Flegg High Ormiston Academy

Curriculum Statement




At Flegg High Ormiston Academy, our definition of curriculum is aligned with that of our sponsor Ormiston Academies Trust. Our collective view of curriculum is that: 

  • It extends between the ages of 2 and 19.
  • It includes both the formal timetabled curriculum and all the informal learning and development that

occurs outside the timetable.

  • It is a plan or strategy for progression for our pupils: how we move them from a state where they

have not acquired specific knowledge, skills, experience and dispositions, to a state where they have

acquired these.

  • It encompasses everything that pupils acquire: what they know, what they can do, what experiences

they have had and how they are likely to behave.

  • It involves a deliberate choice to select, from all the possible knowledge, skills, experiences and

dispositions, those which we believe pupils should acquire.

  • It responds to well-designed assessment which tells us whether pupils have acquired what was



At Flegg High Ormiston Academy, the purpose of the curriculum is based upon our purpose as a Trust:

TEACH – the curriculum sets out the knowledge and skills pupils are entitled to
DEVELOP– the curriculum sets out how pupils will develop socially and emotionally
CHANGE – the curriculum should be designed so that any pupil can excel, so that no one is disadvantaged

Our aims for the curriculum also support the OAT values, which are:

  • Anyone can excel
  • Share what is best
  • Be inclusive
  • Enjoy the challenge




At Flegg High Ormiston Academy we put the student at the heart of the curriculum. Guided by our core values of kindness, aspiration and respect, we believe that every child, regardless of background or ability, has the right to an excellent education that helps them to be and become the best version of themselves. This is the Flegg way.

The Flegg curriculum is ambitious for all pupils at every stage and is underpinned by academic rigour. All pupils have the right to study a broad range of subjects and we are committed to the inclusion of the creative and expressive arts, technology and Physical Education from year 7. Flegg pupils are encouraged to find their passion and to do this through both the planned curriculum or additional enrichment activities. 

Flegg High Ormiston Academy is deeply rooted in its community and our curriculum reflects our students' experiences of the local area, its history and the opportunities it affords. 

We support this belief by providing opportunities for students to see their own lives reflected throughout the curriculum; allowing them to recognise themselves, their experiences and the part they play in the world. In addition, the Flegg curriculum provides a window into other cultures, beliefs, experiences and opinions, inspiring pupils to think beyond geographical or perceived boundaries. Our personal development curriculum supports all Flegg pupils to become well-rounded, emotionally literate young adults who go out into the world prepared for the next stages of their lives and determined to fulfil their true potential.



Our Curriculum diagram illustrates this intent.

The inner circle represents personal experiences, family, friends and the immediate world around us. At Flegg, each student is treated as an individual where their opinions and identity are respected. We help our students to understand how they learn, how to treat themselves and one another with kindness and how they can fulfil their true potential.

The middle circle represents the world around us; the influences we feel because of where we live and where we have grown up. Our curriculum showcases the best of what our beautiful area of the world can offer and helps students to understand themselves better and aspire to great things.

The outer circle represents the wider world; new and exciting thoughts, ideas, cultures and beliefs. At Flegg, the curriculum teaches respect for what is different and allows students to acquire the essential knowledge that children need to prepare them for their future success. 


Our students complete a carefully planned three year Key Stage 3 which covers the full key stage 3 National Curriculum ensuring that all have a secure grounding by the time they move onto Key Stage 4

 Students choose their options subjects in year 9 to begin Key Stage 4 in year 10. All students select four options and they have the opportunity to study the English Baccalaureate and are encouraged to do so. The academy continues to have a greater proportion of students studying and achieving the English Baccalaureate than is typically the case locally and nationally.  







