For more details about any curriculum subject please contact the relevant member of staff from the 'staff list'. 

 

Introduction

Ian Ramsey Church of England Academy is an inclusive school. We are committed to providing the best possible learning opportunities for all our pupils, and to enabling our pupils to achieve optimum success. Our mission is to provide a broad and balanced curriculum, meeting all statutory requirements, and enshrining our vision of opportunity and achievement within a Christian learning environment. As a comprehensive school our curriculum should provide the opportunity for all to succeed.

 

Guiding Principles

We aim to achieve:

  • Excellent Relationships at all levels within school, by promoting respect, tolerance and constructive relationships amongst all members of the school community, underpinned by Christian values
  • Successful learning by securing excellent outcomes for all pupils, through excellent teaching, in a constantly developing school environment
  • A breadth of learning opportunities both within and beyond the formal curriculum
  • Personalised learning, to meet the varied needs and aspirations of all our pupils
  • Equality of Opportunity, by doing all we can to remove the barriers to learning, by valuing diversity, by actively challenging prejudice and intolerance, by celebrating success at every level, and by helping all pupils to achieve their potential
  • Life-long learning, by nurturing a love of learning, and by encouraging our pupils to apply rather than simply acquire knowledge in preparation for life in a fast-changing economy
  • Active Citizenship, by inspiring pupils to be socially, morally and politically aware, to care for their environment and to contribute positively to the society in which they live

 

Our Curriculum is designed to:

  • Reflect our identity as a Church school
  • Reflect our identity as a Specialist Language College
  • Reflect our identity as a Comprehensive school
  • Raise attainment, with particular emphasis on English and Mathematics
  • Ensure entitlement for all learners to a broad, balanced and relevant curriculum that offers continuity and coherence and secures high standards of achievement and attainment
  • Provide essential skills, knowledge and understanding in all subject areas
  • Prepare our young people for employment, further and higher education
  • Develop citizens in the broadest sense by making learners more aware of, and engaged with, their local, national and international communities
  • Encourage learners to take responsibility for their own health and safety, and appreciate the benefits and risks associated with the choices they make
  • Develop team skills and the ability to solve problems through thinking creatively
  • Meet all statutory requirements

 

Personal, Health and Social Education/Citizenship, now known as PErsonal Development (PD) is a key means of enabling young people to be supported in their spiritual, moral, physical, emotional, cultural and intellectual development according to individual need and regardless of their social and/or economic backgrounds. PD promotes well being and enables pupils to develop their potential as healthy, enterprising and responsible members of society. An effective PD programme, as part of an effective broader curriculum. 

These outcomes are reflected throughout our curriculum aims. Personal, Learning and Thinking skills are also integral to the personal development of young people and the roles they take on in life, and are also integral to the school’s curriculum. Every member of the school staff is charged with the responsibility of pupils’ personal development, either directly or indirectly, and therefore shares responsibility for the well-being of young people in school.

 

Monitoring

The Directors / Academy Council are ultimately responsible, along with the Senior Leadership Team, for monitoring and evaluating the effectiveness of the curriculum. Our curriculum is dynamic, and is reviewed regularly to enable us to achieve our curricular aims. 

 

Meeting the needs of all

Curriculum delivery will take a number of forms. The curriculum is structured in such a way as to meet the diverse needs of our pupils. The overwhelming majority of our pupils follow the EBAC and the curriculum is modified for a small minority with differing needs. The following provision is made to ensure that these needs are addressed:

  • Support for pupils with an entitlement, who have a statement of Special Educational Needs or who are on the Special Educational Needs register
  • Provision of support in examinations for pupils who have a need and an entitlement.
  • A Target Group in Key Stage 4 to facilitate transition from Key Stage 3
  • A system of guided subject choices in Key Stage 4, which enables pupils to follow a combination of courses most appropriate to their needs and aspirations
  • We have an Alternative Education Protocol, through which we monitor the quality of all off-site provision, including pupils’ attendance, punctuality and progress
  • EAL (English as an Additional Language) support is provided as necessary for pupils whose first language is not English
  • The school and the various subject areas have in place tracking and monitoring procedures to ensure that pupils’ learning needs are under constant review and are being met
  • The school monitors the progress of the most able an gifted and talented, and Heads of Area/Department ensure that opportunities are provided to extend their learning

 

 


Key Stage 3 Curriculum Structure

Year 7

Hours per fortnight

             

Year 8

Hours per fortnight

Art

2

 

Art

2

PD / PSHE

2

 

PD / PSHE

2

English

8

 

English

6

French/German/Urdu

4

 

French/German/Urdu

4

Geography

4

 

Geography

4

History

4

 

History

4

Computing

1

 

Computing

1

Maths

6

 

Maths

6

Music

2

 

Music

2

PE

4

 

PE

4

RE

4

 

RE

4

Science

6

 

Science

6

Technology

3

 

Spanish

2

 

 

 

Technology

3

         

Total

50

 

Total

50

 

 

 

Key Stage 4 Curriculum Structure 

Year 9

Hours

per fortnight

 

Year 10 

Hours

per fortnight 

  

 Year 11

Hours

per fortnight

Maths 8  

Maths

8

 

Maths

 8

English 9  

English

9

 

English

9

Science 9  

Science

9

 

Science

9

PD / PSHE 2  

PD / PSHE

2

 

PD / PSHE

2

PE 2  

PE (Core)

2

 

PE (Core)

2

MFL (French/German/Urdu) 5  

MFL (French/German/Urdu)

5

 

MFL (French/German/Urdu)

5

RE 5  

RE

5

 

RE

5

Humanity (Geography/History) 5  

Humanity (Geography/History)

5

 

Humanity (Geography/History)

5

Options to include: 5  

Options to include:

5

 

Options to include:

5

         
Food, Res. Mat, Graphics, Computing,  

Food, Res. Mat, Graphics, Computing,

 

Food, Res. Mat, Graphics, Computing,

Music, Art, BTEC Business, Product Design  

Music, Art, BTEC Business, Product Design

 

Music, Art, BTEC Business, Spanish,

Spanish (twilight),

GCSE PE / OCR National Sports Studies

 

Spanish (twilight),

GCSE PE / OCR National Sports Studies

 

BTEC Engineering, Drama, GCSE PE

     

 

 

 

 

 

Total 50  

Total

50

 

Total

50