Curriculum Intent

The curriculum is planned to ensure that all students regardless of ability or background leave Alleyne’s Academy with a preparedness and readiness to take advantage of the opportunities, promote academic growth and social mobility.

The curriculum for Y9-11 is planned sequentially to ensure that knowledge and skills are taught in such a way that will enable learners to be qualified and equipped to make appropriate decisions and choices about their next steps. Our aim is to provide challenges and successes for all, by offering differentiated and diverse opportunities.

The curriculum is broad and balanced and organised under seven areas of learning and experience. Threaded through these are cross-curricular strands of learning SMSC, Skills for Life, FBV, literacy, and numeracy. These cross-curricular skills are essential in order to prepare learners fully for future success. We provide a love of learning and thirst for knowledge by ensuring that our subject curricula remain engaging and relevant. Subject specialists will draw on links to careers and applications of knowledge wherever possible.

Curriculum Implementation

Senior and middle leaders ensure that the planning of the curriculum promotes the implementation of high-quality teaching and learning. Teachers are involved in the planning of the curriculum and delivering key knowledge, understanding, and concepts in such a way that enables deep learning rather than just learning to the test.

The curriculum is planned to develop positive attitudes as well as subject-specific and broader skills. Learning is sequenced across Y9-11 and Y12-13 to embed knowledge fluently, while also presenting increased levels of challenge and skill development.

Curriculum Impact

• Academic qualifications and student progress: Alleyne’s Academy has high academic aspirations for all students, regardless of ability or background.
• Students destinations: We expect that all students will move on to appropriately challenging education or employment with high-quality and aspirational destinations.
• Social, spiritual, emotional, and physical wellbeing: We aim for students to develop resilience, confidence, and independence that allows them to lead fulfilled and happy lives.

Year 9 Transition

We work closely with our feeder middle schools to ensure that the Key Stage 3 curriculum is covered in the core subjects. This is monitored for any changes and forms part of the curriculum planning for English, Mathematics, and Science departments.

Key Year 9 Transition Dates:

• School Open Evening: Thursday 26th September 2024
• New Intake Evening: Thursday 19th June 2025
• Experience Days: Monday 23rd and Tuesday 24th June 2025

All Key Stage 4 Subjects

The subjects indicated with a * are provided using the vocational pathway Technical Awards.

Key Stage 5 Curriculum (Sixth Form)

Alleyne’s Sixth Form provides a friendly but academically challenging learning community. We set high standards and expect our students to work hard to fulfil their potential. Sixth Form students are integral to the smooth running of the school and act as ambassadors for and leaders of our younger students.

We offer a structured and challenging learning programme to support development and progression in line with career plans. Students follow academic or vocational qualifications in three routes:

• Route 1: Three Applied General courses
• Route 2: Three A Levels or A Levels and Applied General courses
• Route 3: Four A Levels or A Levels and Applied General courses

Fundamental British Values

The fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs are promoted throughout the school. Students develop their understanding of these values through:

• Tutorial and PSHE lessons
• Assemblies and extracurricular activities
• Displays around the school
• Modelled behavior by all staff

Sixth Form Study Programme

Professor Alison Wolf, in her review of vocational education (2011), recommended that study programmes offer students breadth and depth, without limiting future options for study or work. Study programmes are designed to provide a structured learning environment to support development and progression in line with career plans.

Students have opportunities to gain real experience and knowledge of the workplace, as well as participate in non-qualification activities like:

• Work experience
• PSHE lessons and supervised private study
• CIAG (Careers Information, Advice and Guidance)
• SMSC (Social, Moral, Spiritual, and Cultural) development
• FBV (Fundamental British Values)