Intent, Implementation & Impact

Intent

WE OFFER A WIDE AND VARIED CURRICULUM WITH A BALANCE OF ACADEMIC AND PRACTICAL SUBJECTS. 

Our timetable meets the needs of the national curriculum, with our extended day in Year 11 giving time for increased teaching in core subjects as well as the chance for students to explore outside of their examined courses. Students start in Year 7 by studying all subjects offered in school and then, through choices at the end of Year 9, narrow down to focus on those that provide them with the greatest interest, while continuing to study compulsory subjects to GCSE level in Year 10 and 11.

The curriculum at Wayland Academy is designed with long term learning in mind, students should be able to take what they learn into adulthood and use it to provide them with opportunities to succeed in life. The curriculum takes students beyond what they already know and enables them to be more socially mobile. It ensures that students acquire knowledge that they wouldn’t ordinarily have access to.

Our curriculum is based upon the principle that all students will acquire an understanding of their subjects and gain mastery of a body of subject-specific knowledge that we have defined. This will provide capacity for students to learn even more and develop their understanding.

Our aim is that no matter what a child’s social disadvantage or prior learning, students will be able to access knowledge. An example of this is our work with Accelerated Reader in Year 7 to 9, we are fully aware of the links between reading and accessing the curriculum.

Every student has equal access to the curriculum and their progress is rooted in what we expect them to know at each stage of their education. Just like our vision, we want students to know the ‘Big IDEAs’ in subjects and we expect teachers to plan learning for every lesson in this way. We see the importance of making the curriculum relevant and meaningful to students, that way it becomes transferable and allows them to build links across subject areas.

Intent

  • The school’s curriculum is rooted in the solid consensus of the school’s leaders about the knowledge and skills that pupils need to take advantage of the opportunities, responsibilities and experiences of later life. In this way, it can powerfully address social disadvantage.
  • It is clear what end points the curriculum is building towards, and what pupils will need to be able to know and do at those end points.
  • The school’s curriculum is planned and sequenced so that new knowledge and skills build on what has been taught before, and towards those defined end points.
  • The curriculum reflects the school’s local context by addressing typical gaps in pupils’ knowledge and skills.
  • The curriculum remains as broad as possible for as long as possible, and pupils are able to study a strong academic core of subjects, such as those offered by the English Baccalaureate (EBacc).

Implementation

Research and inspection evidence suggest that the most important factors in how the curriculum is taught and assessed are that:

  • Teachers have expert knowledge of the subjects that they teach and, where they do not, they are supported to address these gaps so that pupils are not disadvantaged by ineffective teaching
  • Teachers enable pupils to understand key concepts, presenting information clearly and promoting appropriate discussion
  • Teachers check pupils’ understanding effectively, identifying and correcting misunderstandings
  • Teachers ensure that pupils embed key concepts in their long-term memory and apply them fluently
  • The subject curriculum that classes follow is designed and delivered in a way that allows pupils to transfer key knowledge to long-term memory; it is sequenced so that new knowledge and skills build on what has been taught before and towards defined end points
  • Teachers use assessment to check pupils’ understanding in order to inform teaching
  • Teachers use assessment to check pupils’ understanding in order to inform teaching, and to help pupils embed and use knowledge fluently and develop their understanding, and not simply memorise disconnected facts.

 This must not be reduced to, or confused with, simply memorising facts.

Impact

Inspection experience and research show that the most important factors to consider are that:

  • A well-constructed, well-taught curriculum will lead to good results because those results will be a reflection of what pupils have learned. There need be no conflict between teaching a broad, rich curriculum and achieving success in examinations and tests
  • Disadvantaged pupils and pupils with SEND acquire the knowledge and cultural capital they need to succeed in life.
  • National assessments and examinations are useful indicators of pupils’ outcomes, but they only represent a sample of what pupils have learned. Inspectors will balance outcomes with their first-hand assessment of pupils’ work.
  • All learning builds towards an end point. Learners are being prepared for their next stage of education, training or employment at each stage of their learning. Inspectors will consider whether pupils are ready for the next stage by the point they leave the school or provision that they attend.

If you would like to find out more about the curriculum our Academy follows, please contact us on:

Call: 01953 881514