Curriculum Intent, Implementation and Impact
In Education, the ‘curriculum’ is broadly defined as the ‘totality of pupil experiences that occur in the educational process’.
Click here for the Curriculum Intent, Implementation and Impact Policy
The Academy broadly follows the curriculum guidance outlined in the Single Academy Model Mainstream Funding Agreement.
Click here for the Curriculum Policy
Single Gender Classes
There is a long established practice of single gender teaching in Southend. Of the 12 secondary schools in the borough, 6 (4 grammar and 2 faith) are single gender.
The Academy is a mixed gender school but many classes are single gender. The rationale behind this practice is based around the following:
- The differences in how male and female pupils learn allow teachers to adapt their teaching methodology specifically to gender.
- The potential distractive influences for both genders, particularly at KS4, are greatly reduced, creating a more purposeful learning environment.
- Single gender classes, particularly in the case of females, is considered to be a contributory factor in breaking gender stereotypes.
- Pupil outcomes (attainment and progress) for both genders have and continue to be significantly above national averages.
Pupils do, however, have the opportunity to integrate (in a mixed gender sense) in the following ways:
- Assemblies and ‘drop down’ sessions.
- Non-EBacc GCSE option subjects.
- Life Skills 'drop down' sessions.
- Duke of Edinburgh Award.
- Sports Leader Award.
- Arts Award.
- Unstructured time e.g. break and lunch.
- Extra-curricular activities.
- Educational activities off site.
Key Stage 3 and 4 Curriculum Overview
- Click here for Art
- Click here for Business Studies
- Click here for Citizenship and RE
- Click here for Computing and ICT
- Click here for Design Technology
- Click here for Drama
- Click here for English
- Click here for Food Preparation and Nutrition
- Click here for French
- Click here for Geography
- Click here for History
- Click here for Maths
- Click here for Music
- Click here for PE
- Click here for Science
- Click here for Sociology
- Click here for Spanish
- Click here for Statistics
Key Stage 4 Curriculum Pathways Information
Click here for the Curriculum Pathways Booklet
Click here for the Key Stage 4 Subject Specifications
Click here for GCSE Subject Guide
A mastery curriculum is based on the central belief that virtually all learners can learn all important academic content to a level of excellence.
In a mastery curriculum model, classes move through topics at one pace until the vast majority (most systems use an 80% benchmark) reach an agreed level of competency, with a carefully considered benchmark for mastery.
Click here for the Mastery Curriculum Policy
Marking and Assessment
In June 2013, the DfE confirmed that National Curriculum (NC) levels would be removed. Schools were subsequently given the challenge/autonomy to implement their own assessment arrangements.
In April 2014, the DfE published guidance on assessment which contained three principles of effective assessment systems i.e. they should:
- Give reliable information to parents about how their child is performing.
- Help drive improvement for pupils and teachers.
- Make sure the school is keeping up with external best practice and innovation.
In addition, the transition from alphabetical (A*-G) to numerical (9-1) grades at KS4 has led to a decision by the Academy to introduce a mirrored grading system at KS3.
Click here for the Marking and Assessment Policy
Pupils at KS3 are assessed against a set of Indicative Competencies for each subject.
These Indicative Competencies ensure that assessment is reliable, meaningful and understandable by:
- Identifying a maximum of six ‘areas of competency’ – the crucial skills, abilities and/or knowledge required in order to succeed in each subject across key stages.
- Outlining a clear route of progress, with the competency demands at each grade increasing in depth, breadth and complexity.
- Promoting the attainment of mastery of a subject’s competencies as the key to success.
- Determining the grade at which these areas of competency emerge in pupils’ responses.
- The format and wording of Indicative Competencies are designed to support feedback and target setting.
Click here for the KS3 Indicative Competencies Policy
Click here for the KS3 Information Evening Presentation