Our Approach to Curriculum
We have a knowledge-based curriculum, structured by traditional subjects, properly sequenced to ensure systematic, thorough teaching for all.
We also offer rich cultural pursuits as essential activities, championing access and involvement in arts and sport. Our school uses a robust collegial approach that promotes sustained improvement.
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. 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.
Subject-specific vocabulary is emphasised in all lessons. Formative and summative assessment is used to capture student progress throughout the academic year. Gaps in knowledge, skills and depth of understanding are identified, informing future lesson planning, as well as subject-specific curriculum design.
Curriculum Leaders with support from the Trust structure and plan the teaching of their subject as they have the specialist knowledge and expertise.
Homework should be clearly linked to the defined subject curriculum core content and knowledge. It should be planned in advance and tasks should be carefully selected so that students can demonstrate information retrieval and teachers can evaluate whether students know more and can remember more to inform future teaching.
Homework should be set early in the lesson to allow plenty of time for discussion and logging. Homework should be recorded on Class Charts with a clear submission date and details of how students should submit their work.
At KS3, make sure homework is a manageable task such as low stakes quizzing. Success in homework means students will continue with it. Students should feel empowered to take ownership of their learning and knowledge. At KS4, more intensive tasks can be set.
Homework should avoid being used for vague ‘finishing off’ or ‘research’. Teachers should also consider whether the time investment required for a task is worthwhile, and should keep in mind that students will have homework set in all subjects.
Use of Class Charts
All homework must be logged on Class Charts. Where subjects use an additional platform (e.g. Hegarty, Google Classroom) then a generic link should be placed in Class Charts to direct students and parents to the relevant website. Parents are actively encouraged to log-in to see what homework has been set.
Homework expectations: rewards and sanctions
Student homework should be completed on time to a high standard. Positive reward should be issued to acknowledge work which reflects the schools values and is of a high standard.
If homework is not completed on time, staff will click the homework button on Class Charts which directs students to the lunch-time homework club, where there is a member of staff to support with outstanding homework. We have high expectations for independent learning and as such, students will still be expected to complete the homework ready for the next day.
The curriculum sets out the aims of a programme of education. It also sets out the structure for those aims to be implemented, including the knowledge, skills and understanding to be gained at each stage. It enables the evaluation of pupils’ knowledge and understanding against those expectations.