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Curriculum


Introduction and Intent

The curriculum at Queen Katharine Academy’s is designed to ensure all individuals are able to achieve their potential and to successfully make the next steps in their education, leaving the Academy as valuable members of our global community.

We have high expectations based on a clear knowledge and understanding of our students’ needs. We firmly believe in offering a wide range of opportunities for all students and providing appropriate support, stretch and challenge. Our curriculum is literacy rich and due to the nature of our cohort is developed to meet the needs of the majority of our students who have English as an additional language.

Our curriculum is based on a set of clear principles:

Key Stage 2-3 transition

  • Curriculum provision must build sequentially upon KS2 experiences (where known).
  • Subject leaders need to have a clear understanding of the KS2 curriculum, pedagogy, assessments and outcomes in order to further develop pupils’ knowledge, skills and understanding.
  • Baseline test will be used to provide key information about starting points and abilities for all new arrivals.
Key Stage 3
  • A broad and balanced curriculum with extension opportunities will be implemented with appropriate time allocations across a range of subjects.
  • Our ‘aspirant’ curriculum will offer a range of opportunities for the majority of our learners and pedagogy will provide stretch and challenge for all.
  • An ‘accelerated’ curriculum will be embedded to meet the needs of our learners.
  • The ‘accelerated’ curriculum will support students new to the country or students that are not yet secondary ready.
  • The ‘accelerated’ curriculum and associated programmes will be co-ordinated and well-targeted in order to meet individual need and enable accelerated movement to the ‘aspirant’ provision when appropriate.
  • The ‘accelerated’ curriculum may involve a thematic approach to subject delivery allowing for a linguistic, literacy and numeracy focus.
  • Learners on the ‘accelerated’ curriculum will be taught as a discrete group for nearly half of their timetable but will join the main population for the remainder of the week.
  • Learners on the ‘accelerated’ curriculum will be taught by fewer teachers and will spend most of their lessons in their ‘base’ room
  • Additional Teaching Assistant support will be focussed towards the ‘accelerated’ curriculum.

Key Stage 3-5 progression

  • Programmes of study must clearly identify the big ideas and concepts so that the subject curriculum can be sequenced from starting points to examination in order to allow for revisiting and re-teaching as appropriate.
  • In year 9 students will start 3 selected preparatory courses from a range including creative arts, technology, media and computer science.
  • These preparatory courses will prepare skills and knowledge required for KS4.
  • Preparatory courses offer more time to these subjects than experienced in years 7 and 8.
  • Students are not locked in to a course having opted for it as a preparatory course.
  • Completing a preparatory course is not a pre-requisite for starting a course in KS4.
  • Subjects offered in the different key stages will build up the required skills for progression e.g. Vocational subjects offered at KS5 will follow a similar offer at KS4.

Assessment

  • Assessment is an integral part of each subject’s programme of study and is integral to teaching and learning.
  • Assessments are well considered and meaningful and reflect the Assessment Objectives of subject and exam specifications.
  • Assessment must be timely, accurate and lead to action.

Key Stage 4 and 5 pathways, particularly for new and nearly new arrivals

  • A range of academic and vocational subjects will be offered at KS4 and 5 but clear consideration will be given to group size viability.
  • It will not be appropriate for all students to follow an Attainment/Progress 8 ready curriculum; the focus will be on ensuring students are able to make the next steps in education or employment.
  • There is an expectation that all students will gain a minimum of 6 GCSEs or equivalent by the end of Key Stage 4.
  • Students following the aspirant curriculum will be entitled to study English Language and Literature, Maths, 3 Ebacc subjects (Sciences, Computer Science, Language, History and Geography) and 3 Open subjects (E.g. Art, Sport, Media, Business, Health and Social Care, Drama, Dance).
  • All student in KS4 will take part in core PE and Human and Cultural Education
  • Appropriate independent advice and guidance will be given to all students regarding their KS4 and 5 option choices.
  • At Key Stage 5 an individual student’s curriculum will be appropriate to their needs and knowledge of their intended next steps.
  • At KS5 Students are encouraged to opt for subjects that most support their career plan and likely success regardless of whether A Level or vocational
  • In KS5 students who have not yet achieved sufficient L2 qualifications will have a broad range of options to get meaningful qualifications to help them access L3 provision.
Transition to work/FE/HE
  • Pathways that students follow will be appropriate to their intended next steps.
  • The curriculum offer and provision will enable students to progress to work/FE/HE and time and focus within the curriculum will be provided to develop the necessary skills for progression
Collaborative Key Stage 5 provision
  • Consideration will be given to the range of subjects offered at KS5 and to utilising localised specialist resources and provision.