“The capacity to learn is a gift; The ability to learn is a skill; The willingness to learn is a choice.”
― Brian Herbert
OUR CURRICULUM AIMS
The Curriculum Intent
At Aylward Academy we intend all our students, regardless of background, to become brave, inquisitive and independent thinkers. We aim to challenge our students through a rich learning journey, and, as a result of an academic curriculum focused on depth of a wide body of knowledge and skills, as well as the wider curriculum experiences we offer, students are empowered to broaden their interests, develop their character and ‘find their remarkable’.
Our ambition is to inspire our students to see learning as a lifelong journey. We want them to all push their limits to achieve the best possible outcomes both in terms of qualifications, but also in terms of being the best person they can be in their future lives by developing into big-hearted individuals, who show kindness to each other. We want them to understand the possibilities that they have out in the wider world and not allow their ambitions to be constrained by what they perceive to be their opportunities when they join us at the beginning of their journey. We want to do this through inspiring them to question what they know and understand, what they think and what others tell them. We want them to realise that the world is full of big questions; to discover that anything is possible.
To achieve our curriculum intent (our vision and ambition), we ensure we incorporate the following series of concepts into our curriculum across the academy and keystages:
- The big concepts built into a spiral curriculum
- Students understand the process of learning (metacognition)
- Assessment and live feedback
- PSHE and oracy
- Character and culture: The Learning Journey
To read more about each individual concept please click here for our detailed curriculum policy.
Key drivers for our curriculum
Our attributes drive the delivery of our curriculum
RESPECT : Across the curriculum, students are taught the importance of respect. This is threaded through our PSHE and whole academy curriculum where key issues around what respect means are explored. Our curriculum is mapped to demonstrate how important respect is to create an inclusive society where no one is created as an outsider. Our discipline policy clearly outlines the agreed expectations of respect towards all within the academy community. This ensures consistency on rewarding behaviours that support the academy’s attributes, whilst also dealing consistently with behaviours that impede the learning of others.
PROFESSIONALISM : Across the curriculum students are given opportunities to learn about how the subjects they are taught link to the professional environment, including key information about careers links. Our drive on oracy supports the development of students’ cultural capital, teaching them how to use language in different settings to represent themselves and demonstrate how remarkable they are. Our discipline policy outlines the key expectations for students, parents and staff to ensure the Aylward standard of professionalism is understood by all.
INDEPENDENCE : The curriculum is planned to support students to become masters of the subjects they learn and opportunities within each lesson are embedded to enable student independence in their learning. The use of worked models and success criteria are built into the curriculum to enable students to understand what excellence will look like and develop their ability to self-regulate their learning. Talk underpins the delivery of the PSHE curriculum made visible through the use of the oracy framework and Votes for Schools providing a platform for personal autonomy through meaningful debate linked to social action.
RESILIENCE : Across the curriculum students are given opportunities to apply and practise their new knowledge, and to make errors to allow them to learn from their mistakes. Common misconceptions are addressed within schemes of learning to support staff in planning to model how to work through these. The use of live feedback across the curriculum supports students receiving immediate feedback to correct misconceptions and to make improvements on their work. Peer and self-assessment is used to develop opportunities for students to review their own and each other’s work, offer constructive feedback to learn how to support each other and learn how important to respond to feedback and not be fearful of mistakes.
CREATIVITY : The curriculum is planned to develop students’ creativity. Through the use of learning partners they have opportunities to develop their skills at working through problems in lessons together. The use of big questions within the lesson delivery supports students to think critically and creatively about how their learning applies to the wider world. This develops their confidence in thinking about the possibilities for their future progression.
COLLABORATION : Students are given opportunities across the curriculum to develop the skills of working with others. This is pushed through our drive for oracy, where students are explicitly taught how to use professional talk both within the core curriculum and through wider curriculum opportunities. These opportunities are identified across the curriculum and within scheme of learning planning and are assessed against the criteria for effective oracy.
Impacts we aim for (curriculum drivers):
- Excellent outcomes on academic qualifications for all
- Character development through the wider curriculum learning journey
- Strong literacy (fluency in reading, oracy and vocabulary-building) and numeracy skills
- Happiness and love of learning
- Future progression for all, regardless of background
Curriculum implementation (embedding the concepts)
Our Heads of Faculty/Department are delegated the responsibility of leading on the planning of schemes of learning for their curricula areas due to their mastery of their subject specialisms. All HOF/HODs use the academy planning tools to support their curriculum planning and identify areas to improve (see attached curriculum planning ladder and SOL proforma).
