledge of at an age that is appropriate. As well as this, topics are sequenced so that they are revisited in more depth as pupils get older. An example of this can be found in the Healthy Lifestyles strand which starts in Year 7 with topics including diet exercise, sleep, hygiene and ends in Year 11 with pupils learning about body shaming, consent, rape and the law, online gambling etc. Religious education is taught in LIFE lessons, assemblies and tutor sessions. Pupils learn about the key beliefs, festivals, and religious practises found in Christianity, Islam, Judaism, , Buddhism, and Hinduism. A key question approach, as referenced in the locally agreed SACRE is adopted where possible to allow pupils to engage in an enquiry-based learning.

Both Rosenshine's Principles of Instruction and Cognitive Load Theory have informed our curriculum sequencing and implementation. Both recognise the importance of memory in building schemas required to develop mastery and retention. Our schemes of work are sequenced so that students revisit skills and build upon prior learning over time, chunking more complex concepts into smaller parts. A scaffolded approach, combined with modelling and step by step success criteria means students are exposed to new skills and concepts gradually, building strong foundations and links across texts and skills.

Broader Themes

• Religion - Christianity, Islam, Judaism, Hinduism and Buddhism. There key figures, principles and culture, religious festivals and worship practices.
• Careers - Money, employability skills, employment research, money management, LMI, budgets, loans, interest rates, Unifrog, ethical finance, being future ready, worker's rights, post 16, post 18 and getting ready for the next step.
• Healthy Lifestyles - Diet, exercise, mental health and wellbeing, drug and alcohol awareness, smoking, emotional health, antisocial behaviour, crimes and gangs, body shaming and self-esteem.
• Personal safety and Citizenship - Identity, British values, racism, first aid, CPR, global citizenship, extremism, FGM, internet safety, crime, criminality, globalisation and plastic pollution.
• Political awareness - Animal rights, democracy, role of monarch, worker's rights, right to vote, medias impact on democracy, voting systems, political parties, parliament, constitution and devolution.

Subject here Faculty Priorities 2023-2024

Success Criteria

(Must be Specific, Measurable, Agreed, Realistic and Time-bound)

Rationale

At Kirton Academy we believe that everyone can succeed in mathematics through hard work and resilience, irrespective of their starting point. We encourage our pupils to explore their potential without fear of making mistakes, understanding that progress is made by trying, perseverance and determination. Our department is clear that mathematics is the key to unlocking a variety of rich and varied career pathways. We aim to raise the aspirations of all pupils and strive to fully exploit opportunities for links between the pupils' learning and its application within a range of science, technology, engineering and mathematics careers. Our intent is to prepare our students for their next challenge, whether that is to study for A Levels, to start an apprenticeship or to give them the skills to deal with everyday mathematics and improve their potential of success.

Aims

The national curriculum for mathematics aims to ensure that all pupils:

• Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

The Rationale for Sequencing (Scope and Rigour)

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. Mathematics is a cornerstone of any outstanding education. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

Why?

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils' understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Maths is vital for a variety of careers including becoming an investment analyst, a software developer, an engineer or a financial manager. Maths allows students to develop a range of transferable skills such as, data analysis, critical thinking, time management and problem solving. As students gain an understanding of mathematics, they become more able to see how the content is applicable to everyday life in increasingly complex scenarios, and if they dig beneath the surface, they will gain an appreciation that maths underpins much of what they see in the world at large.

Research Informing the Sequencing Decisions

Both Rosenshine's Principles of Instruction and Cognitive Load Theory have informed our curriculum sequencing and implementation. Both recognise the importance of memory in building schemas required to develop mastery and retention. Our schemes of work are sequenced so that students revisit skills and build upon prior learning over time, chunking more complex concepts into smaller parts. A scaffolded approach, combined with modelling and step by step success criteria means students are exposed to new skills and concepts gradually, building strong foundations and links across texts and skills.

Key Themes

Through the mathematics content, students should be taught to develop fluency within the subject. Whilst using the national curriculum as the basic framework, students are expected to develop their reasoning mathematically in the subject. They should:

• Extend their understanding of the number system; making connections between number relationships, and their algebraic and graphical representations.
• Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically.
• Identify variables and express relationships between variables algebraically and graphically.
• Make and test conjectures about patterns and relationships; look for proofs or counter-examples.
• Reason deductively in geometry, number and algebra, including using geometrical constructions.

At Kirton we use a modified Pearson 5 year Mathematics SOW to help us sequence the content appropriately.

GCSE (9-1) Schemes of Work

We alter the SOW to enable us to meet the needs of our students and ensure alignment with other academies in our Trust.

Rationale

As the UK is becoming an increasingly multicultural society, it is important that we provide our students with an understanding of other cultures and languages, freeing them from insularity and promoting diversity and tolerance. French and Spanish are global languages spoken across almost all continents of the world. The teaching and learning in lessons should ensure that students can understand and respond to speakers of the target language in both speech and writing. Pupils should also have the opportunity to communicate on a personal level and in every day transactions. Language teaching should enable students to gain the fundamental skills needed to build on their language knowledge as well as the skills to learn other languages, thus equipping them with the tools to study and work in other countries.

