Curriculum Vision

Alleyne’s Curriculum Vision 2023/24

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 will provide a love of learning and thirst for knowledge by ensuring that our subject curricular remain engaging, relevant, and subject specialists will draw on links to careers and applications of knowledge wherever possible. Our CONNECT curriculum will support the pastoral work of the school and together these curricular opportunities will show learners the importance of laws and boundaries, demonstrating integrity and teach our young people to value emotional and physical health, leading safe and active lives where their participation is valued.

The curriculum in Y12-13 offers clear and appropriate progression for learners who choose to stay on in the sixth form. We plan for breadth of learning by offering a range of academic and vocational subjects again with an emphasis on the cross curricular strands of learning. Leaders map and evaluate the post 16 programme of study to ensure that learners have high aspirations and placed in a strong position for future Higher Education, learning and/or employment.

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. Students enjoy their learning and we see this evidenced in classrooms and during extra-curricular activities.

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 in order to embed knowledge fluently as well as present increased levels of challenge and skill development.

Quality of implementation is evaluated through scrutiny of a range of evidence including outcome data, assessment information, lesson observations, and scheme of work scrutiny, book scrutinies and student voice to ensure that high standards of engagement are maintained.

Curriculum Impact

The impact of the curriculum is measured using the following criteria:

Academic qualifications and student progress: Alleyne’s Academy have high academic aspirations for all students regardless of ability or background. We understand the high currency that outstanding qualifications have beyond the Academy. We expect and support all of our learners to achieve academic success.
Students destinations: We expect that all of our students will move on to appropriately challenging education and or employment and that destinations are high quality and aspirational.
Social, spiritual, emotional and physical wellbeing: We also expect that our students will be equipped with positive attitudes, skills and knowledge that will enable them to make a positive contribution to society. We aim that students 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.

We provide opportunities for our students to take part in activities which will give them experiences of every aspect of the curriculum in addition to the core, statutory teaching and their chosen ‘taster’ subjects. The Year 9 curriculum is designed to be broad and balanced to enable the pupils to build on prior skills, knowledge and understanding they have gained.

Year 8 to 9 Transition

The support programme that we have each year is as follows (dates from 23-24):

School Open Evening – Thursday 28^th September 2023;

Visit by member of the Senior Team to meet with pupils to give them a brief overview of what will be happening in terms of their transition to Alleyne’s Academy, what they will study and the support available - November 2023;

New Parents’ Evening - Thursday 20^th June 2024;

Experience Days at Alleyne’s on Monday 24^th and Tuesday 25^th June 2024;

Personalised letters issued to students to inform them of tutor group allocation and ‘taster’ subjects to be studied at Alleyne’s in September 2023 - week beginning 18^th July 2024 (subject to change).

We provide regular information and updates for students and parents throughout the academic year:

The School Open Evening provides details of our expectations and showcases all subject areas.
Liaison takes place between Alleyne’s and the middle schools, especially by the SENDCo, Head of Progress and Support and Core departments
SEND students attend Alleyne’s for at least one visit to assist with their transition
All students attend two Experience Days in June or July where they have the opportunity to meet with their tutors and experience lessons in ‘taster’ subjects and core subjects.

Key Stage 3 Curriculum (Year 9)

In line with the National Curriculum, all students study a broad and balanced set of subjects that builds on their knowledge attained at middle school. The curriculum provision will be evaluated at the end of the academic year and modified, if necessary, to meet the needs of the students.

Subject	Hours Per Fortnight
Subject	Year 9
English (Language & Literature)	7
Mathematics	8
Science	9
RE	2
Core PE	3
CONNECT	3 hr 20 min
Art	3
Business Enterprise	2
Computer Science	2
Drama (Music & Performing Arts)	3
Design & Technology	3
Geography	3
History	3
French	2

A detailed curriculum map for each of the subjects outlined above can be accessed here

Key Stage 4 Curriculum (Years 10 to 11)

From September 2023, students will be asked to choose their GCSE options at the end of Year 9. They then spend Year 10 and 11 studying these subjects, leading up to their GCSE examinations in the summer term of Year 11. Providing additional time for all of our subjects as the students work through to Year 11 allows for more skills to be embedded as part of the courses we provide. It also means that there is time for us to take a more creative approach to each subject rather than needing to focus almost entirely on assessment, but more on learning and facilitating a desire to learn in our students.

Subject	Hours Per Fortnight
Subject	Year 10	Year 11
English (Language & Literature)	7	9
Mathematics	7	7
Science	9	12
RE	5	-
Core PE	2	2
CONNECT	3 hr 20 min	3 hr 20 min
Option 1	5	5
Option 2	5	5
Option 3	5	5
Option 4	5	5

The main structure of our curriculum is that:

all students will take GCSEs in core subjects of English (Language and Literature), Maths and Science (Combined or separate).
all students, as part of their options, will study one of Geography, History or French.
students will then study three more subjects, which can include adding in a second of the subjects above.

