About the academy
Our Specialisms and Curriculum
Key issues these will respond to are:
- raising standards of literacy and numeracy;
- working with partner primary schools to raise levels of attainment in Year 6;
- raising aspirations of learners and their families;
- development of a fresh approach to the learning which provides progression pathways from Year 7, keeping learners engaged and in learning at Key Stage 4 and post 16;
- raising attendance particularly of key groups;
- raising standards throughout Key Stage 3 and therefore accelerating progress at Key Stage 4
Sport
- Sport will be used to develop learner confidence and an understanding that ‘practice makes permanent’ as well as to promote health and fitness for all. Sports practices, such as regular engagement and coaching, will be developed in the wider curriculum to model a fresh approach to learning and teaching.
- All learners will do at least 2 hours’ sport each week. Learners will have access to the full range of sports options including dance, team sports and various individual sports such as badminton, boxing, athletics, gymnastics and tennis. The Academy will specialise in a number of sports and has an aspiration to support high achieving sport learners into the national sports arena. At this stage it is anticipated that this will include football, rugby and basketball.
- There will be a continued emphasis on sport through Key Stage 3 and on to Key Stage 4. All learners will be expected to take a qualification in sport, with a range of possible options including, the diploma in Sport and Leisure; BTEC First and BTEC National diplomas; GCSEs, Apprenticeships and Young Apprenticeships. All learners will also be encouraged to take Youth Sports Leaders Awards at various levels.
Environmental Science
- Science will be a core element of the learner entitlement at both Key Stage 3 and Key Stage 4 with all learners expected to take at least one qualification in science by the end of Key Stage 4.
- The Academy will offer the full range of qualifications in science at both Key Stage 4 and Post 16. However, the emphasis of the specialism will be on Environmental Science, particularly in relation to sustainability and the regional industrial context.
- Science will follow the project-based unitised model of learning. Key themes to be covered will include those elements required to fulfil the secondary curriculum entitlement, with a specific focus on renewable energies, environmental management and sustainable sources of food.
- The science learning environment will be zoned into specifically designed and technologically equipped practical areas to facilitate investigative learning along with areas for research and a lecture hall for the use of multi-media and visits from speakers.
- In addition to the internal environment for science there will be an external eco-dome, a mini organic farm with a farm shop and various learning tools within the wider campus, each of which will enable learners to learn in a different and well managed context. This will be complemented by a garden area, which will double as social space but, nevertheless, still provide an external learning environment for science, perhaps with a specific focus on sustainability. This space may also be used as a performance and exhibition space.
- The use of ICT within these environments including webcams will enable learners to observe and record changes in their own local environment.