Aims

The curriculum for languages aims to ensure that all pupils:

• Understand and respond to spoken and written language from a variety of sources.
• Are able to write for different purposes and different lengths, showing the variety of grammatical structures they have learnt.
• Can speak with increasing fluency, continually improving their pronunciation and intonation.
• Can discuss similarities and differences between their culture and that of target language countries.

The Rationale for Sequencing

The sequencing of the MFL curriculum aims to help students understand and use a range of linguistic and grammatical skills as well as enhance their cultural knowledge. In lessons, we use a variety of receptive and communicative tasks to build on the key skills of reading, listening, writing and speaking. At Key Stage 3, students cover a variety of topics which enable them to communicate on a personal level and on a day to day basis. At Key Stage 4, if they opt for MFL, they students build on the foundations from Key Stage 3, widening their vocabulary and extending their knowledge of grammar. They study 8 topics which are broken down into manageable sections depending on the student's ability, and throughout which vocabulary and grammar are regularly reinforced, allowing them to become embedded in their long-term memory. Regular retrieval practice in starter activities ensures that students recap key vocabulary and grammar throughout the course.

Why?

Learning a language is a key ingredient in helping students to develop a greater understanding of the world around them and their place as a global citizen within it. Being able to communicate in more than one language is a life skill. Many students at our school have not yet had the opportunity to experience other cultures even beyond their own county, let alone another country. We encourage students to become interested in other cultures beyond their local area. They learn about different foods and drinks, festivals and celebrations, education systems, music, geographical features and famous people amongst other things, and they are encouraged to consider and express opinions on the similarities and differences between their lives and those in other cultures.

Research Informing the Sequencing Decisions

Both Rosenshine's Principles of Instruction and Cognitive Load Theory have informed our curriculum sequencing and implementation. Both recognise the importance of memory in building schemas required to develop mastery and retention. Our schemes of work are sequenced so that students revisit skills and build upon prior learning over time, chunking more complex concepts into smaller parts. By limiting the amount of new information students are exposed to at one time, we can check understanding before moving the learning on. A scaffolded approach, combined with modelling and step by step success criteria means students are exposed to new skills and concepts gradually, building strong foundations and links across texts and skills.

Key Themes

Rationale

At Kirton Academy we believe that all students are entitled to a high-quality music education Our aim is to engage and inspire pupils to develop a love of music and to realise their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. Embedding the enjoyment and sense of community music performance can create is very important to us as a school and so we look to provide students with opportunities to perform to a wider audience. This is through a combination of in school events such as House Music competitions, through to more public events such as the Christmas Concert or taking part in community events in the local area.

Aims

The National Curriculum for music aims to ensure that all pupils:

• Perform, listen to, review, and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
• Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.
• Understand and explore how music is created, produced, and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

The rationale for Sequencing (Scope and Rigour)

Our Music Curriculum matches the National Curriculum by encompassing the main skills of performing, composing, listening and appraising. For each unit, students are given a range of tasks and activities that are designed to build and challenge students' practical and music theory skills. Students are given the opportunity to learn a variety of musical instruments as well as building singing skills and confidence. This is executed through a range of practical activities where students work, most frequently, in pairs or small groups. Students learn notable, well-known pieces and are taught to create their own music, using stylistic features and devices. Listening skills are applied in every unit of work, with activities designed to build critical listening skills and music analysis. Students are taught to discuss and describe music with increasing coherence, through the use of key words and music vocabulary. As Music Technology is used extensively in KS4, this is introduced in a basic format in KS3 - using industry standard notation and sequencing software.

The units of work are structured to allow for progressive understanding and a development in instrumental skills. Each unit builds upon skills and knowledge learnt previously. Music is a multi-faceted subject that requires time and practise to learn and understand. Students are encouraged to take part in lunch time clubs such as the Choir, sign up for specialist music lessons by visiting tutors and are open to use to small studios to explore their own music.

Cognitive Load Theory

The skill of reading music is akin to learning an entirely new language. This can easily cause students' working memory to become overloaded. Through pre-teaching, segmentation, repetition and retrieval practice we aim for musical understanding to be processed from the working memory into the long-term memory in manageable chunks. It takes vast amounts of practise and repetition before it becomes more fluent. It is therefore weaved into every unit of work, so that all students can follow it to some degree. Music terminology can be tricky to comprehend, due to the range of languages used (Italian, Latin, French, Spanish etc.). Key words and vocabulary are used and referred to in every lesson, regardless of the topic, in the hope and expectation that the musical language becomes second nature to students.

Research Informing the Sequencing Decisions

Both Rosenshine's Principles of Instruction and Cognitive Load Theory have informed our curriculum sequencing and implementation. Both recognise the importance of memory in building schemas required to develop mastery and retention. Our schemes of work are sequenced so that students revisit skills and build upon prior learning over time, chunking more complex concepts into smaller parts. By limiting the amount of new information students are exposed to at one time, we can check understanding before moving the learning on. A scaffolded approach, combined with modelling and step by step success criteria means students are exposed to new skills and concepts gradually, building strong foundations and links across texts and skills.