All Key Stage 4 subjects:

English	Maths	Science	RE
Art: Art, Craft & Design	Art: Graphic Communication	Art: Textile Design	Drama
Computer Science	Design & Technology	Business/Enterprise*	French
Geography	Health & Social Care*	Hospitality and Catering	History
IT*	Music	PE / Sport*

Year 10 Curriculum Maps   Year 11 Curriculum Maps

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

Additional Compulsory Elements

In addition to the statutory curriculum, we also offer the additional compulsory elements within our curriculum:

The school makes available six Areas of Learning and Experience:
            Aesthetic and Creative;
            Human, Social and Moral;
            Linguistic and Literacy;
            Mathematical;
            Physical;
            Scientific and Technological.

as well as:

Work related learning
Careers Information and Guidance
Personal, health and Social education
SMSC (Social, Moral, Spiritual and Cultural)
FBV (Fundamental British Values)
Alleyne’s Skills for Life

Alleyne’s’ Skills for Life

Teamwork
Empathy
Independence
Leadership
Creativity
Resilience
Problem solving
Communication
Literacy
Numeracy

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.

Development of British values should be evident:
            in the curriculum
            in assemblies
            in the PSHE Schemes of Work
            in tutorial Schemes of Work
            displays around the school
            extra‐curricular activities
            modelled by all staff in the school
            in the ethos of the school

What we do in lessons, tutor time and PSHE

Tutor Time PSHE/CONNECT is a 20-minute lesson (1.55pm-2.15pm) and is planned and delivered to the same high standards as any other lesson.
enable students to develop their self‐knowledge, self‐esteem and self‐confidence;
enable students to distinguish right from wrong and to respect the civil and criminal law of England;
encourage students to accept responsibility for their behaviour, show initiative and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;
enable students to acquire a broad general knowledge of and respect for public institutions and services in England;
further tolerance and harmony between different cultural traditions by enabling students to acquire and appreciation of and respect for their own and other cultures;
encourage respect for other people; and
encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

The list below describes the understanding and knowledge expected of pupils as a result of schools promoting fundamental British values.

an understanding of how citizens can influence decision‐making through the democratic process;
an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety
an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;
an understanding that the freedom to choose and hold other faiths and beliefs is protected in law;
an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and
an understanding of the importance of identifying and combatting discrimination.

Actively promoting the values means that we challenge opinions or behaviours in school that are contrary to fundamental British values. Attempts to promote systems that undermine fundamental British values would be completely at odds with schools’ duty to provide SMSC. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour within and outside school which includes not undermining fundamental British values.

Sixth Form Curriculum

Level 3 courses are usually allocated 9 hours per fortnight.

Subjects/Courses (some courses may not operate due to small numbers)

A Levels:
Art	Biology	Business	Chemistry	Drama	English Language	English Literature
French	Geography	History	Maths	Further Maths	Music
Physics	Product Design	Psychology	Sociology	Spanish	RE

Applied Generals:
Business	Health & Social Care	IT	Psychology	Sport	Science

Re-sit GCSE English and Maths as necessary.

Key Stage 5 Curriculum

Alleyne’s Sixth Form provides a friendly but academically challenging learning community. We set high standards and expect our students to work hard in order 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.

Alleyne’s Sixth Form programme of study ensures that students follow courses where there is clear progression to their next steps in education, training or employment. We ensure that all students have the opportunity to develop vital employability skills such as leadership, teamwork and self-discipline.

We also ensure that students are well prepared to make a positive contribution to society by broadening their experience through university visits, residentials, cultural experience and colleagues from the world of business, enterprise and education coming in to the school and inspiring our students.

Enrichment activities play a large part in Sixth Form life such as sport, Young Enterprise, Duke of Edinburgh, charity work, work experience and a wide variety of leadership roles within the school.

The Heads of Sixth Form and their dedicated tutors form a specialist team to guide students throughout their time in the Sixth Form, ably preparing them for their next steps whether that is employment with training or University.

Sixth Form Study Programme

Professor Alison Wolf, in her review of vocational education (2011), recommended that the Department introduce study programmes to offer students breadth and depth, without limiting their options for future study or work.

Professor Wolf also recommended that all young people should be able to gain real experience and knowledge of the workplace in order to enhance their employability skills.

Study programmes are designed to provide students with a structured and challenging learning programme to support their development and progression in line with their career plans.

As the main element of each student’s programme of study, we offer a range of academic and vocational qualifications. We have three routes into the Sixth Form:

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.

Other areas within the Sixth Form Study Programme are:

Work Experience;
Non-qualification activities to develop students’ character, skills, attitudes and confidence and to support progression. These will include:
      PSHE
      supervised private study
      CIAG
      SMSC
      enrichment activities
      FBV;
English and Maths where a student has not yet achieved a GCSE grade 4.

Key Stage 5 Curriculum Subjects

Art                               Applied Psychology*              Applied Science*                    Biology                                    Business**
Chemistry                   Computer Science                  Design & Technology             Drama                                     English Language
English Literature        French                                     Geography                              Health & Social Care*             History
IT*                               Maths                                      Music                                      Applied Sport*                         Physics
RE                               Further Maths

The subjects indicated with a * are provided using the vocational pathway Applied General qualifications. Business** is offered as both A Level and Applied General.

Subject Curriculum Maps

Year 12 Curriculum Maps Year 13 Curriculum Maps