Curriculum

Curriculum Statement

At Havant Academy our curriculum is designed to support the school and Trust's vision of 'Inspiring Learners, Changing Lives'. We are committed to the principle of providing a broad, balanced and ambitious curriculum that is inclusive and supports diversity, tailored to the wide range of needs, aspirations and interests of all our pupils, that enables them to know more and remember more.

Intent

We aspire to develop the knowledge, understanding, skills, attributes and attitudes that are necessary for each pupil’s self-fulfilment and development as a successful lifelong learner. The curriculum prepares our pupils for further study, employment and adult life by enabling them to become:

  • successful learners who enjoy learning, make progress and achieve success;

  • self-motivated and disciplined in their approach to learning so that they know more and remember more;

  • confident individuals who are able to live safe, healthy and fulfilling lives, and

  • Responsible citizens who will be able to make a positive contribution to society.

To this end, the school sets out to achieve well-educated pupils by:

  • recognising the individual needs and talents of each pupil and facilitating development of their intellectual, moral, social, physical, spiritual and creative capacities;

  • ensuring that the curriculum incorporates statutory requirements, yet is flexible and relevant to pupil needs;

  • preparing pupils for the world of work.

Implementation

Our curriculum model has been developed to allow depth and breadth of knowledge, to build cultural capital and equip our students with the skills needed to be successful life-long learners.

Reading, literacy and numeracy are at the heart of our curriculum; students have the opportunity to develop their reading through our Accelerated Reader programme. Reciprocal reading and numeracy skills are part of our Personal Development programme.

Our curriculum is mapped out for each year group and cross-referenced against departments. This allows students to develop transferable skills, giving them the ability to adapt to different challenges which is vital to life beyond school.

We have introduced TLAC strategies and Knowledge Organisers to promote independent learning. Virtual learning is used as part of the independent study programme and is also incorporated into lessons and homework via Google Classroom and Loom.

The learning inside the classroom is enhanced by our extra-curricular programmes.

Our 3-year Key Stage 3 curriculum builds on the knowledge gained at KS2 and gives students the tools they need to carry on to KS4 and beyond. Towards the end of Year 9, students choose their GCSE options. Parents and students are supported through these choices by expert tutors and subject teachers, along with a comprehensive CEIAG programme.

Our 2-year Key Stage 4 programme encourages students to develop their creativity and allows all students to follow the EBACC route.

Each unit of work in every subject is planned so the knowledge is built into the long term memory of pupils. The knowledge and skills that are selected in the curriculum is powerful, it should capture the imagination and stay with the pupils. The knowledge and skills are transferable between subjects and is carefully sequenced to build upon prior knowledge and to stretch and extend each individual pupil. The key knowledge and skills are re-visited frequently and assessed by knowledge tests, quizzes and past paper questions.

Inclusion and Equality

Our curriculum complies with duties set out in the Equality Act 2010.

Staff will take every opportunity to ensure all pupils, whatever their ability, make the best possible progress and achieve the highest standards in subjects and qualifications. Pupils will be encouraged to discover their own strengths as staff recognise that equal opportunity does not mean identical provision for all. Pupils identified as being academically gifted will be encouraged to achieve exceptionally high standards. Such pupils will be given extra support, guidance and appropriate opportunities to develop and will receive a challenging experience across the curriculum.

Special Needs Educational Provision

The curriculum complies with duties set out in the Special Educational Needs and Disability Regulations 2014.

Pupils with Special Educational Needs will be supported, both within and outside the curriculum. Much of the support will be undertaken in class through ensuring that “quality first teaching” takes place. Additional support in class will be provided by Keyworkers working closely with class teachers. Further support will occasionally be offered by small group work and on an individual basis through withdrawal sessions. The aim is to encourage mature, confident pupils who are proud of themselves and who can experience success.

For further information on how we make the curriculum accessible for those with disabilities or special educational needs please click here

Impact

The impact of the curriculum is assessed regularly using a variety of methods to ensure that the learning of knowledge has been effective and any gaps can be addressed.

The methods to assess students include:

  • Low stakes knowledge tests

  • End of unit / topic assessments

  • Big Assessments (End of term tests)

  • End of year exams

  • Verbally in lessons

  • Using AFL Techniques

  • Mini Quizzes (Whiteboards)

  • Any other creative techniques teachers feel are effective in their subjects.

Pupils are monitored and tracked by each curriculum leader, who report to either the Raising Standard Leader for KS3 or KS4 who oversee progress across the school.

The impact of the curriculum on final outcomes for students over the last 2 academic years has seen significant improvements due the development of the curriculum design and delivery.

For any further information regarding our Curriculum please contact Mr Craig Noble, Headteacher