Key Themes

Rationale

Physical education has been recognized as "probably the most significant physical activity context for developing moral character" Shields, D.L. & Bredemeier, B.L. (2007).

Thus, as physical educators we have a huge opportunity to support the development of the whole-student — physically, intellectually, socially, affectively, and possibly even spiritually. Gibbons, S.L & Ebbeck, V. (1997) It's about helping each other to develop good habits in order to bring out the best in each other both inside and outside of sport and physical activity. Rogers, S. (2020).

Government initiatives such as Sporting future by the Department of Culture, Media and Sport (2015) realised that sport has more to offer than just physical benefits, it aims to change how we categorise being successful in sport by focusing on more than physical skills those being 'physical wellbeing, mental wellbeing, individual development, social and community development and economic development.' Therefore, through PE lessons teachers should assess more than physical competence and aim to use sport to recognise other positive personality characteristics.

Our conceptual approach offers an alternative to the traditional sport and skills-based approach. The sport and physical activity therefore becomes the vehicle through which the concept id delivered or developed. By shifting the focus of the curriculum and the success criteria of each lesson, we are doing so much more than getting students active, we are delivering meaningful learning that harnesses the learning potential of physical activity and sport, whilst improving the experiences within PE for every child. In our concept curriculum every child has the opportunity to engage in relevant and meaningful learning, thus nurturing better physical literacy and increasing the chances of lifelong participation.

Aims

The purpose of Physical Education is to provide a high-quality physical education curriculum which inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

• Develop competence to excel in a broad range of physical activities.
• Are physically active for sustained periods of time.
• Engage in competitive sports and meaningful physical activities.
• Lead healthy, active lives.
• Inspire confidence to participate beyond school.
• Develop knowledge and motor movements that can be transferred into a range of activities.
• Experience different forms of communication, self and reflection, positive attitudes, teamwork, cooperation, commitment, initiative and leadership.
• Develop physical literacy.
• To prepare students for wider life.

The Rationale for Sequencing (Scope and Rigour)

The sequencing of the Physical Education curriculum at Kirton Academy intentionally allows students the opportunity to experience key concepts and skills at KS3, prior to mastering these skills and concepts at KS4. Students are exposed to a broad and balanced curriculum of activities that are tailored for students and provide meaningful connections to the concept. As students' progress throughout the curriculum, they will revisit key skills and themes; students are encouraged to start making links between concepts, knowledge and skills; applying these more confidently and independently as they move through the curriculum.

Why?

We scaffold the learning of our students to ensure they are exposed to curriculum themes and skills gradually and repeatedly throughout their educational journey. The more exposure students have to these themes and key skills, the more confident through an increase in competency.

Research Informing the Sequencing Decisions

Cognitive load theory informs our curriculum sequencing; revealing the role of memory in helping students build the cognitive architecture required to access the Physical Education curriculum effectively. Our schemes of work are sequenced to ensure students' working memory is not overloaded. Through pre-teaching and scaffolding (in a 'part-whole' approach) we ensure students embed knowledge in their long-term memory. The Physical Education Concept curriculum then revisits key skills and themes over time, chunking more complex concepts; ensuring students at Huntcliff Academy are prepared for life in the wider world.

Key Themes

Key Themes

Rationale

Have you ever wondered why the sky is blue? If there are more than 118 elements? Whether there are more undiscovered species of plant or animal? The curiosity that lies behind these questions and the drive to find the answers is what makes us human and it lies in the heart of Science. Answering questions is essentially the whole purpose of science and answering these questions simply brings more questions to the surface. Great scientists, those at the very frontier of what we understand as science knowledge, would still declare that the more we understand about the universe, the more there is to find out. Through the specific disciplines of biology, chemistry and physics, a high-quality Science education aims to develop students as critical thinkers and to look at explaining the world in which we live in. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring and predict how things will behave around them. Studying Science ensures our students are prepared for the wider world, teaching them valuable skills such as; problem solving, mathematical reasoning, data analysis, communication, evaluation, planning and safety.

Aims

The national curriculum for science aims to ensure that all pupils:

• Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
• Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
• Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

The Rationale for Sequencing (Scope and Rigour)

Students are introduced to the key scientific principles, and these are developed year on year in a spiral format as students revisit and build upon prior knowledge. This builds understanding across our 5-year curriculum leading to GCSE qualifications in either Combined Science or separate Biology, Chemistry and Physics subjects.

Research Informing the Sequencing Decisions

Both Rosenshine's Principles of Instruction and Cognitive Load Theory have informed our curriculum sequencing and implementation. Both recognise the importance of memory in building schemas required to develop mastery and retention. Our schemes of work are sequenced so that students revisit skills and build upon prior learning over time, chunking more complex concepts into smaller parts. By limiting the amount of new information students are exposed to at one time, we can check understanding before moving the learning on. A scaffolded approach, combined with modelling and step by step success criteria means students are exposed to new skills and concepts gradually, building strong foundations and links across texts and skills.

Key Themes