Acle Academy’s Curriculum Vision Statement
“ Education is the most powerful weapon that you can use to change the world”- Nelson Mandela
At Acle Academy we offer an engaging, broad and balanced curriculum, which prepares students not just for examinations, but for lifelong learning.
The core purpose of our curriculum is to equip our young people for life afterschool; helping them to build up the mental, emotional, social and strategic resources to enjoy challenge and cope well with the uncertainty and complexity of an ever changing world.
Our curriculum recognises and values our local cultural heritage but also seizes on opportunities to broaden horizons for the young people in our community. Our curriculum is driven by a moral imperative to develop responsible, ethical and global citizens of the future. We promote opportunities to link knowledge and concepts to real life examples that can be found in the workplace and life beyond the classroom.
At Acle Academy, we understand the students learn best when they can relate new knowledge to existing knowledge. Our curriculum is focused on interconnectivity. We aim to place all learning in context ensuring that students understand the social, cultural, historical or future context of what they are learning and can make links between key concepts, ideas and skills. Transferable skills are developed throughout our curriculum to enable all students to apply their knowledge and understanding in a variety of unfamiliar contexts, strengthening their resilience and developing their curiosity to learn more.
Our curriculum content, its sequencing, and delivery aim to develop students who are knowledge-rich in each subject. We recognise that retrieval and spacing of this knowledge is key.
Each subject will have a clear curriculum rationale for Key Stage 3 and 4, closely aligned to the secondary national curriculum1, progressing knowledge and understanding from Key Stage 22 and grounded in evidence-based practice. This will be; outlined in subjects’ curriculum statements, detailed in their curriculum journeys and scheme of learning overviews3 and reflected in their assessment methods.
Assessment methods will vary across subjects, but will be richly used and have a clear rationale and purpose. Strategies will range from low-stakes knowledge tests to more formal summative assessments. Feedback from assessments will support students’ learning and prepare them for success in their final examinations.
Literacy conventions will be embedded within subject specialisms, where a uniform approach to the introduction of explicitly identified tier 2 and tier 3 vocabulary4 will be evident. To further stretch and challenge our students a ‘scholarly reading list’ of texts, articles and journals is provided with each scheme of learning overview. These will enrich and contextualise units of study and provide opportunities for independent learning. Home learning opportunities will complement units of study, supporting knowledge and understanding and helping to foster independence.
3 Timeline for subjects Schemes of Learning as follows: Year 7 Autumn 2019, Year 8 Autumn 2020, Year 9 Autumn 2021.
4 Tier 2 vocabulary are high frequency words used in mature language and written texts. Tier 3 vocabulary is subject specific, academic language.
Key Stage 3 subjects studied:
Acle Academy, South Walsham Road, Acle, Norwich, NR13 3ER.
Contact details are: T 01493 750431 - E email@example.com
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