The curriculum is delivered by subject experts to support students to access the greatest level of challenge. Whole school CPD is used to develop staff understanding of whole curriculum concepts of metacognition, reading, assessment & feedback and the PSHE/Character & Culture oracy approach. HOF/HODs are designated a proportion of the directed CPD budget time each academic year to identify CPD to develop their staff’s understanding on how to deliver their spiral curriculum effectively, ensuring they are secure on the core subject knowledge and skills. The academy works closely with AET subject consultants, securing links with local schools to develop shared resources and the use of other external agencies to support the development of subject specific pedagogy (e.g. the use of external partners such as the Institute of Physics).
Curriculum development / planning for progression
All Heads of Faculty/Department use the Aylward Academy curriculum planning ladder to ensure that their curriculum aligns with the academy’s vision for breadth and depth across curriculum. The use of mastery is being developed across the curriculum as the pedagogical approach to the delivery. This is further supported by our delivery for learning policy that sets out a clear lesson structure. All this work is underpinned by current educational research.
- Year 7-9 assessment uses the INFORM assessment model. Students are assessed against Age Related Expectations across the curriculum offer.
- Year 10-11 are assessed against the examined specifications based on the Grade 9-1 or BTEC grades D*-P.
- Year 12-13 are assessed against the examined specifications based on the graded criteria A*-E (A Level) and D*-P (L3 BTEC). The Hub students are assessed against the relevant Level 2 criteria for their specific courses.
Specialist Intervention Curriculum – THE HUB
A specialised pathway to support the removal of barriers to learning
“Our mission is to provide first-rate guidance and support to our students by taking into account their individual needs to understand what they need in order to reach their potential”
The Aims of the Hub
The Hub is designed to support in removing barriers to learning by providing an opportunity for individual, diagnostic and therapeutic work to identify strategies which advise reasonable adjustments for quality first teaching. This involves working effectively with individual students who are experiencing significant difficulties, their parents/carers, school staff as well as external agencies in order to identify and overcome the barriers preventing their learning. In turn, we aim to offer appropriate support to assist them in achieving their effective reintegration back into a learning environment.
We aim to challenge students to develop essential behaviour for learning skills, to develop self-belief, improve self-esteem and to re-engage with learning in mainstream lessons in the Academy. We also work to increase the students’ responsibility through target setting, self-reflection, monitoring and evaluation.
We ensure that young people can have an opportunity to gain access to an appropriate curriculum, adapted to meet their individual needs and differences by means of a detailed assessment of their learning, social and emotional needs. The welcoming environment aims to help provide positive messages about self-respect and achievement.
- Preventative work and Early Help
- Hub Provision
- Hub Support
- Bespoke Curriculum offer
For further detailed information regarding our Hub Curriculum please refer to our curriculum policy found here.
The Hub New to English Curriculum
On entry to the Academy, if it has been identified that a pupil is new to the English Language, such that they would struggle to access instructions given in a mainstream classroom or around the school, the following model is implemented at KS3. This would be followed until a student has a level of English that allows them to safely understand instructions required to travel around the Academy, understand essential classroom commands and communicate at a level that they can access differentiated work in English. At KS4, as above, however, pupils will follow ESOL entry courses which enable pupils to read and write a variety of formal and informal texts. Pupils will also be able to get information from different texts and pictures. Pupils will practise writing in the present and past tense, use conjunctions and adjectives as well as improve punctuation and spelling. (see sample curriculum guides below)
EAL intervention at the Academy covers a variety of skills-based learning across various subjects. Pupils learn not only to improve their overall English language skills, but also how to extract information, identify key points and bond with other pupils who have a shared experience of being new to the UK; in some cases new to education.
As pupils’ progress in their English language acquisition, they graduate out of their provision. Currently we have tired provision; the aim is for all puipls to ‘graduate’ from EAL intervention programmes into mainstream lessons. Using the EAL code set as a functional guide, pupils who are A and B learners receive intervention in the form of withdrawal support.
EAL Induction Intervention Programme
- Ruth Miskin Literacy – Phonics - Tiered
- Curriculum Lead Induction - Tiered
- Maths Intervention
- ESOL – KS4
Offsite Alternative Curriculum Interventions
A small number of our highest-need students access offsite alternative education providers through a range of Enfield and Haringey providers including:
- First Rung
- Enfield College
- Conel college
- Capel Manor College
- REACH programme
- ACE programme
We have a designated careers lead who works collaboratively with all our providers to ensure the courses studied suits the needs of the specific student, who ensures daily communication happens to monitor their attendance and meets regularly with them to monitor their progress on the courses they attend. All providers have all relevant DBS checks.