Skills for Life
Greenacre Academy – Curriculum Policy
Greenacre Academy aims to deliver a curriculum that meets individual needs, that gives scope for pupils to enjoy and achieve, to ensure the curriculum offers them the opportunities to ensure economic well-being and make a positive contribution to society.
Fulfillment of the basic educational aims of the school requires a modern curriculum appropriately differentiated to meet the needs of individual students. One important aspect of this differentiation is the grouping of children by ability where the group sizes are large enough for this to be viable.
In addition to delivering the National Curriculum and meeting other legal requirements, we aim to provide a rich and varied, challenging and inspiring Curriculum which enables all our students to develop as fully as possible during their school lives and to achieve levels of attainment, maturity and independence which will enable them to take up suitable satisfying occupations and activities and to make a positive contribution to the community.
All our students, regardless of their gender, colour, creed, ability, background or disadvantage, will be given the opportunity to follow a curriculum which is broad, balanced, relevant, differentiated and coherent and which enables continuity and progression. Every student will be expected to experience success.
The resulting experience should help students to:
- Develop lively, enquiring minds, the ability to question and argue rationally and apply themselves to tasks, and physical skills;
- Acquire knowledge and skills relevant to a fulfilling adult life, including employment in a fast changing world
- Use language, number and information technology effectively;
- Have respect for religious and moral values, and tolerance of other races, religions, and ways of life
- Responsible citizens who make a positive contribution to society, upholding the fundamental British Values of democracy the rule of law and individual liberty
- Tolerant and respectful of those who have different faiths and beliefs
- Understand the world in which they live and the inter-dependence of individuals, groups and nations;
- Appreciate human achievements and aspirations.
Our SKILLS FOR LIFE vision is woven through the curriculum in all subjects and we use the following acronym ‘EMPLOY ME’
|E – EXCELLENCE||Encouraging students to display excellence in all they do|
|M –MANNERS||Good Manners refers to the polite and good social behaviour and play a significant role in building relationships.|
|P – PERSEVERANCE||Teaching our students that perseverance is the ability and drive to start and continue steadfastly on path towards any goal they set|
|L – LISTENING||Enhancing student’s ability to accurately receive and interpret messages|
|O – ORGANISATION||Encouraging independent organisation to promote productivity, create better impressions and being more time efficient|
|Y – YOU||Ensuring our students take responsibility for their own success and their own future|
|M – MOTIVATION||Encouraged focusing on the end goal and learning from everything to create their own success|
|E – EMPLOYABILITY||Teaching self-management, time management, team working, problem solving, literacy, numeracy and effective communication|
Greenacre Academy Curriculum Statement
At Key Stage 3 (Year 7 and 8) students study the following subjects:
English, Maths, Science, Art, Geography, Design Technology (including Food, food, electronics, Systems and Control and product realisation) History, Computing, Modern Foreign Language, Music, RE, PE, Performing Arts, PSHE (including Sex education). Literacy lessons are part of the curriculum for students who joined us with below expected levels in Key stage 2 English. Literacy permeates the curriculum; the development of literacy skills is the responsibility of every subject area and teacher. Additionally accelerated reader further promotes excellent literacy skills which KS3 students take part in.
At Key stage 4 (Year 9, 10 and 11) students study the core subjects:
- Physical Education
- ICT (Year 10/11)
- Religious Education
English Baccalaureate students also study a Modern Foreign Language and Humanities as core
Options for students in Key stage 4 include the following GCSE’s and GCSE equivalents:
- Art and Design
- Business Studies
- Food Technology
- Performing Arts
Subject Leaders are invited to offer suitable courses for consideration each year
Foundation Learners are offered a slightly different curriculum with emphasis on Literacy and Numeracy as well as unit award courses and therefore fewer GCSE courses
Other Options available for identified students
- Triple Science – for those who have achieved above expected levels at the end of Key stage 3
Sex and Relationship Education, Drugs awareness is delivered through the Social Sciences and Science Curriculum, with outside speakers delivering sessions to all year groups. Careers is delivered whole school through the form tutor program, assemblies, outside speakers and agencies as well as within all subject areas as part of their programmes of study and/or Schemes of work.
Social, Moral, Spiritual and Cultural development of students (SMSC) is a joint responsibility of all staff in school, including the teaching staff and pastoral team.
At Key stage 5 the following Level 3 courses are offered (A levels, Applied General and Technical qualifications)
English Literature/Language, English Literature, Business, History, ICT, Sociology, Health and Social Care, Sport, Philosophy and Ethics, Media Studies, Maths, Core Maths, Music technology and Music, Art and Design, Photography, Food Technology and Catering, Science, Performing Arts, Dance, Textiles, Psychology, Geography, Engineering Design and Technology, Law and Forensic Science
Level 2 courses offered in the Sixth form (GCSE and Equivalents): NVQ Engineering, English and Maths
Additionally for Sports Level 3, the Football Academy is also offered
Any complaints about the Curriculum provided by the School should be addressed in the first instance to the Assistant Head – Curriculum. If the complaints cannot be resolved, the complainant should next approach the Head teacher and then the Governors’ Improvement Committee. There is a further right of appeal to an Appeals Committee of Governors, then to the Ombudsman and, if necessary, to the Secretary of State for Education.