Flegg High Ormiston Academy

Curriculum Statement

 

CURRICULUM DEFINITION

 

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

intended. 

CURRICULUM CORE AIMS

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

 

 CURRICULUM EXPECTATIONS 

 At Flegg High Ormiston Academy we will ensure that all learners receive a broad and balanced curriculum, one that matches a strong academic core with physical, creative and technical subjects to ensure all are engaged, inspired and ready for adult life. In creating our curriculum, we have considered our local context, the experiences and the potential of our community. We are ambitious in our expectations and allow sufficient curriculum time for our learners to develop strengths across a wide range of subjects.

 Our curriculum is focused on acquiring, developing and deepening subject specific knowledge, skills and understanding so that students become mathematicians, linguists, scientists, historians, musicians and artists. We will ignite students’ passions and help them to discover and then to nurture new talent. We are also focussed on helping to develop students beyond the academic curriculum via our PSHE programme, student leadership, a varied extra-curricular programme and careers development.

Our students complete a carefully planned two 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.

 

Beginning Key Stage 4 in Year 9 allows students to not only have the opportunity to study 4 options subjects but to move beyond the set programmes of study and to study in greater depth, the opportunity to master and to become experts in a range of disciplines. All students 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.  

To ensure that the curriculum is not narrowed too early, in addition to four options, from September 2020 Year 9 students will complete an additional “stream” so that students gain a curriculum experience in an area that they have not selected for an option eg languages or a creative subject.

 

CORE AIM

FLEGG FOUNDATION

WHAT THIS MEANS

TEACH

Metacognition

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.

Challenge

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.

Collaboration

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.

Knowledge

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.

DEVELOP

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

Literacy

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.

Wellbeing

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.

CHANGE

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.

Leadership

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.

Enrichment

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