We take great pride in ensuring that all of our students are fully prepared for life beyond the end of their compulsory secondary education.
The Curriculum
In order to ensure that our vision of ‘shaping character; cultivating ambition’ is truly central to all that we do, we take great pride in ensuring that all of our students are fully prepared for life beyond the end of their compulsory secondary education. To this end, we constantly strive to achieve the following in terms of our curriculum.
Our curriculum is designed and organised to ensure that students are constantly learning and consolidating knowledge in a coherent structure so that it is retained year on year;
Our curriculum is designed to be inspiring and engaging for students so that they develop a passion and enthusiasm for learning not just in the classroom, but beyond;
Our curriculum ensures that students are routinely exposed to challenging and difficult concepts and ideas where they are required to apply the knowledge they have acquired to different and challenging contexts;
Our curriculum develops the skills of independence and autonomy so that students are not over reliant on the support of others, including their teachers;
We place the development of literacy and numeracy at the centre of our work so that students have a mastery of the key skills needed to be successful in further education and employment.
Through the implementation of our curriculum we instil the values and skills of Responsibility, Resilience, Retention, Reflection and Reading.
OUR DRIVERS FOR IMPROVEMENT
Forensic Reading
As they spend their time with us our children and young adults will establish a costal shelf of knowledge, vocabulary, understanding, phraseology and experience that forms a basis for success in difficult examinations and the challenges of adult life beyond their time with us. Forensic Reading will expose students to challenging, complex and academic texts which will not only develop students’ vocabulary but also their ability to appreciate what makes a great writer.
ITERATIVE ASSESSMENT
Iterative Assessment is the process of assessing the accumulation of knowledge over time. We do not focus solely on what has been taught most recently, instead, we assess students in terms of current and prior learning.
Students will be regularly tested against the knowledge that has been delivered through the curriculum. The curriculum is driven through a detailed professional understanding of the curriculum and examination rubric.
Curriculum/Rubric Mapping
Students experience a well organised and coherent curriculum which has been planned meticulously by expert professionals so that learning develops lesson by lesson, year by year.
The curriculum maps detail for each subject the knowledge to be taught, when it will be taught and how it might best be taught. Curriculum maps also directly link to homework and Iterative Assessments.
Purple Zone
Students will be routinely exposed to challenging or difficult concepts which requires them to think and apply their prior knowledge to unfamiliar contexts. Purple Zone is designed so that students struggle with difficult concepts from which they will learn more.
The use and extension of Purple Zone activities is deep-routed in our work. Purple Zone work is formally linked to the process of assessment, linked in its own right to Iterative Assessment.
Positive Discipline
Positive Discipline in the foundation stone upon which all success is built. Positive Discipline is an established aspect of student life at Boston Spa Academy and allows professionals, students and parents to drive a culture of high aspiration and achievement as behaviour around the academy and in lessons is exemplary.
Positive Discipline creates a culture of autonomy where students can become responsible for their own learning.
CURRICULUM OVERVIEWS
CURRICULUM STRUCTURE
We have 5 periods of 60 minutes every day making 25 periods in the week. There is a form period of 20 minutes at the beginning of every morning and a floating Positive Discipline lesson that takes place during a different period every week where students spend the lesson with their form teachers.
On five days each year the Academy has break-down days to cover the parts of PHSCEE that cannot be delivered through other lessons, assemblies or form time. These are known as Be Smart days and involve outside agencies and guest speakers and cover issues such as drugs, bullying and careers.
All students will attend at least one assembly each week that has a religious or moral theme.
Key Stage 3
The Key Stage 3 curriculum is split into two evenly balanced bands consisting of four or five forms. Students are taught all subjects in these form groups apart from English, Mathematics and Science. Students are set within these three subjects for the majority of Key Stage 3.
| Year 7 | |
|---|---|
| Subject | Number of Hours |
| English | 3 |
| Forensic Reading | 1 |
| Mathematics | 4 |
| Science | 3 |
| PE | 2 |
| Geography | 2 |
| History | 2 |
| MFL | 2 |
| Ethics, Philosophy & Religion | 1 |
| Art & Design | 2 |
| Music | 1 |
| Drama | 1 |
| Computing | 1 |
| Year 8 | |
|---|---|
| Subject | Number of Hours |
| English | 3 |
| Forensic Reading | 1 |
| Mathematics | 4 |
| Science | 3 |
| PE | 2 |
| Geography | 2 |
| History | 2 |
| MFL | 2 |
| Ethics, Philosophy & Religion | 1 |
| Art & Design | 2 |
| Music | 1 |
| Drama | 1 |
| Computing | 1 |
| Year 9 | |
|---|---|
| Subject | Number of Hours |
| English | 4 |
| Mathematics | 4 |
| Science | 4 |
| PE | 1 |
| Geography | 2 |
| History | 2 |
| MFL | 3 |
| Ethics, Philosophy & Religion | 1 |
| Art & Design | 1 |
| Music | 1 |
| Drama | 1 |
| Computing | 1 |
Key Stage 4
Students now begin their GCSE courses. All students will study English Language and Literature, Mathematics, Science and Core PE. Students are then allowed to choose 4 optional subjects. Students choose either History or Geography and will also take a language (the one they’ve been studying in year 9). New subjects available to them at this stage are: Business Studies, Media Studies, Sports Studies, Health and Social Care, Statistics, and Computer Science. For students who may require additional support we provide a bespoke service depending on the needs of the learners in each year group. This can, for example, sometimes take the form of students being provided with additional English and Mathematics.
| Core Subjects | |
|---|---|
| Subject | Number of Hours |
| English | 4 |
| Mathematics | 4 |
| Science | 4 |
| Core PE | 1 |
| *Students will study Forensic Reading through English lessons. | |
| Option 1 (Humanities) | |
|---|---|
| Subject | Number of Hours |
| History/Geography | 3 |
| Option 2 (MFL) | |
|---|---|
| Subject | Number of Hours |
| French, Spanish or Mandarin (This should be the subject that has been studied at KS3) | 3 |
| Option Subjects (Two Choices) | |
|---|---|
| Subject | Number of Hours |
| Art | 3 |
| Business Studies | 3 |
| Computer Science | 3 |
| Drama | 3 |
| Ethics Philosophy & Religion | 3 |
| Health & Social Care | 3 |
| Food Preparation & Nutrition | 3 |
| Geography | 3 |
| Graphic Communication | 3 |
| History | 3 |
| ICT – Digital Information Technology | 3 |
| Media Studies | 3 |
| Music | 3 |
| Sport Studies | 3 |
| Statistics | 3 |
| Textiles | 3 |
As parents and carers you can see the topics and skills your child is currently working on and also what they will be going onto explore next. If you require any further clarification on how to support your child with these topics please contact Curriculum Leaders by sending an email to [email protected] or by telephoning the academy on 01937 846636.