For students to be truly independent adults, they need to understand deeply how they learn and to be able to replicate this in environments where there isn’t necessarily someone to guide them. Metacognitive scaffolding approaches enable students to learn how to self-regulate and through guided practice allow them to become independent learners. At the academy our main approaches to allow students to self-regulate is through the use of checklists and modelling. Checklists are employed to allow students to see the key components to successful practice in the subject area or task. Modelling can be used so that students observe the teacher or expert practising the task live using metacognitive talk to illustrate their choices and support students understanding. It can also be used to provide students with a pre-prepared model outcome which students are then encouraged to interrogate and discuss, so that they can replicate successes and learn from areas of development. We also construct our schemes of learning so that students are guided in becoming more independent through schemes, years and Key Stages.


We believe that challenge is not something which should be reserved for a minority of students and that all students should experience learning within an environment that pushes them to fulfil their potential. Students are offered the same curriculum regardless of starting point and in class strategies are employed to support “teaching to the top”. We challenge students’ written and oral responses and expect nothing less than exam ready answers in extended writing and speaking. To build resilience, we offer a Focus 15 in each lesson where students are expected to work independently on challenging tasks. Students are also exposed to a range of high level model responses to understand how to replicate key features within their work. Our aim is for students to become independent in their learning and thinking, and all Schemes of Learning gradually release responsibility to ensure that students have regular experience of grappling with high level tasks on their own.


We believe that teaching and learning should not only support acquisition of knowledge and skills but also contribute to our students being kind, compassionate and successful. Through collaborative learning strategies students not only are accelerated in their learning about the task at hand but are also given the opportunity to grow as well rounded individuals. Collaboration involves students working together on activities or learning which supports a specific outcome. Tasks are usually engineered so that students are in groups or pairs which are very small and allow them to participate equally within the clearly assigned task. At times, however, tasks may be set up so that students are given different roles or tasks which are then synthesised in a later task. All collaborative tasks in class are chosen because it is the best pedagogical choice for the knowledge or skills being practised and obtained.


The aim of both our curriculum and its implementation in lessons are to give students the knowledge and skills to allow them to become independent, free thinking, critical citizens. Our curriculum is knowledge rich and gives students access to “the best of what has been thought and said” in a wide range of subject areas. We use research based strategies to ensure that knowledge is not only taught but retained by our students and our curriculum is structured so that wide schema of knowledge is built upon through years and key stages. Students will be regularly asked to revise, recall and link aspects of knowledge to one another to encourage retention and deeper understanding.


Extended Learning

We believe that homework has a huge impact on supporting students’ attainment; when completed regularly and when it reinforces what is going on in the classroom. Our ambition is for all students to have regular opportunities to practice, rehearse and overlearn the knowledge and skills that they are given in lessons. We want to instil in students a determination to succeed. As a result of this, our homework approach is twofold: Independent Study and Rehearsal Activities


We believe that literacy is fundamental to our students becoming, creative, inspired and ambitious young people. We recognise literacy’s value in empowering young people to think and learn independently and how this supports the maintenance and development of self-esteem. Development of students’ vocabulary through oracy and reading supports them to express themselves clearly and with determination. Reading for pleasure underpins cognitive development and allows our students to reach their full potential.


The wrap around pastoral care given to students is designed to improve their determination and resilience to setbacks.

Form tutors, supported by Year Leaders, deliver student inset to build all students' ability to cope with the challenges they may face accessing the academy curriculum.

Strategies shared through the RAMP programme, the academy nurse and nurture rooms support our most vulnerable students to develop their own wellbeing toolkits.

Personal Development

The curriculum is designed with the intent of developing students’ knowledge and understanding of their own wellbeing, the wellbeing of others and how this differs around the world. 

Students will understand what choices they have and how these choices affect their personal wellbeing.


Careers Education

The curriculum integrates skills that will allow students to make a range of ambitious choices in their future pathways. Students will develop the ability to stay positive, solve problems, work as part of a team and speak and listen effectively. 
All students will also be supported by having access to Careers education Information, Advice and Guidance.


Students will be encouraged to take on a leadership role within the academy to further develop skills that will be beneficial in later life. We believe that all students should be included in opportunities to develop leadership throughout their time at Flegg.


An extra-curricular programme that compliments and extends the curriculum by offering wider opportunities to enrich learners experience and extend their cultural capital.