Learners

Curriculum

Learning in Key Stage 3

English, maths and science will be delivered as discrete subjects to all learners in both Key Stage 3 and Key Stage 4. This will be a core element of the learner entitlement along with R.E., P.E., and the Tutorial Programme. Approaches to learning and teaching in English and maths will reflect the best and most up-to-date practice nationally within secondary schools.

Addressing the deficit in literacy and numeracy skills will be one of the main priorities in Key Stage 3 to ensure that learners are able to make substantial and appropriate progress in all others areas of their learning. In year 7 this may include a similar approach to primary learning; using an hour of time daily for both literacy and maths. Whatever the strategies employed they will explicitly respond to the needs of specific groups of learners.

All other learning in Key Stage 3 will be delivered thematically, in unitised blocks of learning lasting 6 weeks in sessions of 2 hours. Learning will be contextualised to ensure that it is meaningful and relevant.

The organisation of learning will at all times be influenced by student needs and the intended learning outcomes. This approach will demand different types of group learning situations: large, formal tutor led sessions; ‘normal’ class (i.e. 25 students) learning and teaching; small groups and independent learning.

An in-depth analysis of learner needs will be conducted on entry to the Academy as a matter of priority. This will then inform a discussion about pathways of learning that students choose to follow even from the age of 11. Learners may opt for 3 projects at any one time in areas such Creative and Media; Hair and Beauty and ICT. While they will exercise choice about what, where and how to learn all students will have undertaken at least one project in each of the 17 lines of learning over the course of Key Stage 3 and be in a position to exercise informed choice when they decide on their programme of learning at Key Stage 4. This will be one of the main strengths of the Academy’s approach to learning and will help to support strong progression and retention post 16.

All thematic learning programmes will reflect one of the specialisms of the Academy. There will be a clear expectation that sustainability will permeate all aspects of learning. This could lead to a project in Art and Design, which uses recycled materials. The focus on sport could result in a Catering project, which is designed to provide a balanced diet for an athlete training for a marathon. Both examples also reflect the Academy requirement to provide learning opportunities, which are context specific and relevant to learners, their community and their environment.

Learning at Key Stage 3 will be characterised by learning and teaching approaches which actively encourage exploration and discovery and which place the learner at the heart of this process. Students will be supported to make links between what they learn and the ways in which they learn. Learning will be active, stimulating and draw on the very best practice in vocational learning. A competency based framework will support the mastery of key skills throughout Key Stage 3 ensuring that learners develop not only strong literacy and numeracy skills but the so called soft skills desired by employers.

There will be a two-year Key Stage 3 programme for the majority of learners with an extended term, two terms or year for those who need further support to access the next stage of learning. Students will always begin their Key Stage 4 learning at the time which suits them best. In practice this could mean that a learner begins one or more aspects of their Key Stage 4 programme after Christmas in Year 9 for example. This philosophy will permeate practice in all age groups throughout the Academy and will result in some mixed age groups as learners progress through Key Stage 4 and beyond. It will also ensure that learners progress when they are ready rather than be held up by an artificial age-related benchmark.

Learning in Key Stage 4

The learner entitlement at Key Stage 4 will provide access to all 17 diploma lines. This will be planned as a natural progression from the unitised blocks of learning in Key Stage 3 and be experienced as a seamless transition between Key Stage 3 and 4 and between Key Stage 4 and post 16, as a result of the pathways approach. It will also be supported by robust and regular assessment of progress. The unitised framework approach will continue into Key Stage 4 and beyond and will be reflected not only in a learner’s journey within the Academy, but also in any learning undertaken within the college environment.

The relationship between Hull College and the Academy will ensure that learners are able to access specialist facilities within the buildings of Hull College for lines of learning such as Construction and Engineering when appropriate. The remainder of the time a well crafted virtual environment and flexible practical spaces will enable learners to access the resources they need. This coupled with a flexible learning environment; access to specialist tutor expertise and visits to and from industrial partners will secure the comprehensive approach required for this type of vocational learning.

Specialist delivery would be out sourced to the College who as Sponsor would ensure the Academies offer of a broad range of qualifications could be delivered in 21st Century Learning Facilities at the College with their appropriate expertise.

Learning Post 16

All learners in Key Stage 4 will be entitled to progress directly to Hull College, and then on to the college’s partner institution Leeds Metropolitan University to follow BSc and BA Top Up degrees. Although some may choose to access provision offered by a range of other learning partners, including post 16 provision in other schools. The Academy will specialise in Sport and Environmental Science post 16. It is anticipated that college learners may access the Academy facilities and environment as well as those of Hull College.

Post 16 learners will be fully integrated into the life of the ‘schools’ although there will also be a post 16 hub in the Learning Resource Centre. They will act as role models for younger students and will learn, work and socialise in the same spaces. Learners who choose to remain at the Academy post 16 will also have full access to the range of social and educational facilities available at Hull College. This includes, for example, Club 16-18 and British Colleges of Sport competitions.